U-46 Equity Matters Newsletter
Equity Related Info. & Resources to Use and Share 3.14.23
From the Desk of Teresa A. Lance, Ed.D
Dear U-46 Colleagues,
A new month can be the beginning of new things and new events. The month of March is no different. March signals that spring is around the corner, but it also marks Women's History Month. A little more than 50-years ago, women's history in curriculum was barely evident and it wasn't until 1987, a mere 36-years ago, that Congress declared March Women's History Month. If you want to learn more about Women's History Month, check out these resources and above all, do what you can to embed the contributions of women, regardless of race, sexual orientation, and religion, into your daily lessons. Resources:
March is also the month of Ramadan. As an FYI, Ramadan begins the evening of March 22nd and concludes the evening of April 21st. You can learn more about Ramadan further into this newsletter as we have as guest contributor, Dream teacher, Sarah Said. Mrs. Said pens a timely article titled, Being Empathetic to Students and Colleagues During the Month of Ramadan. Thank you, Mrs. Said, for your contributions and your willingness to teach me and our colleagues.
Finally, if there is something that you would like for us to consider adding to our newsletters, please let us know by dropping a note here.
Yours in Service,
Teresa A. Lance, Ed.D
Assistant Superintendent for Equity and Innovation
Future Outlook: Providing Affirming and Inclusive Space for LGBTQ+ Youth
Youth Outlook is hosting a daylong conference called Future Outlook: Providing Affirming and Inclusive Space for LGBTQ+ Youth on Friday, April 14th from 8:00-3:15pm for educators, mental health providers and community members.
The conference is hosted at NIU in DeKalb and will offer CEUs/CPDUs.
We'll kick off with a keynote from Dr. Heidi Truax and then have many different breakout sessions for folks to check out including:
- Gender Identity and Affirming Care for LGBTQ+ Youth
- Neurodiversity diagnosis in LGBTQ+ youth
- BIPOC LGBTQ+ Youth and Families
- LGBTQ+ Trauma and Self-Care
- Eating Disorders with the LGBTQ+ Community
- Navigating Grief within the LGBTQ+ Community
- Legal Name and Gender Marker Changes: What Clinicians Need to Know
Registration is available here. If you're interested in group rates, sponsoring a ventor table or a scholarship, please email lisa.hilgenberg@youth-outlook.org.
Members who attend the West Suburban Community Network: Professional Serving LGBTQ+ youth meetings can use this registration code for $25 off: 25INNETWORK
Friday, Apr 14, 2023, 08:00 AM
Being Empathetic to Students and Colleagues During the Month of Ramadan by Sarah Said
Ramadan is approaching. Ramadan is the holy month for Muslims when Muslims abstain from food, drink (yes, even water), physical intimacy and bad deeds. As we are approaching, I try to switch to decaf coffee (I’m never successful with that.) and start to pre-cook meals and freeze them. As a Muslim American who has grown up in the public school system, it was always a great time at home with festivities and prayer- but not always at school.
I grew up in the Southwest Suburbs. The community I grew up in is now one of the largest Muslim populated communities in the country. Thirty-five years ago, when my family moved there, we were part of a group of the first Muslim families that moved there. Ramadan became a time that I dreaded at school. Teachers either made it seem like I was doing something wrong by fasting in elementary school or had me give awkward on demand presentations to the whole class on why I wasn’t eating or drinking anything. As educators, we need to be empathetic towards our students who are fasting this month and make accommodations needed for them.
This Ramadan, you might see Muslim students and colleagues fasting during Ramadan. Read more here about the why, the what, and do’s and don’ts as an educator and colleague to Muslim students and staff.
Why Do Muslim Families Fast During Ramadan?
Muslims believe that fasting is an exercise of empathy. The act of fasting is an act of understanding what it feels like to not have food or water. Muslims also use this as a practice of gratitude for what they have to count their blessings. Fasting consists of not having food or drink between the hours of sunrise and sunset. At sunset, families break their fast together and wake up very early in the morning to eat their morning meal before sunset.
What Other Practices Do Muslims Practice in Ramadan?
In addition to fasting this is also a time where Muslims work to be more in-tuned with their spirituality. Families usually pray together more at night and read the Quran (the Muslim Holy book) along with fasting. In addition to fasting, families also give charity during this month.
Things You Can Do To Be Supportive of People Who Are Fasting:
Consider flexible deadlines on assignments for students who are fasting. Understand that students are tired from fasting but also stay up late for prayer.
As an accommodation, have a space that students can go to during lunch if they are fasting, no one wants to sit in a crowded cafeteria during Ramadan.
For students in PE or athletes, understanding that breaks are important to them when they need them in class or practice.
Taking an empathetic approach when asking questions about Ramadan to students or staff. Statements like “not even water…” get exhausting to respond to during the month.
Finding picture books to read in class in elementary school to students about Ramadan from a mainstream perspective or asking a parent to do this. (Feel free to email me for resources yusrasaid@u-46.org)
Emailing or sending a card to families or colleagues who you know are honoring Ramadan just to say “Ramadan Mubarak” (a common Ramadan greeting). If you have a number of students and really want to get cards, many vendors sell cards on amazon.
If you are looking at what you may send a colleague or friend, dates are the common sweet sent- regular and chocolate covered.
Give students spaces for prayer in private spaces if they ask for them.
Keep in mind that some families are practicing Ramadan alone if they are new to the country.
Things To Avoid:
Questioning students or colleagues in a patronizing way as if they are doing something wrong for fasting. This typically happens in elementary grades where educators direct their sympathy in the wrong way. Families do not force younger children to fast. Many of them want to fast or just skip lunch as fasting.
Pushing a student or colleague to break their fast in non-medical emergencies. People are going to be hungry and tired, that’s part of fasting. If a person has a medical condition, is menstruating, pregnant or nursing they are most likely not fasting.
Asking students to make “on-demand” presentations on fasting. I know we do our best to be culturally responsive- not all students want to be the spokesperson for their race,ethnicity or faith. Some students may proudly want to tell their peers about the month, this is a conversation you should have with them individually before asking them on the spot.
Ramadan is determined by the new moon approaching. When the month is over and a full moon is sighted, Muslims celebrate Eid El-Fitr for three days. This is when Muslims pray, end the month of fasting, visit loved ones, and continue to express their gratitude for what they have and to each other with gifts. You may have students from class absent or colleagues out on the first day. Please be flexible with deadlines.
As a community, we can support a sense of belonging for students and staff at this time. Always feel free to reach out to me if you have any questions.
Equity Ambassador: Maribel Ponce
You may have had the pleasure to meet with or work with Maribel Ponce. She is the Bilingual Liaison at South Elgin High School. Not only is Ms. Ponce an employee in U-46, she is also a proud parent of two U-46 graduates.
Maribel says. “Equity for me is to be able to offer the same educational rights, opportunities and necessary resources so every student can get quality education.” As a parent of two sons who attended U-46, Ponce has always been a big advocate for equity. She was inspired by ensuring her sons and the Hispanic students were receiving the proper high level of instruction.
Prior to joining the U-46 workforce, Maribel was a community leader of the Bilingual Parent Advisory Council (BPAC), Vice President of the Parent Teacher Organization (PTO), and participated in Mexican American Legal Defense and Educational Fund (MALDEF) workshops. These experiences enable her to work to create equal opportunities for students.
Currently Maribel leads “Reunion de Padres” at South Elgin High School. She hosts a meeting each month with the goal of making a difference with the Hispanic parents and community. The meetings get the participants involved in the academic life of their children so we all contribute to creating better citizens that will impact our society in a positive way.
Readers should know Maribel Ponce is dedicated to offering support, orientation, and helping students and parents. Her job allows her to help and assist new students to experience a smooth transition to a new educational system and culture not only for surviving, but to also attain educational goals and professional success.
Say hello to Maribel Ponce the next time you visit South Elgin High School, ask about Reunion de Padres maribelponce@u-46.org,
Attend a Bilingual Parent Advisory Committee (BPAC) meeting,
Celebrate an amazing woman in your life this month!
I Rocked the Mic for Black History!
Students at Ridge Circle believe that history rocks! They put that belief into action throughout Black History Month. During Fridays in February, students performed in an open mic session in front of staff and their peers in the library. Unlike many typical school assignments, these students actually signed up to do the research, write their script, practice their delivery, and share what they learned in front of others. Assistant Principal Annissa Upshaw-Lanotte explains that they created this space “to ignite student involvement, student sense of belonging, student creativity and student ownership in our learning community”. In some instances, students performed in front of schoolmates who were not from their own classrooms. Several students had additional insight on how this experience impacted them.
Chloe, 6th Grade (MIc Topic: Steve Harvey) - “Doing this with my best friend, Rossibell, was the best part of it. It was comforting to present with her.”
Rossibell,6th Grade (Mic Topic: Steve Harvey) - “I liked teaching other kids about Black History Month and doing it with my best friend, Chloe. Being a sixth grader, this will be my last year in elementary school, so performing in front of younger kids is important for me to be a good example.”
Ryleigh, 5th Grade (Mic Topic: George W. Carver) - “I learned that what doesn’t challenge you doesn’t change you. This helped me get rid of my stage fright and build up my confidence for the future.”
Samuel, 6th Grade (Mic Topic: Muhammad Ali) - “I enjoyed teaching the little kids about Black History Month. When I was little, I really didn’t know much about Black History Month. I really enjoyed doing that because I got a better understanding of that. I also felt a lot of pride when I was talking.”
Nico, 6th Grade (Mic Topic: Dr. Dre) - “I liked being able to talk in front of everyone. At first I was not that confident, but I developed confidence. My confidence kept piling up as I was going.”
Jose, 5th Grade (Mic Topic: Earl Lloyd) - “When I was preparing and getting organized for this Black History Month assignment, it helped me with my stage fright because I knew what I wanted to say.”
Kattalleya, 5th Grade (Mic Topic: Lebron James) - “Learning about Lebron James was good. I was nervous at first, but once I did it, I got the hang of it. I learned that I don’t always have to be afraid of things.”
Layla, 5th Grade (Mic Topic: Lebron James) - “My favorite part was learning about Lebron James and doing the research and writing about it.”
You Matter in U-46
Last year, during an affinity group meeting, one of our members made a statement. She expressed the desire to have a pin or something she could display to let students know she will provide a safe space for them when they need someone to discuss how they are feeling, a situation, or need a trusted adult. Her idea stuck and the You Matter pin was born. Equity Ambassadors throughout U-46 are given a pin to wear as a symbol for consistently contributing to ensuring equity and belongingness for all.
The person behind this idea is Stephanie Katzenberger, a Physical Education teacher at South Elgin High School. Katzenberger believes educational equity provides all students what they need to achieve, which varies from student to student. The traditional idea of 'equal opportunity' in education does not recognize and adjust to the gaps and barriers that our students face, whether it be poverty, language, homelessness, etc. The quality of education a student receives should not depend on where they live, how much money their parents make, or the language they speak. Educational equity is flexible and fluid and meets students where they are at. An equitable classroom does not provide the same support, resources, and opportunities for all students, but provides all students the support, resources, and opportunities they need to be successful.
Stephanie started her journey towards becoming an Equity Ambassador through a lot of reading, discussion, and self-reflection. In order to create an inclusive learning environment that is built on trust, safety, and student voice, she says, “I had to take some time to reflect on myself - my background, my experiences, my privilege, my mindset, my biases, etc. I had to better identify all of the barriers students face, and the factors that cause and/or impact those barriers, before I could start focusing on, and improving, equity in my classroom.” She has participated in our district's Equity Symposium, affinity groups, and book club which has also had a big impact on her growth as an educator and equity ambassador.
In the classroom, she tries to accommodate the learning needs of all students with the use of universal design, student-centered instructional strategies, variety in assessment, and high expectations. Katzenberger has been working on promoting recognition and respect for diversity by creating Canvas pages about ethnic and racial groups, representing Black History, Women's History, Arab American Heritage, Asian Pacific American Heritage, and Hispanic Heritage. The Canvas pages include information on the roles various people have played in Health & Wellness. The achievements inspire workouts and challenges. She also includes information about films, books, and events that celebrate the contributions, talents, and resilience of each community.
After 28 years in Illinois, Stephanie still considers herself a 'commuter' from her home state of Michigan where most of her family still resides. She spends most holidays and breaks back home. She has (fr)amily in Illinois as well, so she prioritizes quality time with loved ones, time well spent. Katzenberger says, “I love my students - they keep me young, they keep me honest, and they keep me growing and learning. I only hope that I can have the same supportive and inspirational impact on them as they have on me.”
Equitable Learning Experiences Matter! Their future depends on it!
Meet Darlynn Terry, the proud Assistant Principal at Ronald D. O’Neal Elementary School. Ms. Terry says, “My definition of Educational Equity is providing students experiences and opportunities to reach their fullest potential, cultivate their genius, and develop skills that will afford them college and or career choices that will grant financial security and opportunity for greatness.”
In the words of Dr. James Cohen, a Professor at Northern Illinois University, Terry encourages others to replace judgment with curiosity, to realize there is no single story that defines a race or a group of people, to learn about a student's culture and what matters to them, to foster a school and classroom culture that is culturally relevant to students so they can see themselves in their learning experiences; therefore, feeling a sense of belonging, connection and "I matter" in this place. Serving in education is Darlynn’s ministry. She believes you treat others the way you would like to be treated, which is with love, kindness, respect and dignity, with a smile.
Ms. Terry was blessed to be raised by her mother, a fifth grade teacher at Rosewell B. Mason Elementary School in the Chicago Public School System and her father, who founded his own auto parts business, Bell-Terry Auto Parts. Both worked on the West Side of Chicago until they retired. Darlynn and her brother Vernon were fortunate to have forward thinking parents that made tremendous sacrifices to always provide them with experiences and opportunities to have advantages in life that would allow us to attend college which would grant us financial security and opportunity for greatness.
A five year old nephew, Vernon Rogers Terry II and a one year old
Godson, Delond Henry Long, are blessings that Darlynn loves and adores. Her "why" is often a thought of them. So, if the learning experiences that we provide all U-46 students is not good enough for Vernon and Delond, then it is not good enough for the students of U-46. She continues following the Equity and Social Justice vision of Ronald Raglin, who inspired Darlynn and invited her to advocate for Equity. In the words of Ron, "I "Unapologetically," Believe, Equitable Learning Experiences Matter! Our children's future depends on it!
Connect with Darlynn Terry, U-46 Equity Ambassador at Ronald D. O’Neal Elementary and on Twitter @DarlynnTerry.
Do you know an Equity Ambassador in U-46? Tell me about them doreenroberts@u-46.org or on Twitter @doroberts30.
Advancement Via Individual Determination (AVID)
The months of February and March are exciting times for high school seniors in the AVID elective classes as they are receiving financial aid packages from the universities where they applied. An example of the great news that our AVID seniors are receiving comes from Bartlett HS. With 32 AVID seniors at BHS, they have 111 verified college acceptances and $5,080,255 dollars in merit money available for college! Similar stories are being written at our other U46 high schools by their senior AVID students. This is one of the benefits that students in the AVID electives enjoy through their college and career preparatory work. AVID is an elective class that is offered at all of our middle and high schools in U46. Many of our middle and high school schools have developed communications for students, staff, and parents about their AVID elective classes and AVID college and career readiness system.
These communications are meant to highlight the strategies and experiences that the AVID students participate in and use toward preparing for post-high school success. Examples of AVID communications can be found in these links from Elgin and Larkin High Schools:
- EHS AVID Newsletter for February 2023
- LHS AVID Quarterly Newsletter
Spotlight on CTE- Programs of Study
Career and Technical Education has Programs of Study for each of their classes to support superior student outcomes and post-secondary success. The curriculum of each course is reviewed and examined with the overarching goal that each Program of Study prepares students for post-secondary outcomes that lead to a university experience, community college experience or direct-to-industry experience. Each course is examined individually, and all of the courses are examined as a whole Program of Study to determine their validity. Students can matriculate through the Program of Study knowing that it will prepare them for a career-ready future.
- Healthcare Science Program of Study
- Automotive Pathway of Study
- Education Pathway of Study
- Engineering Program of Study
- Welding Program of Study
- Industrial Manufacturing Programs of Study
- Culinary Arts Pathway
- Business Pathway
Addressing Access and Awareness of Manufacturing Careers with the STAMP Grant
You may be surprised to hear that manufacturing is the largest industry in Illinois when measured by contribution to gross domestic product. The total economic impact of this industry to the state is close to $600 billion dollars. Yes, billion. Like many industries, manufacturing in Illinois is struggling to find skilled workers ready to take the place of large numbers of retirees and workers who are comfortable with the technical computer-based industry that manufacturing has largely become. This issue is compounded by a lack of diversity within the industry. Specifically, females and people of color are underrepresented (BLS Link).
Since there are many scalable careers available in manufacturing and many lead to a living or high wage career, EdSystems of NIU partnered with the Illinois Manufacturers Association (IMA) to develop a grant to promote these careers. The Scaling Transformative Advanced Manufacturing Pathways (STAMP) Grant seeks to:
Increase secondary enrollment in manufacturing pathways, particularly by underrepresented students.
Increase dual credit offerings and enrollment in manufacturing pathways.
Increase the number of students who complete a manufacturing pathway, earning a College and Career Pathway Endorsement (CCPE) and industry credentials.
Increase matriculation into postsecondary manufacturing programs and the workforce.
Through our regional Education for Employment office U-46 is participating in this grant. School District U-46 has a long-standing manufacturing program. Precision Manufacturing is taught by Mat Erbach and Welding is taught by Aaron Styles and Luis Guerrero De Jesus. Both of these programs are implementing elements that align with the STAMP Grant including developing dual credit courses and advising students on how to take the correct steps after high school toward a lucrative career.
Learning more about underrepresentation in manufacturing programs is the first step towards addressing it. As prescribed by the grant we will soon be conducting empathy interviews in order to gather “Street Data” about students’ lived experiences and perceptions of manufacturing. Empathy interviews are open ended conversations that are designed to provide us with the qualitative data on program participation to compliment our quantitative data. We will share more information soon on this work and we will be highlighting some of the incredible experiences our students are having as they engage in this pathway.
Postsecondary Transition: Career & Academic Program (CAP) by Brandon Massey (EHS)
The transition of students from secondary education to their postsecondary environments is a vital factor for their future outcomes. Of distinct importance to educators is the significant shift between secondary and postsecondary education. Relative to most high school teachers, the expectations of instructors in college-like environments are notably more rigorous. Even with accommodations guaranteed by the Americans with Disabilities Act (ADA), students with Individualized Education Plans (IEPs) have significant struggles with transitioning into college life. This difficulty too often translates into debt and academic failure for this at-risk matriculating demographic.
While Title IV financial aid support is equally available for students with and without disabilities, and in nearly equal amounts ($8,411 vs. $8,611), the postsecondary outcomes for these groups are notably different. According to the Postsecondary National Policy Institute (PNPI), about 20% of students with reported disabilities achieve a college degree after 5 years compared to about 40% of students without reported disabilities. Students with disabilities were twice as likely to major in Humanities and 1.5x more likely to major in social sciences. Students without disabilities were 1.5x more likely to major in Science, Math, or Engineering. These trends culminate in not only fewer students with IEPs attaining degrees, but even students with disabilities who graduate make less money in general – about $10,000 less annually on average – and have lower rates of home ownership and of having retirement accounts.
Academic Transition programs, such as the Career & Academic Program (CAP) in U-46, seek to remedy these inequitable outcomes for students with IEPs, continuing to provide support after they have completed high school classes and begin their postsecondary path. The mission of CAP is to develop students’ academic, vocational, and social emotional skills so they can be more independent actors in their school and work lives. CAP staff members mentor and tutor students in classes at Elgin Community College (ECC) and in their core academic skills (e.g. Language Arts, Math; Time Management; Project Planning). All first-year students in the program take “Exploring Careers & College Majors” and “College 101”; students qualify for more advanced college classes based on their individual academic history and/or by achieving certain scores on the Math, Reading, and Writing placement exams at ECC. Classes are held at/through the university and students receive support on-campus and daily at CAP headquarters, housed in Elgin High School.
Alongside these academic supports, CAP employs a Vocational Coordinator that runs a daily block of “Vocation,” focused on developing work skills and aiding with attaining competitive employment. Students study soft skills, resumes, the application process, interviewing, and continue to receive personalized support once employed. Last year, 90% of CAP students attained their first job and all of them maintain that employment to the present. These efforts are bolstered by weekly Community Based Instruction (C.B.I.) trips that increase knowledge of work opportunities through exposure and specialized, small-group meetings to gain knowledge of a specific job/field or attend interviews.
Academic Transition programs like CAP are an important piece in our continued effort to provide more equitable services and outcomes for all students. The success of students in CAP so far, nearing the first two-year cohort’s exit, indicates great value exists in these programs. Many of the first cohort will exit with 20 or more college credits, vastly improved academic, vocational, and social-emotional skills, and steady employment. Compared to current nationwide postsecondary trends across the nation, these are certainly more positive outcomes for the at-risk demographic of postsecondary students with disabilities.
Affinity Groups in U-46
We are in our third year of leveraging affinity groups to hold safe and brave spaces for all staff within U-46. In addition to engaging through African American, Asian, Latino/a/x, LGBTQ+, and White Allyship affinity groups, this year we have platforms for our colleagues who identify as someone from the Individuals with Disabilities and MENA (Middle Eastern and North African) communities. As you read this article about the positive role affinity groups play within the workplace, consider how it aligns to your desire to feel embraced, validated, affirmed, and valued for who you are, each of your unique and shared experiences, and all that you bring with you every day that you serve within U-46. If this sounds like something that you would like to be a part of or continue being a part of, join us by completing the Affinity Group Interest Survey or reach out to Lisa Jackson, at lisajackson@u-46.org, if you have any questions.
U-46 Equity Plan
22-23 Equity Committee Meeting
Thursday, Mar 16, 2023, 04:00 PM
Zoom
About Us
Email: melissastevenson@u-46.org
Website: https://www.u-46.org/equity-diversity
Location: 355 East Chicago Street, Elgin, IL, USA
Phone: 847-888-5000
Twitter: @U46EquityMatte1
Equity and Innovation Department
- Teresa A. Lance, Ed.D, Asst. Superintendent of Equity & Innovation
- Mitch Briesemeister, Director of Educational Pathways
- Michele Chapman, Director of Postsecondary Success
- Lisa Jackson, Director of Diversity, Equity, and Inclusion
- Melissa Damewood, CTE Coordinator
- Alexa Charsha Hahn, School Counselor Lead
- Doreen Roberts, Teacher Leader
- Al Tamburrino, District AVID Support
- Jennifer Downey, Secretary of Career and Technical Education
- Margaret Kallal, Secretary of Educational Pathways and Postsecondary Success
- Melissa Stevenson, Administrative Asst. of Equity & Innovation