November 2018 Envision Equity

J E F F E R S O N C O U N T Y P U B L I C S C H O O L S
DIVERSITY, EQUITY, AND POVERTY DEPARTMENT
NOVEMBER 2018 | ISSUE 55
RESOURCE
TEACHER
SPOTLIGHT
Lamanda Moore-Rodriguez
& Matt Ammerman
COLLEGE ACCESS
for Students in Foster Care
THE MODEL
Recognizing Culturally
Responsive and
Innovative Classroom
Teachers
And More!
COMMUNITY
ANNOUNCEMENTS
1

College Access
for students in
foster care
By Lindsay Bale
JCPS Foster Care Coordinator
It’s FAFSA time!! According to national data
from the Legal Center for Foster Care and
Education, between 70% and 84% of foster
youth want to go to college, but only
31%-45% enroll in college (April, 2018). Of the 11.6
million jobs created since the Great Recession,
11.5 million have gone to workers with at least
some college education. The weekly income of
someone with a bachelor’s degree is more than
double that of someone with less than a high
school diploma, with these income trends holding
true over the course of one’s lifetime.
One of the ways we can help students continue on
to post-secondary education is by making it
affordable for them! Did you know that students
in foster care or who were in foster care any time
after the age of 13 can file an independent status
on the FAFSA? This means they do not have to
include parental income in their application, in
many cases allowing them to qualify for the
maximum financial aid award.
The FAFSA application window opened October
1 st . Awards are made on a first come, first serve
basis so it is best to complete the FAFSA as soon as
Continue on next page
2
Photo, google images

possible. If you know a student in
foster care who will graduate in
2019, help him/her complete the
FAFSA!
Be sure to talk to students about
the importance of grants versus
loans. Students may not need to
take out any loans if they are
eligible for the college tuition
waiver, tuition assistance, or
educational training voucher.
In Kentucky, students who age
out of foster care or are adopted
from foster care (and meet
certain requirements) are
eligible for additional support
Photo, Abdul Sharif
provided by the tuition waiver, which allows them to attend any public university in Kentucky and have their
tuition waived. Students who are in foster care and remain committed to the child welfare agency beyond
their 18 th birthday qualify for tuition assistance. Find detailed information here: http://
manuals.sp.chfs.ky.gov/chapter4/12/Pages/4284HigherEducationAssistance.aspx. In addition to the
tuition waiver and tuition assistance, students who were adopted after the age of 16 or students who exit
foster care after their 18 th birthday may be eligible for Educational and Training Voucher funds to help with
the cost of a job training program or post-secondary education costs not covered by the tuition waiver. Find
detailed information here: http://manuals.sp.chfs.ky.gov/chapter4/12/Pages/
4285EducationalTrainingVoucherforAgedOutYouth.aspx.
While students in foster care want to attend college, many of them do not enroll because of financial
concerns, needing to work, and lack of housing. The supports afforded by the state and federal governments
could help alleviate some of these barriers. Be a champion for a youth in foster care! If a student in foster
care or who has been in foster care is in need of assistance with FAFSA completion, contact your Regional
Independent Living Coordinator, Jeff Culver, at 595-4504 ext. 5704 or one of your KHEAA Outreach
Counselors, Candice Johnson 541-7445 and Steven Held 352-5697. Visit fafsalouisville.org for more
information. As always, contact your JCPS Foster Care Liaison for any educational needs you have for
students in foster care. You can reach Lindsay at 485-6358 or Lindsay.bale@jefferson.kyschools.us

The Model
Recognizing Culturally Responsive and Innovative Classroom Teachers
Name: Cynthia Fields
School: Newburg Middle School
My name is Cynthia Fields. This is
my 8th year of teaching, and my
fourth year at Newburg Middle School.
This year I am teaching 6th grade
Language Arts. I have a Bachelor’s of Arts
Degree in English and a Master’s of Arts in
Teaching. I was a recipient of the Hilliards
Lyons 2015 Excellence Award. My passion is
establishing a positive classroom
environment with procedures, daily
routines and engaging lessons. Each
month at Newburg, I develop and facilitate
the Effective Classroom Management
Professional Development.
I recently retired from the United States
Postal Service, where I worked for 33 years.
I believe that creating a positive classroom
is paramount if students are going to have
an equitable and safe learning
environment. In order to do this, first you
Continue on next page
4
Photo by Abdul Sharif

must have high expectations for students. Teachers must acquire a mindset that all
students can learn. I truly believe that my students are distinguished scholars of
integrity and honor. I speak this to them every day. I explain that distinguished
means you are set apart from everyone else. You are special. Scholar means that
you are smart,
and smart doesn't
mean you get all
“As.” It means
that you must
give your best
effort every day.
Integrity means
you are honest
and trustworthy.
You will do the
right thing when
no one is
watching. Once
they know who
they are… their behavior, posture, and conversation changes.
My classroom is a community where scholars are willing to support and help each
other. We celebrate each other successes and failures. Yes, we celebrate failures. My
students know the positive mindset of failing means that we have the opportunity to
learn from our mistakes. Therefore, every scholar speaks with confidence because
they know their classmates will celebrate them by shouting out “We celebrate you!”
and “You are learning!” The whole class celebrates by clapping. They even celebrate
me when I make mistakes and I smile and say “thank you.” It is an amazing positive
learning environment.
How do I make this happen? There are many reward systems in place. First, there is a
tiger (school’s mascot) dollar that students can earn. When a student is observed
doing an act of kindness, I may or may not give them a tiger dollar. My scholars know
Continue on next page
5

that showing kindness is what we should do. Every so often, I may show my
appreciation by giving them a tiger dollar. Students can redeem this tiger dollar
from the Integrity Store every Friday. In this store, they can buy erasers, notebooks,
lead pencils, and snacks. Everything in the store is worth one tiger dollar. Another
reward system is the competition
with the teacher’s marble jar and
the student’s marble jar. For
example, if students come into
the room meeting all
expectations, they can get a
handful of marbles in the
student’s jar. However, if they
choose not to meet expectations, I
will get the marbles in my jar. The
jar that fills up first will win. If the
teacher’s jar fills up first, the
student’s jar will be emptied and they will have to start all over. On the other hand,
if the students jar fills up first, they will earn a reward of their choice.
Once I establish a respectful and
safe classroom environment,
students are ready to learn. To
capture and keep their attention,
my lessons must be engaging,
relevant and culturally responsive.
My most recent lesson was on Dia
De Los Muertos (Day of the Dead).
Students annotated the article
“Day of the Dead Sweets and
Treats” from Newsela. After reading
the article, students had a performance test to show if they understood the article.
Continue on next page
6

Scholars had four choices to show their learning: 1. Popplet - a mind mapping
app; 2. Shadow Puppet EDU- a media app for videos; 3. Hands-on activity of
building an
ofrenda (altar)
or 4. making a
mask skull.
Surprisingly,
every student
chose the
hands-on
activities. After
completing
the projects,
students must
defend their
project by
explaining the
historical
tradition from the article and how it relates to their project. Students will defend
their answer by completing a Google Slide and by giving a presentation before
their classmates. They will take this Google Slide and upload it in Shadow
Puppet, a media for creating videos through pictures. This will be uploaded to
their Backpack to show their skills of communicating, creating and using higher
level thinking.
Click here for video story.
7

ENVISION EQUITY NOVEMBER 2018
2018 JCPS Hip-Hop
Summit Recap
By Abdul Sharif, Generalist—Diversity, Equity, and
Poverty Programs Department
Photo, Abdul Sharif
On October 18, DEP hosted the second annual Hip-Hop Summit at the Academy @
Shawnee. The Hip-Hop Summit helps students use their voices; provides JCPS
educators with the tools to use Hip-Hop, poetry, and movement to build rapport with their
students; and gives students an opportunity to display their talents. During the Hip-Hop Summit,
teachers attended breakout sessions that provided them with methods and strategies to use Hip-
Hop to engage their students. These breakout sessions included such topics as “Black Girls:
Living, Thriving, Resisting, and Being Carefree,” which was facilitated by Dr. Ahmad Washington,
an assistant professor at the University of Louisville, and Cassandra Webb, a planning and
8
Continue on next page

programs associate
at Cities United. In
this session,
participants
examined and
considered how
Black girls and Black
women successfully
negotiate and resist
institutionalized
sexism and misogyny
in academic settings
through a number of
ingenious rhetorical
and kinesthetic
practices (e.g.,
ratchedness, Black Girl Magic). Additionally, Dr. Damien Sweeney, a JCPS counselor,
facilitated a breakout session titled “The Warm-Up: A #HipHopEd Exemplar.” This session
was intended to
show educators
how to bring Hip-
Hop to the
classroom or to a
group counseling
session. Attendees
participated in this
breakout session
from the lens of a
student in order to
learn unique ways
they can reach
kids through Hip-
Hop.
Above, Dr. Brandon McCormack speaks during the
opening of the Hip-hop Summit.
Above, Dr. Ahmad Washington speaks during the opening
of the Hip-hop Summit.
9

In addition to breakout
sessions, attendees of
the 2018 Hip-Hop
Summit also heard from
keynote speaker Dr.
Brandon McCormack,
enjoyed live music
provided by AMPED and
The ELITEgiance DJ
Mentoring Program,
and received a live
performance from
students in the Saffiyah
Dance Program.
This was our second Annual Hip-Hop Summit, but it will not be our last. According to
JCPS Chief Equity Officer John Marshall, DEP hopes to expand the future Hip-Hop
Summits to “address some of the racial disparities and inequities in JCPS and to be
more innovative in what we do.” Dr. Marshall stated that “We are teaching in the same
way we taught in the 1980s, and this must change.” And through innovative professional
developments like the Hip-Hop Summit we believe this change will happen.
10

The Model
Recognizing Culturally Responsive and Innovative Classroom Teachers
Name: Kevin Ashford
School: Crosby Middle School
M
y name is Kevin Ashford. I
was born in Wilson, North
Carolina. My family
moved to Hopkinsville, Kentucky
when he was 8 years old. There I
graduated from Christian County
High School. I earned my bachelors
in Art Education from Kentucky
State University and my Masters in
Education from Spalding
University. I has been working
for JCPS as an art teacher at Crosby
Middle School for 19 years. As an
educator, I have also worked with
the Louisville Urban League and
the Louisville Art Society after
school programs.
Click here for video story.
11
Continue on next page
Photo by Abdul Sharif

DEARTH OF BLACK MALE
TEACHERS DISCUSSED AT
COLLOQUIUM
By Jamal Watson
Executive editor of Diverse: Issues In Higher Education.
Reprinted with permission from Diverse: Issues In Higher Education, www.diverseeducation.com
Written October 25, 2018.
Colleges and universities should be much more aggressive in recruiting and
preparing Black males to become school teachers.
That was one of the many sentiments expressed on Thursday among scholars and
practitioners who gathered at the International Colloquium on Black Males in Education in
Dublin.
The number of Black males in the U.S. teacher workforce continues to hover at about 2
percent – a dismal number — that former U.S. Secretary of Education Arne Duncan tried to
tackle back in March 2012 when he launched a national initiative aimed at recruiting and
training 80,000 new teachers.
In other countries across the globe, the numbers are equally troubling.
Dr. Chance W. Lewis, the Carol Grotnes Belk Distinguished Professor of Urban Education at
the University of North Carolina-Charlotte said that colleges and universities in the U.S.
could do more to steer Black male athletes at their institutions to consider pursuing
teacher education programs.
Dr. Chance W. Lewis speaking at the International Colloquium on Black Males in
Education.
“This is the opportunity for recruitment,” said Lewis. “All it would take is a conversation
across campus.”
That conversation — between faculty, athletic advisers and coaches — is critical to
increasing the numbers, said Lewis, whose book Black Male Teachers: Diversifying the
United States’ Teacher Workforce that he co-wrote with Dr. Ivory A. Toldson, has been
Continue on next page
12

hailed as a roadmap for preparing
administrators on how best to train Black
male students for a career in education.
Lewis said that he’s witnessed an
increased in the number of education
majors among Black males once an
institution has created a pipeline and has
made this issue a top priority.
“There is tremendous opportunities on
your campus,” Lewis told those at the
colloquium, adding that Black male
graduates of teacher education programs
have a strong track record of gaining
employment post-graduation and can also
coach a sport in addition to teaching in
their subject area.
Now in its seventh year, the colloquium
has become a meeting place for
interdisciplinary scholars and
practitioners from across the world to
commune and discuss critical outcomes
for young Black males and boys.
“This year’s colloquium has been
emotionally and psychologically
transformative,” said Dr. James L. Moore,
III., Vice Provost for Diversity at The Ohio
State University and co-chair of the
colloquium. “This year we attracted the
right stakeholders, thought leaders,
researchers and students to advance the
work around Black males beyond the
continental divide.”
Dr. Lemuel W. Watson, the dean of the
School of Education at Indiana University
and Dr. Gregory J. Vincent, the CEO and
chairman of Sigma Pi Phi are among some
of those prominent stakeholders.
Dr. Jerlando F.L. Jackson, the Vilas
Distinguished Professor of Higher
Education at University of Wisconsin-
Madison and the chair of the colloquium,
said that the decision to examine
Frederick Douglass’s time in Ireland in a
year that the world is celebrating his
200th birthday, is particularly meaningful.
“The 2018 Colloquium has been a
tremendous learning experience that has
drawn important and critical connections
between Ireland and Black America,” said
Jackson. “Participants have gotten to hear
about the origins of the term ‘political
blackness” and the times and
contributions of Frederick Douglass.
He said that the first three years of the
gathering was intentionally smaller and
participation was by invitation only.
Since then, there has been a steady and
growing interest in the colloquium.
“I certainly have appreciated the growth,
the committed returnees and the new
participants each year,” said Jackson. “I’m
delighted that folks saw value in the
Colloquium being in Ireland and how
Frederick Douglass provides us a platform
to clarify the impact that Black males have
had internationally for quite some time.”
Jamal Watson can be reached
at jwatson1@diverseeducation.com. You
can follow him on Twitter
@jamalericwatson
13

Diversity, Equity, and Poverty Department
The Model
Recognizing Culturally Responsive and Innovative Classroom Teachers
Name: Jeramiah Elsner
School: The Academy @
Shawnee School
MR. Elsner is a graduate of Purdue
University with a B.S. in Biology. He
also graduated from the University
of Louisville with an M.A.T. in Secondary
Education and a Ed.S. in Educational
Administration. Mr. Elsner’s teaching career
stands more than 15 Years—with 10 years
teaching with the Archdiocese of Louisville, and
the last 5 years at The Academy @ Shawnee
Mr. Elsner’s favorite subject is AP
Environmental Science. He believe PBL projects
are the most influential at students achieving
the mastery of standards. With student choice,
students are motivated and engaged in the
learning environment.
"My philosophy? Simplicity plus variety."
—Hank Stram
Click here for video story and check out
Mr. Peters’ article on the next page.
14
Photo by Abdul Sharif

Resource
Teacher
Spotlight
Ms. Lamanda Moore-
Rodriguez
ENVISION EQUITY SEPTEMBER 2018
L
aManda Moore Rodriguez is an
Equity and Inclusion Resource
Teacher for the Department of
Equity and Poverty Programs in JCPS.
She earned her Master of Arts in
Teaching from Bellarmine University
and is currently continuing her
education at Spalding University in the
Instructional Leadership program. Her
background as a former Literacy Coach
and Reading Recovery teacher has
given her the opportunity to present at
both the district and national level.
She has presented at the Reading
Recovery National Conference as well
as the Literacy for All Conference in
Providence, Rhode
Island. LaManda has a passion for
literacy and believes that it, and a
quality education is the key to ending
the cycle of poverty.
15
Photo, LaManda Moore-Rodriguez

Resource
Teacher
Spotlight
Mr. Matt Ammerman
ENVISION EQUITY NOVEMBER 2018
Matt Ammerman is in his seventh year working in education and first as an Equity &
Inclusion Resource Teacher with the Diversity, Equity, & Poverty Programs. He has
held a variety of roles within the school setting including data manager, College &
Career Readiness coach, middle school ECE
teacher, and most recently as an EBD
resource teacher at the elementary school
level. He received his B.S. in Sport
Administration from the University of
Louisville and his MAT with a focus in Special
Education from the University of the
Cumberlands.
As an educator, Matt strives to ensure
all students have a voice in the
classroom and are treated as valued
members of their school. Matt and his wife
Kara have three kids, oldest son Charlie (pre-
K student at Farmer Elementary) and
one year old twins, Madelyn and William.
16
Photo, LaManda Moore-Rodriguez

Coaching Students with DACA
College Access
DACA and undocumented students can go to
KY colleges and universities.
Per CPE policy KRS 13:0245 Section 8:
• An undocumented student who graduates
from a Kentucky high school can enroll at
Kentucky colleges/universities as in-state
residents for tuition purposes.
Need help navigating the application process?
Contact Assistant Director, Diversity
Recruitment- Aimee Huffstetler
502.852.1295, aimee.huffstetler@louisville.edu
Scholarships
These scholarships and resources are
open to DACA, and in some other cases,
undocumented students:
» Migrant Network Collection
» Hispanic Scholarship Fund
» SHPE Foundation
» Latino Student Resource Guide (LLEO)
Resources
» United We Dream (UWD)
» Dream Educational Empowerment Program
(DEEP)
» Scholarships A-Z
» My (Un)Documented Life
Programs & Organizations
The Latino Leadership and College Experience
Camp is a local, community based program
that provides college coaching and leadership
development to Latinx and immigrant youth
including undocumented and DACA students.
For more information visit www.thellcec.org
Kentucky Dream Coalition is an immigrant
youth led organization focused on supporting
the undocumented and DACA-mented youth
and students in the state through organizing,
workshops and mentoring.
For more information visit www.facebook.com/
kentuckydream/
FAFSA
Unfortunately, undocumented and DACA-mented students cannot
receive state or federal financial aid.
DACA students can complete the FAFSA for scholarship purposes.
Step 1: Like all applicants, your first step should be to create an FSA
ID for yourself and your family. If parents do not have a SSN do NOT
create an FSA ID with an ITIN (individual tax identification number).
Undocumented parents and students cannot create an FSA ID or use
an ITIN on FAFSA forms at https://fsaid.ed.gov/npas/index.htm
Step 2: There are 6 sections on the FAFSA: Student Demographics
(which includes student eligibility), School Selection, Dependency
Status, Parent Demographics, Financial Information and Sign & Submit.
The two sections that are most confusing for DACA recipients are
the Student Demographic section (particularly, the student eligibility
questions) and Parent Information (if parents are undocumented).
Step 3: Students can enter their income information manually or
through the IRS retrieval tool if they filed taxes.
Step 4: If the parents of a DACA recipient are undocumented, they
must also not misrepresent themselves. When reporting parental
information, do not use an ITIN in place of a Social Security Number.
Parental information should be entered as follows:
» A parent can complete FAFSA using “000-00-0000” for PARENT
I SSN AND “999-99-9999” for PARENT II (Note: if parent holds
ITIN to file taxes, do not use in place of SSN)
» Parents’ income info must entered manually. Do not try to use the
IRS Data Retrieval tool.
» Because parents don’t have a SSN, they cannot create an FSA ID.
Therefore, parents must print, sign, and mail in signature page.
There is a bar code on the signature page that will match your
parent’s signature to your specific application once the signature
page is mailed into the FAFSA office listed on the signature page.
There is no need to print the entire application. Just send in the
signature page.
Step 5: On the signature/submission pages, students can sign with
their FSA ID. The parent must sign and mail in the signature page. For
the 2019-2020 school year, send the parent signature page to:
Federal Student Aid Programs
P.O. Box 7652
London, KY 40472-7652
Step 6: You will be able to check the status of your FAFSA online
via www.fafsa.ed.gov with the same FSA ID and PIN number you
created when you filed the FAFSA. Once the parent signature page is
processed, you will be able to access your Student Aid Report (SAR)
to view your EFC (expected family contribution), which is the number
that demonstrates your need This information is important for needbased
scholarships.
Adapted from BCTC Latinx Outreach “Coaching Students with DACA”
17

Books for Young Readers
ENVISION EQUITY NOVEMBER 2018
A Card for My Father
By Samantha Thornhill
Illustrated by Morgan Clement
Penny Candy Books, 2018
Ages 5-11
Go Show the World: A Celebration of Indigenous Heroes
By Wab Kinew
Illustrated by Joe Morse
Tundra Books, 2018
Ages 5-9
A Card for My Father is the first book in a planned trilogy about
how a father’s incarceration impacts his school-aged daughter,
Flora. Flora has never met her father and her mother does not
like to discuss him. She has so many questions about who he is
that remain unanswered. One thing Flora knows for sure is that
Father’s Day celebrations at school are painful and
uncomfortable. How will Flora manage when her teacher assigns
a project about fathers?
Go Show the World celebrates Native heroes from many different
cultures, including several people who are not popularly
represented in children’s biographies. The stories are brief, no
more than a few sentences, but for each group Kinew reminds us,
“You’re a person who matters. Yes, it’s true. Now go show the
world what a person who matters can do.” Although directed at
the important figures in the book, the lines read two ways. They
are also clearly intended to speak to Indigenous children and to
remind them of their proud history and their people’s
contributions to American (not just U.S.) history.
How to Be a Lion
By Ed Vere
Doubleday Books for Young Readers, 2018
Ages 4-8
Leonard the lion is not like other lions. He doesn’t like to crunch and chomp. Leonard is
gentle. He likes poetry and walks. When Leonard meets Marianne the duck, they become
fast friends but a pack of fierce lions tells Leonard he must be FIERCE to be a lion. Fierce
lions chomp ducks. They do not write poems with them. Are the fierce lions right? Can
Leonard be gentle and still be a lion?
Images obtained from Google Images..
Book list provided by the LFPL.
18

ENVISION EQUITY NOVEMBER 2018
Community Announcements
Looking For Lilith Theatre Company
continues to offer middle and high schools
subsidies for their updated bullying
prevention program, CHOICES: An
Interactive Play on Cyberbullying and
Suicide. They also have new performances
available addressing issues of equity and
diversity that can be brought to your
students, faculty and staff. These include
We. Are. Here., which puts the country’s
current socio-political environment under
a critical lens, exploring how “hot button”
issues such as immigration, education,
white privilege, gun control, and
institutional racism affect several families
from different backgrounds, centering
around high school students' experiences
in particular. The Theatre Company is also
improving their fan-favorite, What My
Hands Have Touched, which explores the
experiences of a group of women friends
during World War II, to include
experiences of a wider diversity of
women. For more information visit http://
www.lookingforlilith.org. To book a
Looking for Lilith Touring Progam,
contact Trina Fischer at (347) 228-6438 or
trina@lookingforlilith.org.
Pride and Passion: The African-
American Baseball Experience
This nationally traveling exhibition
examines the challenges faced by African-
American baseball players as they sought
equal opportunities in their sport
beginning in the post-Civil War era,
through integration of the major leagues in
the mid-20th century. The exhibit was
organized by the National Baseball Hall of
Fame and Museum and the American
Library Association, with funding from
the National Endowment for the
Humanities: great ideas brought to life.
View a PDF of this traveling exhibit here.
Daughters of Greatness: Doris Kearns
Goodwin
Throughout the year, the Daughters of
Greatness breakfast series invites
prominent women engaged in social
philanthropy, activism, and pursuits of
justice to share their stories with the
Louisville community. The Daughters of
Greatness series provides a place for
dialogue and discussion on current issues
of justice, community engagement, and
social movements within the Louisville
area and beyond.
December 7, 2018. 8:30 am - 10:00 am..
Muhammad Ali Center
Have Fun and Get Fit with LUL
The Louisville Urban League is offering
weekly fitness opportunities. Come join
our staff for quick workout or mindfulness
activity. FREE to the public. Please RSVP
here if you can.
19

20

JEFFERSON COUNTY PUBLIC SCHOOLS
2018
Giveaway!
Saturday, December 8, 2018
10 a.m. to 2 p.m.
TM
Clothing Assistance Program (CAP)
319 S. 15th Street
Louisville, KY 40203
The 15th District Parent Teacher Association (PTA), in
conjunction with Jefferson County Public Schools (JCPS), invites
community residents—especially those residing in the Louisville Metro Government
Zones of Hope Neighborhoods: California, Newburg, Parkland, Russell, and
Shawnee—to the Take What You Can Tote! Clothing Giveaway.
This event will provide each household representative with empty bags. Tables and
racks of gently used clothing and accessories for men and women will be available
on a first-come, first-served basis.
This event will also include books and other special items that will be distributed on
a first-come, first-served basis. Once all items are depleted,
no more will be available.
No uniform or children’s clothing will be included in this giveaway.
If inclement weather cancels this event, it will be moved to Saturday, December 15.
For more information, call CAP at 485-7062.
every child. one voice. ®
Diversity, Equity, and Poverty Division
21

W.E.B. DuBois Academy is excited to share their P.R.I.D.E.
with the Louisville community on November 15, 2018 at
8: 30 a.m.
DuBois Days tours allow individuals, businesses, and
organizations to get a firsthand glimpse at how we’re
raising our Young Lions into the kings they are meant to
become through an innovative approach to education.
On DuBois Days, you will:
• Discover why we begin each day with dedicated
P.R.I.D.E. time.
• Tour W.E.B. DuBois Academy, led by student
ambassadors.
• Visit classrooms to see students engaged in rigorous
learning activities.
• Learn more about our curriculum.
• Hear real testimonials from parent ambassadors.
• Learn how you can help create a brighter future for
young men in Louisville through our Lions to Leaders
program with Metro United Way
Organizations interested in booking a tour can email
Telva Hogan at telva.hogan@jefferson.kyschools.us
22

J E F F E R S O N C O U N T Y P U B L I C S C H O O L S
Diversity, Equity, and Poverty Programs Department
With NyRee Clayton-Taylor, 2019 Kentucky Elementary School Teacher of the Year
For more information, please contact Telva Hogan at 485-7318 or telva.hogan@jefferson.kyschools.us.
To RSVP for the community conversation online, please visit http://bit.ly/nctspeaker. 23
To register for the PD, please visit pdCentral (JCPS Staff).

J E F F E R S O N C O U N T Y P U B L I C S C H O O L S
R A C I A L
E Q U I T Y
P O L I C Y
24

J E F F E R S O N C O U N T Y P U B L I C S C H O O L S
D I V E R S I T Y , E Q U I T Y , A N D P O V E R T Y P R O G R A M S D E P A R T M E N T
G I R L S TO
GALLOWS
Dr. Cherie Dawson-Edwards, a criminal justice and social
change professor, in partnership with the Jefferson
County Public Schools Diversity, Equity, and Poverty
Programs Department, will present a series of pd events,
and a community conversation that focus on the
marginalization, resilience, and brilliance of girls of color.
The scaffolding pd will focus on the school system and
how inequities and the lack of restoration for girls (of
color) perpetuate a lower sense of belonging and
contribute to negative academic outcomes.
PD Dates:
November 28, 2018 (PD # 18-1999067) | January 23, 2019 (PD # 18-1999072)
March 27, 2019 (PD # 18-1999073) | April 17, 2019 (PD # 18-1999074)
May 15, 2019 (PD # 18-1999106)
Time: 4:45–6:45 p.m.
Location: C.B. Young Jr. Service Center, 3001 Crittenden Drive, Louisville, KY 40209
Community Conversation:
Date: April 18, 2019 | Time: 6–8 p.m. | Location: C.B. Young Jr. Service Center, 3001
Crittenden Drive, Louisville, KY 40209
For more information, please contact Telva Hogan @ telva.hogan@jefferson.kyschools.us or 233-1808.
25

ENVISION EQUITY NOVEMBER 2018
Title Session Code Date & Time Location Contact
Special Education and
Inclusivity
Book Study: Black
Male(d) By Tyrone
Howard
(Administrators
Only)
Equity and Inclusion
Institute (Morning
Session)
18-1996503 November 1
4:30 to 5:30 p.m.
18-1998247 November 1, 15, and 29
4:00 to 6:00 p.m.
18-1998114 November 5, 2018
8:00 to 11:30 a.m.
Olmsted Academy
South
Google Classroom
Kentucky International
Convention Center
Dr. Monica Lakhwani
(502) 485-7269
Charles C. Davis, Jr.
(502) 485-7898
Charles C. Davis, Jr.
(502) 485-7898
Equity and Inclusion
Institute (Afternoon
Session)
18-1998118 November 5, 2018
1:00 to 4:00 p.m.
Kentucky International
Convention Center
Charles C. Davis, Jr.
(502) 485-7898
Student
Empowerment and
Inclusive Pedagogy
18-1997702 November 12, 2018 Farmer Elementary Telva Hogan
(502) 485-7318
Hip Hop Helps and
Heals
18-1997224 November 13
4:30 to 6:30 p.m.
Diversity Summit 18-1996515 November 14-15
4:00 to 6:00 p.m.
Atherton High
Atherton High
Vanessa Posey
(502) 485-3631
Dr. Monica Lakhwani
(502) 485-7269
A Mile In My Shoes.
Homeless Education
18-1993455 November 20
9:00 to 11:00 a.m.
VanHoose Education
Center
Giselles Danger
(502) 485-3650
Culturally Responsive
Classroom
Management:
Disruption That
Leads to Engagement
18-1998626 November 28
4:30 to 6:30 p.m.
Meyzeek Middle
Equity and Inclusion
Unit
(502) 485-7269
Push In: Pulling
Girls of Color Into
Learning
18-1998620 November 28
4:30 to 6:30 p.m.
Meyzeek Middle
Equity and Inclusion
Unit
(502) 485-7269
Racial Equity
Analysis Protocol
(REAP)
18-1998608 November 28
4:30 to 6:30 p.m.
Meyzeek Middle
Equity and Inclusion
Unit
(502) 485-7269
Reaching and
Teaching Black Boys
Through Literacy
18-1998614 November 28
4:30 to 6:30 p.m.
Meyzeek Middle
Equity and Inclusion
Unit
(502) 485-7269
Windows and
Mirrors: Who Do
Your Students See
18-1998632 November 28
4:30 to 6:30 p.m.
Meyzeek Middle
Equity and Inclusion
Unit
(502) 485-7269
To view a complete list of DEP professional development sessions, visit https://www.jefferson.kyschools.us/node/1350
26

ENVISION EQUITY NOVEMBER 2018
Announcing...
"The Model"
Starting in the September edition of
Envision Equity, we will highlight sample
lesson plans and videos of Jefferson
County Public Schools (JCPS) classroom
teachers who are culturally responsive and
innovative. This new section of Envision
Equity will be called “The Model.”
If you are a JCPS teacher or know of a
JCPS teacher who should be highlighted as
a model of culturally responsive and
innovative classroom practices, please
submit his or her contact information to
abdul.sharif2@jefferson.kyschools.us by
the 15th of each month.
Editor—Catherine Collesano
Editor, Photo Contributor—Abdul Sharif
Credits
Special thanks to all of our community partners and educators who helped make this special edition of
Envision Equity possible.
Envision Equity is a publication of the JCPS Department of Diversity, Equity, and Poverty Programs. All
submissions should be sent to Catherine Collesano at catherine.collesano@jefferson.kyschools.us or Abdul
Sharif at abdul.sharif2@jefferson.kyschools.us. If you are interested in becoming a subscriber or a
contributor to Envision Equity, please contact one of the editors at the above email address.
www.jefferson.kyschools.us
Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities
27