The Equalizer Newsletter Spr24

TH E I M PACT OF WAR ON E DUCATION

Lift Every Voice & Sing HOW TO WRITE EFFECTIVE LETTERS OF RECOMMENDATION

WE ARE A COMMUNITY DEVOTED TO DISMANTLING INEQUITABLE PRACTICES SO THAT ALL STUDENTS REACH THEIR PERSONAL GREATNESS; AND SUCCESS IS NO LONGER PREDICTABLE BY STUDENT IDENTITY: RACE, CLASS, (DIS)ABILITY, LANGUAGE, RELIGION, SEXUALITY, GENDER, IMMIGRATION STATUS, AMONG OTHERS.

Table of Contents BOE Racial Equity Resolution.....................................................…………

4

Why the Banning of Black Literature? ……………….....................

5

Celebrating Black History 365 Days a Year: .........................................

7

One Educator's Song for Justice and Equality........................................................... 9 The Impact of War on Education...................……………………………

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21 Day Equity Challenge ……..........................................……………..

15

How to Write Effective Letters of Recommendation .............................................. 17 Diversity Champions (December / January).............................................................. 21

BOARD OF EDUCATION RACIAL Resolution EQUITY

WHEREAS, the Equity Mission of Urbana School District 116 states, “We are a community devoted to dismantling inequitable practices so that all students reach their personal greatness; and success is no longer predictable by student identity: race, class, (dis)ability, language, religion, sexuality, gender, immigration status, among others."; and WHEREAS, the results of the equity audit presented to the Board of Education on March 6, 2018, presented new district commitments to review policies, procedures, and structures through an equity lens, supply culturally responsive professional development, and aggressively recruit and retain staff with a goal of having the background of district staff match the background of the students it serves; and WHEREAS, it is a core belief of the Urbana community and of Urbana School District 116 that we as a district can only succeed if every student in the district has the supports they need to be successful; and WHEREAS, it is a long-standing practice of Urbana School District 116 to be a leader in implementing research-driven, best practice methods of improving student outcomes in line with the District’s mission; and WHEREAS, the techniques in published research described broadly as Restorative Justice - restorative circles, trauma-informed care, increased social and emotional supports - have in exploratory studies indicated promising results in terms of their impact on school climate, student behavior, and relationships between students and with staff .

NOW, THEREFORE, BE IT RESOLVED: Section 1. The Board of Education of Urbana School District 116 affirms its commitment to the goals of racial equity articulated by the District's Equity Mission; and Section 2. The Board of Education supports the goals and commitments found in the equity audit of Spring 2018, including but not limited to, reviewing District policies, procedures, and structures through an equity lens; offering ongoing professional development on culturally responsive curriculum and instruction and culturally responsive management; and increasing our recruitment and retention efforts so District faculty, staff, and administrators reflect the race and ethnicity of our student population; and Section 3. The Board of Education recognizes that the District's racial equity goals are most effectively attained through the Strategic Plan focus areas approved by the Board of Education in Spring 2018: student academic achievement and instruction, district culture, administration, faculty and staff, and community and family relationships.

Section 4. This Resolution shall be in full force and effect forthwith upon its adoption.

WHY The Banning of black literature? A BRIEF historical perspective of American history Dr. Brandon Caffey Director of Diversity, Equity, and Inclusion The banning of Black literature has been a dark, troubling chapter in the history of literature, censorship, and civil rights in America for generations. Throughout various periods, both in the United States and globally, Black authors and their works have faced suppression and censorship due to racial prejudices, societal norms, and mischievous political agendas. Currently, politicians in the states of Florida, Missouri, Utah, Virginia, Tennessee, Georgia, Oklahoma are aggressively banning books written by Black authors. This reflection explores the historical context, reasons behind the banning of black literature, its impact on society, and the importance of combating censorship to promote inclusivity and diversity in literature.

The history of banning black literature can be traced back to times of slavery, where laws were enacted to restrict slaves from gaining knowledge or expressing themselves through writing. The fear of slave uprisings led to the prohibition of literacy among African Americans, as it was believed that education would empower them to challenge the oppressive system(s) that existed at that time.

Today, politicians argue that the works of Black authors make white children experience unjust feelings of guilt for atrocities in American history that they did not participate in. They ban literature for the benefit and protection of one group while denying all Americans to the ability to be informed, educated, and conscious of social injustices and racial inequalities.

During the Jim Crow era, racial segregation laws extended to literature, with books by black authors facing censorship in schools and libraries. The Civil Rights Movement of the 1960s and 1970s brought about a change in societal attitudes, but challenges persisted as black literature continued to be targeted. Several factors contributed to the banning of black literature. Racial prejudices and stereotypes perpetuated by societal norms played a significant role. Works that challenged the status quo or depicted the harsh realities of racism were often deemed controversial and subversive by those in power.

Political agendas and the desire to maintain a certain narrative also fueled the censorship of black literature. Authorities sought to suppress voices that questioned the existing power structures and advocated for equality and justice. The banning of black literature has had profound implications on society. It stifled the voices of a marginalized community and limited the perspectives available to readers. By suppressing diverse voices, society missed out on the opportunity to engage with the rich cultural and historical narratives that black literature offers.

The impact was particularly felt in education, where the absence of black authors from curricula perpetuated a narrow view of literature. As a child, I was fortunate to be the son of an English teacher. My home was filled with works from a multitude of Black authors and playwrights that we studied religiously. I was consciously aware that I had a certain amount of privilege compared to my peers. I also was angry that my white peers were denied the chance to explore different cultural perspectives, hindering their understanding of the complexities of the human experience. The Black experience specifically.

Combating censorship of black literature is crucial for fostering inclusivity, diversity, and a comprehensive understanding of history and culture. It is essential to recognize the harmful effects of silencing marginalized voices and to actively promote literature that reflects the diversity of our society.

Educational institutions and policymakers play a vital role in ensuring that black literature is not censored or marginalized. Curricula should be designed to include a diverse range of voices, allowing students to engage with literature that challenges their perspectives and broadens their understanding of the world. Unlike in Florida in which Gov. DeSantis has implemented policies in schools that restrict the topics of race, oppression, we must be vigilant in our efforts to combat these growing circles that believe that the concept of social justice is a scam. We do this by celebrating Black authors and other authors of color that share their unique perspectives from their cultural lens.

The banning of literature, black literature, has been a regrettable aspect of literary history, rooted in racism and a desire to maintain control. Recognizing this history is essential for addressing the challenges that persist today. By actively combating censorship and promoting diverse voices, society can move towards a more inclusive and equitable literary landscape that reflects the richness of human experiences.

Celebrating Black History 365 Days a Year: Embracing a Culture of Recognition and Empowerment Black History Month, typically observed in

Beyond recognizing the struggles and

February, serves as a designated time to

achievements of Black people, celebrating Black

commemorate the achievements, struggles, and

history involves fostering genuine appreciation and

contributions of Black individuals throughout

understanding of Black culture, traditions, and

history. While this month holds significant

contributions to the world. It means embracing

importance, the essence of honoring Black history

diversity, challenging stereotypes, and actively

should extend far beyond a mere 28 days.

listening to the stories and experiences of Black

Embracing Black history every day of the year is

individuals. Through cultural exchange and

crucial to fostering a culture of recognition,

dialogue, we can bridge divides, cultivate

empowerment, and inclusivity.

empathy, and build stronger, more inclusive communities.

Celebrating Black history every day means actively acknowledging and elevating the voices

In conclusion, celebrating Black history 365 days a

and narratives that have often been marginalized

year is not merely a symbolic gesture but a

or oppressed. It involves integrating Black

transformative act with profound implications for

perspectives into educational curricula, ensuring

society as a whole. By recognizing, empowering,

equitable representation in media and

and embracing the rich tapestry of the Black

entertainment, and recognizing the achievements

experience, we move closer to realizing the ideals

of Black individuals in all sectors of society. By

of justice, equality, and unity.

doing so, we honor the richness and diversity of human experience and inspire future generations

It is a commitment to honoring the past, shaping

to embrace their heritage with pride.

the present, and building a more equitable and inclusive future for generations to come. As we

Moreover, celebrating Black history throughout the

continue to celebrate Black history every day, let

year entails advocating for systemic change and

us remember that the journey towards equality and

addressing the ongoing challenges faced by Black

justice is ongoing, and each of us has a role to

communities. This includes combating racial

play in shaping a better tomorrow.

injustice, economic inequality, and disparities in access to education, healthcare, and the American dream however you define it. By engaging in allyship, activism, and advocacy efforts, individuals can contribute to the creation of a more just and equitable society for all.

ONE EDUCATOR'S SONG FOR JUSTICE & EQUALITY "Lift Every Voice and Sing," often referred to as the Black National Anthem, stands as a powerful testament to resilience, hope, and the enduring spirit of the African American community. Composed by James Weldon Johnson and set to music by his brother John Rosamond Johnson, this hymn has become an anthem of unity and pride for Black Americans since its creation in 1900.

The history of "Lift Every Voice and Sing" is deeply rooted in the struggle for civil rights and equality. James Weldon Johnson, a prominent figure in the Harlem Renaissance and a civil rights activist, wrote the lyrics as a poem and prayer of thanksgiving with descriptions that call to mind the biblical Exodus from slavery to the freedom of the promised land. Amid the ongoing civil rights movement of his day, Johnson decided to write a piece themed around the struggles of African Americans following the Reconstruction era and the passage of Jim Crow laws in the South.

The poem was first performed by a group of 500 school children in Jacksonville, Florida, where James Weldon Johnson was serving as principal of Stanton School. The stirring words of the poem resonated deeply with the students and the audience, capturing the collective aspirations and experiences of African Americans at the turn of the 20th century.

By 1901, the music for "Lift Every Voice and Sing" was composed by John Rosamond Johnson, James's talented brother and a renowned musician in his own right. The melody he crafted perfectly complemented the solemn yet uplifting tone of the lyrics, creating a piece that was both emotionally stirring and musically rich. Together, the Johnson brothers created a masterpiece that would come to symbolize the struggles and triumphs of the Black community.

In the years that followed, “Lift Every Voice and Sing” was recited or sung within the Black community of Jacksonville, Florida. Johnson wrote that “the school children of Jacksonville kept singing it; they went off to other schools and sang it, they became teachers and taught it to other children. Within twenty years, it was being sung all over the South and in some other parts of the country.”

In 1919, the National Association for the Advancement of Colored People (NAACP) adopted "Lift Every Voice and Sing" as its official song and dubbed it as the “Negro National Anthem” or “Black National Anthem”, even though the lyrics to the song does not overtly refer to any specific race of people. Nonetheless, the NAACP’s adoption of the song aided in cementing its status as a symbol of pride and solidarity for Black Americans. James Weldon Johnson would be appointed to serve as the NAACP’s first executive secretary the following year. Since then, it has been performed at countless rallies, marches, and events celebrating Black culture and heritage.

The lyrics of Lift Every Voice and Sing serves as a reminder for Black Americans that each generation has had to lift their voices, along with those within their community, to demand and protect their human rights.

Over the years, "Lift Every Voice and Sing" has been embraced as an anthem of resistance and resilience during some of the darkest moments of American history. It became closely associated with the civil rights movement of the 1950s and 1960s, serving as a rallying cry for activists fighting against racial segregation and discrimination. Its powerful message of hope and perseverance inspired generations of Black Americans to stand up for their rights and demand justice and equality.

"Lift Every Voice and Sing" continues to hold a special place in the hearts of Black Americans, serving as a reminder of their resilience in the face of adversity and their ongoing struggle for freedom and equality. Its enduring popularity and timeless message ensure that it will remain an integral part of the cultural fabric of America for generations to come.

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LIFT EVERY VOICE AND SING

By JAMES WELDON JOHNSON Lift every voice and sing, Till earth and heaven ring, Ring with the harmonies of Liberty; Let our rejoicing rise High as the list'ning skies, Let it resound loud as the rolling sea.

Sing a song full of the faith that the dark past has taught us, Sing a song full of the hope that the present has brought us; Facing the rising sun of our new day begun, Let us march on till victory is won.

Stony the road we trod, Bitter the chast'ning rod, Felt in the days when hope unborn had died; Yet with a steady beat, Have not our weary feet Come to the place for which our fathers sighed?

We have come over a way that with tears has been watered.

We have come, treading our path through the blood of the slaughtered, Out from the gloomy past, Till now we stand at last Where the white gleam of our bright star is cast.

God of our weary years, God of our silent tears, Thou who hast brought us thus far on the way; Thou who hast by Thy might, Led us into the light, Keep us forever in the path, we pray.

Lest our feet stray from the places, our God, where we met Thee, Lest our hearts, drunk with the wine of the world, we forget Thee; Shadowed beneath Thy hand, May we forever stand, True to our God, True to our native land.

“And so even though we face the difficulties of today and tomorrow, I still have a dream.

It is a dream deeply rooted in the American dream.

I HAVE A DREAM that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident, that all men are Created equal.”

THE IMPACT OF WAR ON EDUCATION War has become so common place globally, that outside of our social science curriculums, I wonder how often we stop to process and assist our students with their thoughts concerning what they see daily on the news and social media. Currently, Russia and Ukraine are at war. Afghanistan, Ethiopia, Iraq, Yemen, Syria, Somalia, Libya, the Central African Republic, the Democratic Republic of Congo, Myanmar, Colombia, and Mali are currently in civil wars. Unquestionably, we have students in our district that have family and loved ones in these places engaged in war. We know emphatically that we have students in our midst that have unfortunately experienced war first-hand, and they and their families found refuge and safety in America.

Due to America’s vested interest in many of these conflicts, our service men and women, many of whom are connected to our students, are engaged in danger. The harsh realities of war forces us to grapple with the possibility that our loved ones serving may never return home.

For American children, the impact of war extends far beyond the battlefield. In the context of American society, the repercussions of war on children are multifaceted and profound, leaving lasting scars on their physical, emotional, and psychological well-being. War inflicts deep emotional and psychological wounds on our students. Witnessing violence, experiencing the loss of loved ones, or being displaced from their homes can lead to a myriad of emotional challenges such as anxiety, depression, and post-traumatic stress disorder (PTSD). These psychological scars can persist long after the war has ended, affecting children's ability to form relationships, succeed academically, and lead fulfilling lives. Moreover, the constant fear and uncertainty associated with fleeing from a war-torn environment can rob children of their innocence and sense of security, leaving a lasting impact on their overall well-being.

More so, because social media has the power and ability to connect children around the world, many of our students have developed deep and meaningful relationships with children in these war disrupted communities. Our students are witnessing how war disrupts not only the physical infrastructure of communities but also their peers' educational systems.

During war, schools may be destroyed, teachers displaced, and resources diverted towards military expenditures, leaving children without access to quality education. Even for those fortunate enough to continue their education, the trauma of war can impair concentration, memory, and cognitive development, hindering their academic progress.

As a result, the long-term educational prospects of American children affected by war are often compromised, perpetuating cycles of poverty and inequality.

The social fabric of communities is also profoundly affected by war, with far-reaching consequences for children. Displacement, loss of family members, and societal upheaval can disrupt traditional support networks, leaving children vulnerable to exploitation, abuse, and recruitment by armed groups. Moreover, the breakdown of social cohesion can lead to increased violence, crime, and substance abuse within communities, further endangering the well-being of children. As they struggle to navigate the complex dynamics of a society ravaged by war, children are often robbed of their childhoods and forced to assume adult responsibilities prematurely.

In conclusion, the impact of war on all children is both profound and farreaching, encompassing physical, emotional, psychological, educational, and social dimensions. As a school district, it is imperative that we recognize and address the needs of these vulnerable populations, providing them with the support, resources, and opportunities they need to heal and thrive. Only by investing in the well-being of our children can we hope to break the cycles of violence and build a more peaceful and equitable future for generations to come.

The Urbana School District acknowledges that persistent racial disparities, inequities, and academic barriers in our district are unacceptable. While efforts have been made to address the inequities between White students and students of color, these efforts have been largely unsuccessful. Equity is essential to the well-being and success of our schools, our students, and our community.

Equity is the removal of systematic barriers and strives to achieve inclusion of all students, especially those who have historically been underserved in public education settings. The concept of educational equity goes beyond equality, where all students are treated the same, to fostering a barrier-free environment in which all students, regardless of their background or personal attributes, are extended the opportunities and resources required for success.

We, Urbana School District, are committed to disrupting and transforming the current and historical systems that have been inequitable in their existence. We recognize that our students have various real-life experiences and personal characteristics that will require diverse pathways to success.

About the challenge: In February of 2023, the Urbana School District hosted a virtual 21-Day Racial Equity Challenge that encouraged participants to engage in a self-study concerning topics related to equity to gain a more in depth understanding of the impacts of racism and inequity on our school district and in our local communities. While we recognize that many areas of inequity exist, this challenge primarily explores equity issues that impacts our students and schools.

The 21-Day Racial Equity Challenge can be found on our district webpage at http://www.usd116.org/equity and can be taken at any time. The Challenge consists of a series of daily activities that each take approximately 15 minutes. Included in this challenge is an activity log for participants to document which challenges they completed each day. We hope this tool is helpful on your journey.

I, Too

by Langston Hughes

I, too, sing America.

I am the darker brother.

They send me to eat in the kitchen when company comes, But I laugh, And eat well, And grow strong.

Tomorrow, I’ll be at the table when company comes.

Nobody’ll dare Say to me, “Eat in the kitchen,” Then.

Besides, They’ll see how beautiful I am and be ashamed— I, too, am America.

We have reached that time of the year when students are finalizing the last of their college applications, applying for scholarships, and seeking letters of recommendation for employment or internships. For many educators, the thought of writing meaningful letters of recommendation can be a daunting task.

To ease the process for those of you who may need assistance, consider posing the following questions to your students before starting the writing process: 1.

To which college, university, trade school, etc., are you planning to apply for admission?

2.

What are you considering for a major and/or career?

3.

Why did you ask me to write a letter of recommendation? What have I seen from you that other teachers may not have had the opportunity to see?

4.

What are you most proud of from my class and why?

5.

In what ways do you believe you have grown as a student in my class from the beginning of the year to the end?

6.

How have you ”pushed” yourself in my class?

7. How did you contribute to our classroom community throughout the year?

8. Discuss how you interact with your peers in the classroom; how would would the y describe you?

9. Are you disclosing any circumstances that have interfered with your academic success in my class (e.g. family issues, learning difficulties, prolonged illness)? Please let me know how you are addressing this in your application and how, if at all, you would like me to address it in my letter.

Once you receive the feedback from the above questions or the questions you may specifically propose, here are some additional tips for recommendation letters.

1. Forget the form letter.

2. Avoid the resumé regurgitation 3. Tell the story only you can tell about this student. Be honest and personal.

4. Keep it short and simple. Provide a snapshot of the student.

5. Avoid clichés, broad generalizations, and ambiguous language.

6. Support statements with concrete examples; discuss anecdotes or specific attributes that are transferable to a college/university campus or workplace.

7. Do not include a specific college name.

8. Re-read your recommendation letter – is it clear that you know this student? Is it clear that you are an advocate for this student?

9. Strong introductions and conclusions are what committees remember. Pack the punch at the beginning and the end.

10. If you feel as though you can not write a sincere, personalized letter on their behalf, say no to their request.

HOW TO WRITE AN EFFECTIVE LETTER OF RECOMMENDATION Introduction: Grab the reader’s attention • The first line should include the students full legal name or preferred name • Hook: Start with a simile/metaphor, an absolute statement, a surprising fact, a colorful characterization • Use language to describe the attributes that would demonstrate how the student would be successful in college or the workplace instead of simply implying that they would.

• State how long you have known the student and in what context Body: Tell a story

•

Discuss the student’s work in your classroom

•

Describe how the student interacts with peers and adults within the learning environment

•

Talk about the things you will remember about the student (always talk about work ethic and integrity if you can)

•

Humanize the student. Describe how the student reacts to setbacks/challenges/feedback

•

Provide evidence and examples of personal qualities

•

Identify the applicant’s engagement level

•

Include first-hand knowledge of extracurricular involvement. If you are a sponsor, think beyond the activity itself – think about how the student supported team members, organized events, how the student’s involvement had an impact on the team/group.

Conclusion: End with a punch •

Begin with an unequivocal statement of recommendation •

“[Student Name] carries my strongest or my most enthusiastic recommendation.”

•

State what the student will bring to the campus/organization, not why they deserve to be accepted.

•

Summarize the student’s qualities and accomplishments that you wish to emphasize

•

End with an emotional comment •

A statement about how the student will be missed, what you have learned from them, how they have changed you as a teacher.

IDEA SPARKS FOR DESCRIBING THE STUDENT

Personality Affable Amiable Appealing Articulate Calm Candid Charming Confident Considerate Decisive Discrete Dynamic Earnest Electric Energetic Engaging Fearless Fervent Friendly Funny Generous Good-natured Gracious Gritty Humorous Independent Infectious Likable Lively Mature Mild-mannered Natural leader Optimistic Out-spoken Outgoing Passionate Poised Proactive Quiet confidence Radiant Reserved Sincere Stable Strong-willed Tender

Work Ethic Accepts critique Accountable Assertive Attentive Brainstorms Collaborative

Character

Scholarship

Cooperative Determined Devoted Diligent Disciplined work habits Efficient

Goes beyond the expected Independent Motivated Punctual Resourceful Zealous

Decent Dependable Diplomatic Does what is right Eager Empathic Ethical Exemplary Fair Finds consensus Generous Good-natured Helpful Honest Honorable Humble Idealistic Inclusive Influential Kind-hearted Light-hearted Loyal Measured Modest Moral Non-judgmental Not easily swayed by others Open Principled Reliable Responsible Self-confident Social Spontaneous Unselfish Temperate Tolerant Trustworthy Upbeat Weighs well the tough choices Well-adjusted Well-liked Well-mannered Well-spoken Wise

Adaptable Adept Analytical Articulate Asks vital questions Brilliant Boundless Cerebral Concise Contemplative Creative Critical thinker Deliberate Develops arguments Engaged Fascinated Formidable Gifted High standards Insightful Intuitive Level-headed Logical Perceptive Poses deep questions Proficient Rational Reflective learner Sensible Scholarly Skilled Solution-focused Studious Synthesizes Technical Teachable Thinks fast on feet Thorough research Versatile Volunteers Well-read Well-chosen Well-timed comments Willing to defend position Well-rounded

NOMINATIONS ARE NOW OPEN FOR FEBRUARY: Urbana School District affirms that diversity, equity, and inclusion will not be achieved if it consists of merely inviting students and families into spaces that already exist. Instead, it requires us to be intentional with our efforts to create new spaces and opportunities that are founded with the diverse backgrounds of our historically marginalized students/families in mind.

Consequently, it is also our desire to be intentional in recognizing students and staff members that are leading the way in respect to diversity, equity, and inclusion. To submit a nomination for a Diversity Champion, please fill out the nomination form. Nominations for the month of February 2024 close on March 8th, 2024.

Students, staff members, or groups/departments can be recognized in three different categories: Leadership, Service, and Education.

“We believe that one of the greatest functions of history is to create inspiration, to inspire us to do greater things than we have ever done before.”