KIPP Ascend Primary School students took center stage this spring in a vibrant performance of “The Wiz” musical. This production provided an exceptional platform for our young performing artists to showcase their singing and dancing abilities while bringing the magic of the theater to life. At KIPP Chicago, we firmly believe in nurturing the whole child, and our commitment to incorporating art into our curriculum is a testament to that belief. Through creative outlets like musical performances, our students develop their artistic skills and practice self-expression, confidence, and teamwork. 

During Women’s History Month, KIPP Academy Chicago Primary had the distinct honor of hosting State Rep. Debbie Meyers-Martin and Comptroller Susana A. Mendoza. These distinguished elected officials shared their experiences and insights with our students about what it means to be a leader. They engaged in candid discussions and answered student questions. The visit also included a school tour, allowing Rep. Meyers-Martin and Comptroller Mendoza to witness firsthand the transformative impact of education in our community. Their visit served as a powerful reminder to our students that with determination and dedication, they, too, can aspire to become influential leaders who shape the future of our city and state.

KIPP Foundation Equity Summit

On Wednesday, July 20, KIPP Chicago hosted over 30 Equity practitioners from nine KIPP regions at our Children’s Museum of Art and Social Justice (CMASJ) in Pilsen. Participants started the day enjoying local Chicago foods. Participants were also serenaded by KIPP Chicago’s own Windy Indie, who entertained us with some old-school party starters on her violin. Following lunch, participants learned about our Equity journey from several KIPP Chicago staff.

April Montgomery Goble and Rashid Bell opened with the history of our region, including KIPP Chicago being one of the first regions to participate in LRE, Leading for Racial Equity.

Jennifer Hodges shared programs offered through the Whole Child Initiative, while Pete Gooden shared about the leadership journeys and impact projects of The McNair Fellowship. Brittany Jones highlighted our social-emotional learning (SEL) and RULER training used across our region.  

Bankston and April sat down for a “Fireside Chat” to discuss the Vocal Justice course taught by Bankston to our students at KIPP Bloom.  

Finally, participants were given the opportunity to experience the Chicago Museum of Art & Social Justice while also creating their own “Afro-futurism” work of art. We are thrilled to have been able to partner to support this amazing group of equity practitioners. 

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Día de los Muertos is a day of remembrance for those who have died. Its origins can be traced to pre-colonial Mexico when it was believed that the souls of dead loved ones returned to their families once a year so that their lives could be celebrated. Several Latin American countries also celebrate Día de los Muertos, like Ecuador, Guatemala, and El Salvador.

“Families commemorate the day by creating ofrendas, the Spanish word for offerings that colloquially means altar for Día de los Muertos.” Angelica London, the art teacher at KIPP Bloom Primary, designed a wonderful experience for our 3rd and 4th-grade students to create ofrendas. Using bright, festive colors to celebrate loved ones who have passed, students learned the history of the celebration and used elements you would see on the ofrenda to create their own tributes. Students had the choice to make an ofrenda in honor of a deceased family member, pet, or celebrity. Way to go, KIPP Bloom Primary, for embracing all culturas! 

Black History Month at KIPP Ascend Primary 

KIPP Ascend Primary kicked off Black History Month with an incredibly joyful showcase! Principal Curry and the KAP Excellence team did a tremendous job showcasing their pride for Black History, creativity, and the arts through outstanding singing, dancing, and instrumental performances by their kindergarten, 1st, and 2nd graders KIPPsters. 

The showcase lifted up work created by students and pieces that honor our past, acknowledge our present, and express hope for the future. The performances were constructed to build complexity according to grade level and demonstrate what students have learned in their music, musical theater, and dance classes. The beautiful art pictured below was created by students in their visual arts classes. Kudos to Jasmine Nicholson, Daniel Gibson, Elizabeth Lesinski, and Katherine Robinson for a job well done! 

The ABCs of Affirming Black Children Author Ernest Crim Visits KIPP Academy Chicago Primary

There are always so many great examples of team & family webbed throughout our schools and community. First-grade teacher Sanovia Reynolds-Parks is an incredible example of someone who is not only uplifting and affirming our students, but also extending that type of transformational support to our community as a whole. She most recently introduced author Ernest Crim to KACP students, inviting him to share his new children’s book, The ABCs of Affirming Black Children. 

How did you discover the author and book? 

Ernest Crim is the son of my Pastor, Reverend Mel, who gifted us with Ernest’s latest children’s book. Our role as educators is to teach, affirm, love, and bring joy to our KIPPsters. What better way to do that than to bring in an author who created a book centered around our core values? I asked Principal Jarell Lee if he was interested in having [Mr. Crim] come to read the book to our students. With the help of Ms. Schmeizer, we were able to work together to make it happen. 

What led you to invite Mr. Crim to KIPP? What was the impact on students?

The story was displayed on the screen as Mr. Crim read and discussed Black History icons with our students. They were fully engaged! The book lists artists like James Brown, so we allowed the students to dance to “I’m Black and I’m Proud.” Principal Lee wanted to show him how we get down at KACP with a dance party for all to participate in. After our community meeting, Mr. Crim visited my class, Spelhouse, to present each student with a signed copy of his book. There are People of Color doing great things in the community, and if I can use the network and relationships I’ve built in this short life to impact or expose students to positive images of us, that is the goal. 

After hearing about his visit, Mr. Crim’s publishing company will be gifting us 90 new books by Black authors to give to all of our 1st-grade classes! Mr. Crim is open and willing to share his presentation with other KIPP schools in our network. 

Thank you, Mrs. Reynolds-Parks and Mr. Crim, for bringing this incredibly affirming and validating experience to students at KACP!

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Tell us a bit about yourself. 

I am Evonne Bankston. I teach 7th Grade Social Studies at KIPP Bloom College Prep, where I  also serve as the SEL Chair, boys basketball coach, Enrollment Officer, Model UN Advisor, and Vocal Justice Fellow. If it sounds like a lot, it’s not. Believe it or not, all of these roles intertwine with one goal; coming together to support the best intentions for the lives of inner-city youth so they can promote and push their best selves to the world.

One of the many hats you wear is Vocal Justice Fellow. Can you share a little about that? 

Vocal Justice is an anti-oppressive organization committed to social equity. The fellowship program helps teachers like myself advocate and help individuals who identify with groups that have been historically marginalized. Teachers like myself are taught how to effectively support youth learn how to speak out against injustice, and understand what caused it. Rather than just learning to name social issues, students learn why these problems persist. Understanding the root causes of social injustices enables my students to advocate for appropriate solutions. I teach students how to explore the wide range of negative impacts that stem from structural oppression, including those that are not immediately apparent, so that they can advocate for changes that others may not recognize are needed. 

How has your work with Vocal Justice impacted your teaching? 

I purposefully teach culturally affirming history that provides Black and Brown youth opportunities to understand their history and identity and reflect on their personal lives to advocate for themselves. I push these students to learn about the causes and consequences of oppression and advocate for social justice to promote change in ways that are true to who they are and persuasive to their intended targets. Our very own KIPP students have done a fantastic job in this program because it gave them a voice, and time after time, students let me know they felt heard on issues they thought they did not affect.

Rather than targeting “high-achieving” students of color, I intentionally focus on children and work in schools to reach the children I feel are forgotten about by policy. Many students from this spectrum become disengaged in school. These students, however, have incredible ideas on how to change the world precisely because the status quo has failed them. I push to educate them because they deserve a space to cultivate their voice, be heard, and learn how to do so. 

I hope to continue this fellowship curriculum for years to come at this school because we have a lot of work to do. It embodies my passion with my “ why” I teach and do what I do, which helps me wake up with positive vibes and energy every morning. 

Tell us about your role as SEL Chair. 

I advocate for SEL in inner-city communities to help children and adults identify problems that a child could be struggling with to summon the appropriate way to help. I did not have these resources when I was in school. However, I could have appreciated and grown from the support. Due to that, I must establish foundations of supportive communities within the schools that are safe for the child. Through SEL, I inspire and prepare youth to become socially conscious by helping build their confidence, communication skills, and critical consciousness. It is possible. Identifying that schools are communities and residences of diversity, it is only natural to embody a school curriculum and practice that teaches to the whole child and all children.

What SEL ideas, programs, and teaching are you most excited to bring students?

I am motivated to help and educate students to understand and identify their emotions to have a healthy sense of empathy, self-control, and stress management. Because children experience stress from things and traumas, they have no control. Implementing SEL also helps them build better relationships and interpersonal skills to serve them in school and beyond, helping them succeed as adults. Within this role, I hope to continue to address the continued racial and gender disparities in school systems. With our children being on the frontline within communities that many issues affect, I push to promote and create change because my school team and I are dedicated to understanding and recognizing the root causes of barriers to equitable educational outcomes for each child. As an SEL chair, I am also one of the coordinators with our Social Worker for my school with Communities in School, giving tools, training, and information so our school can remove barriers to underserved students.

Why are you passionate about your work with SEL and Vocal Justice?

As a gender-nonconforming person in Chicago working within a public school system and dealing with everyday problems as an African American, I face discrimination and hardships daily. I realize there are laws to protect LGBTQ people and children, but honestly, there are not enough. I continue to see state legislatures advancing bills that target transgender people, limit local protections, and allow the use of religion to discriminate. It’s unfair to people like me, and I would like to use my voice to advocate for and educate people. There are children like me within KIPP, so I use my voice and leadership to say we exist in urban areas and need support and a sense of belonging. So while I’m clearing that path, why not educate and teach it?

In this recap video, Patrice Freeman, KIPP Bloom College Prep 2021 graduate, shares an electrifying poem. Bankston is featured near the end, speaking about what Vocal Justice can do in Inner City Chicago.

Latinx Heritage Month 2022

On Saturday, March 15, 2022, we culminated Latinx heritage month with a beautiful Fiesta Final at KIPP One Academy! The day started with welcoming families with breakfast. With the help of Rush hospital, families participated in informative workshops. There was a special performance of “Oye” by 3rd-grade students from KIPP Academy Chicago Primary, led by music teacher Katie Schmelzer. The event concluded with a grand finale Mariachi performance! Families were able to leave with free bags of clothing. We appreciate our partner Allies for Community Business, Sylvia Ibarra Delgado (Managing Director of Multilingual Learner Services), the team at KIPP One, and all the families and staff that came out to support the event.

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Science tells us that beliefs and identity are strongly shaped by schooling. Traditional curriculum situates people of the African Diaspora in a minimally positive, and many times negative, light. As a result, generations of Black students have felt disengaged, misunderstood, and unsafe.

As McNair Fellows dig into their Impact Projects, we are immensely grateful for the brilliance they are bringing to KIPP Chicago. This spring, Heather Hawkins, 5th grade Assistant Principal at KIPP Ascend Middle School, will work with 89 KIPP Ascend Middle School students for 5 weeks using curriculum from Reconstruction. Reconstruction was created to show kids that they are descendants of powerful, creative, and resilient ancestors whose contributions permeate every aspect of life across the globe; and that they too are called to contribute to this rich legacy. It’s the way we were taught as children. It’s the way we teach our children.

The project-based spoken word curriculum will explore varying viewpoints of BIPOC poets and orators throughout time. This will support academic gains in writing by deepening students’ current level of cultural representation.

Celebrating Black Joy and Resilience Student Panel

On February 28th, KIPP Chicago hosted its first virtual, student-led panel discussion, featuring three KIPP Academy Chicago students and moderated by KIPP Alumni, Unique Mackey. Celebrating Black Joy and Resilience allowed students to reflect on the joys they’ve celebrated and challenges they’ve faced during the COVID-19 pandemic.

Celebrating Latinx Student Joy and Resilience Student Panel

On March 24th, KIPP Chicago held its highest attended virtual panel discussion with five KIPP One Academy students, moderated by Wellness Champions, Alanna Bonfiglio and Chantell Denney. The conversation, centered on our Latinx students’ joyful experiences and their resilience, was immensely meaningful as students and teachers were open, vulnerable, while still finding many moments of humor and joy.

McNair Features: Camille Allen

What are your aspirations in leadership and how do you see this fellowship helping you get there?

My aspiration in leadership is to create a strong foundation in the lives of my students. It is my hope that through my leadership my students are motivated to become forever learners and dynamic world changers. Joining the McNair Fellowship has allowed me active time and a space to reflect on my “Why” for being a leader in the community I serve. This fellowship grants me the opportunity to connect with other outstanding leaders with similar backgrounds and mindsets that I share who are able to offer other creative ideas that will help my aspiration come to light.

This program is inspired by the success and life of Ronald McNair. In terms of your career, who is someone that you consider a hero/role model/inspiration? (could be someone in your life or a public figure)

I’m blessed to have multiple individuals in my life who have served as role models, heroes, and cheerleaders throughout my education career. My number one source of inspiration however, has always been my family. My parents have always modeled the importance of being a good human and how to lead with love. My siblings motivated me as a child to develop a passion for education and the desire to be a forever learner. My husband challenges me daily to remember my power and never be discouraged when things might not go as planned. He reminds me that every mistake is an opportunity to learn and grow. Lastly, my daughter is the constant reminder of why the work I do is so important. I want to be a part of the change to the inequities and gaps that exist in education for all students of color.

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KIPP Academy Chicago (KAC) School Leader, Jess Valerio, recently fulfilled a vision she has had for years to adorn each classroom door with images of BIPOC leaders, artists, innovators, athletes, academics, and creatives. With the help of local Chicago artist, Sydney Veverka, this project has come to life! There are 24 doors throughout KAC with colorful, bold illustrations of BIPOC people from Ida B. Wells and Harold Washington to Common and Michelle Obama.

Impact Projects

The McNair Fellows are currently working to name, design, and begin implementing an impact project. Impact projects stem from the interests, curiosities, and strengths of each fellow. Projects range from a social media mindfulness pilot and music integration program to producing a morning show and building an identity development program for families.

McNair Fellow Spotlight: Steven Greer

What are your aspirations in leadership and how do you see this fellowship helping you get there?

I aspire to be a school leader and eventually work at the regional level in community engagement and outreach. I believe the fellowship will help me reach these goals because of the opportunities to serve, leadership sessions, and networking. The biggest benefit of the McNair Fellowship is the opportunities to work with thought-partners at different campuses across the city. I love the sessions that we have, there is so much to learn from others and I truly appreciate being a part of this fellowship.

This program is inspired by the success and life of Ronald McNair. In terms of your career, who is someone that you consider a hero/role model/inspiration?

Although he could be considered everyone’s hero and role model, Dr. King still serves as my greatest inspiration. Dr. King was a life-long learner and activist. He continuously called on others to see themselves and others at their highest self. He sacrificed so much leading a movement that was so important, but so dangerous to his personal life. Dr. King could have chosen another path and still have been a great and honorable person, but he went above and beyond the call for an entire nation. One Dr. King’s quote still drives me to this day. ” Life’s most persistent and urgent question is, “What are you doing for others?”. This question he posed to an audience in 1957 is still relevant to this day. How are you serving others?

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KIPP Chicago teachers continue to raise the bar with their creative, thoughtful, and approachable visuals that live inside classrooms and throughout the hallways. Walk into any school and you will continue to find more examples of identity-affirming imagery, words, and displays. Thank you, teachers and staff, for creating welcoming, safe, and beautiful spaces for our students!

McNair Kickoff

Due to COVID-19 we extended The McNair Fellowship pilot through the 21-22 school year. On September 30th, as part of the kickoff of our McNair program, we hosted some of the Fellows and Mentors at our Executive Director, April Montgomery Goble’s home. Enjoying an unusually warm, late September evening, we shared dinner, enjoyed live music, and came together for a night of connection and fellowship.

This fall, fellows will be designing their Impact Projects, which target the needs of KIPP Chicago students and families. These projects will allow each Fellow to create something that aligns with their skill sets, vision, and interests. Impact projects can include programming (such as identity curriculum), the installation of physical space (such as a food pantry or mural), or learning (such as LGBTQIA curriculum).

Fellows will have one-on-one time with mentors to help develop the vision for their Impact Projects. They will also meet with April to help set the direction for KIPP Chicago. We are so excited to see the output of our 12 incredible McNair Fellows.

Transformation Peer Leadership Cohort (PLC)

The KIPP Foundation’s KIPP CARE (Culturally Affirming and Responsive Experience) Initiative has organized a program for School Leaders, The Transformation PLC. This train-the-trainer model centers on a community engagement partnership to support schools in building identity-affirming culture policies and practices. School Leaders will participate in monthly training that includes: monthly coaching calls, resource development, technical support, and peer collaboration.

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Our school-based planning committees collaborated to exchange ideas and encourage one another ahead of this month’s virtual celebrations. Here are just a few examples:

The KIPP Ascend Primary K-4 Excellence team including Liz Lesinski (musical theater), Elise Thomm (visual art), Cortney Horton (PE), Jasmine Nicholson (music), and Ciara Phillips (explorations) worked with their classes to showcase examinations of Black History. The culminating video production was viewed live on Zoom for students, staff, and families to enjoy together!

 
The power of storytelling and exploring our roots was central to KIPP One Academy’s virtual event. 5th-8th grade students were invited to interview a family member to learn more about their ancestral history and how they ended up in Chicago. Students’ recorded stories were compiled into a video that students, staff, and families watched together virtually. Special thanks to the planning committee: Briana Jocelyn, Andrew Albert, and Sylvia Ibarra.

 
Congratulations to our Regional Black History Month art contest winners! This year’s theme was “The Black Family: representation, identity, and diversity.” These are two of our winners from KIPP Academy Chicago Primary! This beautiful art from Javell and Bria is now being showcased in all eight schools.

 
Our social media campaign featured Black History and Black Futures by highlighting people like Carter G. Woodson and Cicely Tyson and young people, Marley Dias and Tyler Gordon.

 
We also highlighted some of our teachers as they shared reflections on Black pride and what this month means to them. Here are just a few:

“I have traced my maternal lineage to 1849. I’m sincerely proud to know their names. As simple as this is, it is an accomplishment for African Americans to know the names of great great great grandparents and be able to trace our migration across the U.S. It’s a sad reality of our story. Still, I have pride in simply knowing their names.”

 
“My parents moved to the states after the war in Liberia. My grandma is doing research 24/7 to trace our other lineage and return to the early 1800s. It is an honor to have this information and be able to truly understand my lineage. What gives me pride is that I am able to provide students more information about Black history than I was taught in Naperville schools growing up. We are able to celebrate Black heritage through the present and the past.”

 
“When I was younger, I remember February always being my favorite month because we would finally talk about something interesting to me in history class. I remember a feeling that I was always Black, but that wouldn’t be appreciated until February. So I turned up my pride as a young child. As an adult, I find the most pride in learning about my history and culture and identifying how this impacts my daily life. Although I have learned to love and appreciate being the woman I am, I celebrate a tad bit harder in February and on Juneteenth.”
 

 
McNair Features:

Sylvia Ibarra

What are your aspirations in leadership and how do you see this fellowship helping you get there?
I want KIPP Chicago schools to be a community resource for students and families. I aspire to create a space in which parents and guardians are an inclusive part of the school’s culture. My goal is to lead an initiative in which adults and kids can simultaneously enroll in extracurricular activities that engage their respective interests. I believe the McNair Fellowship will connect me with the needed stakeholders in order to fulfill this vision.

This program is inspired by the success and life of Ronald McNair. In terms of your career, who is someone that you consider a hero/role model/inspiration?
There are many historical figures whom I have much to learn from and admire fondly. The non-conformity of Frida Kahlo. The power in Audre Lorde. The resilience in Coatlicue. However, none are more personally influential than my mother. I know the highs and lows of her journey. She is my push to keep going and my first and most important inspirational figure.

Tita Herrera

What are your aspirations in leadership and how do you see this fellowship helping you get there?
My aspirations in leadership are to make a meaningful impact and inspire others to reach their true potential. Knowing that I can’t change the world, my leadership aspiration is to impact someone’s world one person at a time. This fellowship will provide me the coaching and professional development opportunities to grow as a leader and manager. This fellowship will also grant me the opportunity to do a project of my choice to explore some of my passions. This fellowship will also allow me the opportunity to connect with other LatinX leaders from our region and the chance to build community with them. I am grateful to be a McNair Fellow and look forward to this incredible opportunity.

This program is inspired by the success and life of Ronald McNair. In terms of your career, who is someone that you consider a hero/role model/inspiration?
Growing up, my mother always told me to gain an education to think and advocate for myself. She said, “you can go bankrupt, you can have nothing to your name, but the only thing no one can ever take away from you is the knowledge you gained because with an education you can recreate yourself and do anything!” My mother is my inspiration, and role model because she immigrated into this country not knowing the language and with a peso in her pocket. Years later, she fought the Chicago Board of Education advocating for the needs of our middle school at the time – she demanded a Spanish interpreter to voice her concerns and be understood in the same language of those in charge. While my mother was in Mexico, she couldn’t finish high school because she had to help my grandfather on the farm. When she was studying for her GED, I was struggling my freshman year transitioning into college. She worked really hard for several years to learn English and earn her GED, but she accomplished her ambitious goals and I couldn’t be prouder. I am grateful to my mother for fighting for us to have a college degree and a better future. I am proud of her for believing in herself and my six sisters. I am eternally grateful for her sacrifices, firm commitment, and dedication to our family and herself

Miguel Rodriguez

What are your aspirations in leadership and how do you see this fellowship helping you get there?
I want all students to have a robust education that includes arts programming. Growing up, I was profoundly impacted by theater. It made me more engaged in school and put me on a pathway towards higher education and onto a career in education. Even today, I see the ways in which theater can move people to act, connect, and grow.

Since being at KIPP, I’ve been able to bring arts programming to students. I’d love to expand what we started at KIPP Bloom to all KIPP schools and the communities that we serve. I see the McNair program as the catalyst for seeing that dream come true. The fellowship is giving me the space to build skill and conceive the idea.

This program is inspired by the success and life of Ronald McNair. In terms of your career, who is someone that you consider a hero/role model/inspiration?
I’m inspired by my partner, Robbie. He not only shows me unconditional love and support, but he inspires me to be a better version of myself. Those of us in education know how difficult being an educator– especially these days. There have been many moments that I’ve wanted to abandon ship and move in a different direction, but Robbie reminds me of what brought me to this work. He also reminds me of my highest self. We were both raised by single, working class mothers. So having someone who reminds me of home and my values has been a saving grace while doing this work.

McNair Website Update
Check out the new page on our website, detailing the McNair program and introducing all of the fellows! This page will showcase highlights and progess as the group engages in professional development, retreats, and other growth opportunities. We’ll also continue to feature the fellows with each new edition of the Whole Child Review.

Schools Visual Updates
Before welcoming students back into school buildings, the Operations teams worked hard to ensure all areas were carefully and thoughtfully updated, from fresh new paint and safety signage to installing new vinyl stickers with inspirational messages. Then, teachers and administrators got to work adding photos, artwork, and decorating bulletin boards to ensure schools are filled with identity-affirming, positive imagery.

Teacher Spotlight

Asia Booth
On any given day, you can hear Asia Booth singing good morning warmly as she walks through the halls with her coffee, welcoming students and staff alike. Her classroom is a haven for students she teaches and ones she doesn’t. I’m not sure if she’s ever taught an entire class period without being interrupted by a student waving at her through her doorway. She insists on students taking pride in who they are and the efforts they make. She is a confidence builder, a creative genius, and a teacher who sees each student’s full humanity and potential. Her dynamic leadership is leaving a legacy of self-love, love of community, and love of learning for KIPP Bloom College Prep students.
-Brittany Jones, former Assistant Principal, KBCP

Why do you think it’s important to create identity-affirming, inclusive environments in your classroom? How have you created these spaces?
In my life I have found myself in spaces that encourage me to be myself and live to the fullest and I’ve been in spaces that demanded I fill a role to meet a norm. As I’ve grown, I’ve moved away from the spaces that put me into a box and I cling to those that allow me to be what I see as my best self. I recognize that I can be that safe space for my students and more. I know what it feels like to not be the norm of what you see around you, to desire something different, to feel a resistance to what is, a system that it set up to make us feel like we do not qualify. It is like going to the gift shop and trying to find a keychain with your name on it. Asia is not that special of a name, yet I can never find it in a space that is supposed to be designed to appeal to me. So how can I, in this space where children NEED to be to learn and grow, how can this space not reflect them? How can I expect them to be comfortable, when if they look around they see images that are not a representation of themselves. How can you feel comfortable enough to lay down your burdens and trust who is there in front of you to lead you if you cannot see yourself in the space around you. You have to change your thinking of what is appropriate, what is proper, how things should be done. You have to ask WHY…what is the reason it is done this way and most times you will see it is based in something that really does not matter or even worse, racism, and it is at that point that you have to realize that it should be a part of your everything to work against it. Then you take the first small step of ensuring that when your students come into your space they don’t see a “this is what you have to be, how you should look, what is acceptable.” There is just themselves staring back at them and they know, they don’t have to fit some mold or meet this unnatural standard, they just have to take in knowledge and continue to grow. They already are what they need to be great.

How do you support and encourage your students in creating artwork around identity?
When you are standing at the starting line looking at the task in front of you it can seem overwhelming. How do you teach a child to express themselves? How do you show them how to just be, to let it pour out of them? Being honest, I am a person who wants to control and ensure it is “correct”. As a teacher I want my students to get the answers right, but when it comes to creating, being creative about who they are, connecting with themselves, there is no right answer, it is just what it is. And so you step back and tell them to just be. Whatever comes out, put it down, if you want to scribble, scribble, if you want to say the same things over and over do it! Talk about happiness do it! pain, do it! Mix all the colors together DO IT!! When I think about art and what art is and helping students to see how they can put it out, I think about handwriting. Everyone writes differently. It is so unique you can identify a person based on their handwriting. So I don’t tell my students they have “sloppy” handwriting. I say it is art. In this constant daily way they are creating art. It’s as simple as writing your name. When it is put forth in this way, the children can realize that it’s just that. Put it out there, put yourself out there, however it comes out of you is fine! We are here to experience it with you or support and encourage you as you traverse it independently. Just know that you have it in you and in whatever form you want it can and will present itself. And then there is the acceptance. Students have to have a space where they can express and be accepted. You have to show them at times to be vulnerable. I truly enjoy presenting students with a task and then working to see what I will create and be vulnerable and share that with them. Some are willing to share right away, others open up slowly.

What growth have you experienced in yourself over the last 5 years when it comes to supporting students in identity development? What growth have you noticed in KIPP Bloom College Prep or in KIPP Chicago around cultivating identity development practices?
When you realize that students are missing out on something, you decide that if it is to happen, it will be you. I remember all the identity affirming experiences I had while going through school and I realized that my students were missing out on many things I thoroughly enjoyed. I remember engaging in art projects such as creative writing, drawing, coloring and creating with my hands. Performing for my peers and family, reciting poetry experiencing poetry and through it all an emphasis on blackness. The question was how could my students have the experiences I had… the answer was Booth. I have always said I close my door and I do my thing. I will admit that a lot of the identify affirming activities that I’ve done with my class were without asking permission first. I took on the policy that we would do until they told me NO, rather than asking and possibly being shut down at the start. From doing this I have been able to engage in various identity affirming activities with my students. My students within my self contained classroom have been challenged to do things they would not be considered or volunteer for. Year over year they have been expected to engage in weekly community circles, memorize and perform a poem for black history month program. Create poetry to perform for peers and families. Kippsters have engaged in the creation of self portraits that presented themselves as they want to be viewed, not just how the world chooses to see them. They have viewed themselves as black history and written their own biographies of greatness. In addition I’ve taken to putting forth images that emphasize blackness in what I saw as a rebellious way, because this was my protest. Bloom had many white walls, but when you walk by my door you see images of greatness, you see our kiddos represented, you see Blackness emphasized, you see a protest in action. And then this year for our return I was asked to create an image/message that was similar to something I created for Black history a couple years back. I have to laugh just a little because we’ve moved from my allowed, not asking for permission space, my classroom door, to this is what we want to be displayed, this is the message we want to put forth. It is encouraged and embraced. This is the space for you, this is the space for them. Let’s make this space a reflection of them so they can trust us to help them learn and grow. It is exciting to see the changes taking place and it is an honor to be a part of it. Even though I come from a place of not asking permission, because you should not have to ask permission to present yourself as you are, I realize that I was in the right space for this to happen. KIPP Bloom has come quite a way from what I remember 5 years ago and we will continue to grow. But the seed was always there..scattered hither and thither. It just took some rain and sun to help it to grow. I’ve never been told I was wrong, I’ve never been told to get back to the schedule, follow the routines. I’ve been allowed to be myself and through that I am allowing my kiddos to be themselves. If we step back to when I came into the picture, we can limit the view and see how we were “oppressed” what you would miss is always there, a space where once you step out, they will provide a foot hold. If it is to the benefit of the kiddos we will not stop you but encourage it and in this way I and Bloom have grown together. And we will continue to Bloom.

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Over 50 staff members, including School Leaders, senior leadership team members, Assistant Principals, and all direct managers, continue to participate in ongoing antiracist training this school year with Dr. Blanca Ruiz, who was one of the original Leading for Equity trainers, working with Executive Directors and the KIPP Foundation. Part II of the training was held in December and part III is happening January 29th.

McNair Fellows

Through a one year leadership development program, KIPP Chicago will assist leaders in leveraging their unique perspectives to affect broader change within our organization. The McNair Fellows, who have each been with KIPP Chicago for three or more years and have held a leadership position, will be given financial support to utilize for their own leadership acceleration. Individual pathways will include professional development, coaching/mentoring, and the development of school-based impact projects. Each path will be differentiated to meet the needs of The McNair Fellow. The fellowship is designed to elevate leaders to thrive in their roles and amplify the impact of their leadership in the evolution of our organization.

The McNair Fellowship, named after Ronald Erwin McNair, an astronaut & physicist, is KIPP Chicago’s initiative that will increase the development & mentorship opportunities for emerging leaders of color, who identify as​ Black/African-American or Latinx/Hispanic. In development for two plus years, we are thrilled to announce our first 13 fellowship members, spotlighting 2 of them in this edition. Antavis Spells and Yodit Weldu have been with KIPP for over 10 years, both making a profound impact on students, alumni, and families. We asked them these two questions: What are your aspirations in leadership and how do you see this fellowship helping you get there? This program is inspired by the success and life of Ronald McNair. In terms of your career, who is someone that inspires you?

Antavis Spells | Assistant Principal KIPP Ascend Middle School

As a leader, I aspire to transform and cultivate the minds and bodies of our students by coaching them to strengthen their mental and physical muscles. Utilizing coaching that fosters independent thinking rooted in dedication, discipline, and consistency to become the best student athlete they can be. I aspire to create a community where students and families feel heard, seen, respected, and are in a life long partnership with our school community. I aspire to lead a team that is innovative and always prepared to find solutions that will help to change the trajectory of the lives that we serve. I aspire to maintain a staff that believes in second chances, motivates people- not just students- and brings out the lion or lioness inside of everyone. I aspire to be a leader, not by position of power, but by example. I see the fellowship being a stake of support and a compass to help me navigate my way on this journey. I see this fellowship helping me locate and identify the greatest leverageable partnerships and resources that will cultivate my abilities to support students and families. In addition, develop teachers, athletic coaches, and most importantly connect with the community and other stakeholders.

The person I consider a hero, role model, and inspiration is Dr. Mahalia A. Hines. Dr. Hines was my high school principal and my current mentor. Her love for people, motivational words, belief in second chances, and unwavering faith saved me. Without Dr. Hines in my life as a living role model, encourager, and guide, I’m not 100% certain I would’ve had the dedication and discipline to maintain a growth mindset. The growth mindset is not just conducive for myself but others as well, to continue up this mountain of educational leadership. It’s because of her that I believe the relationships we have with our students, families, community, and each other can blossom into anything we desire! I was once the stereo-typical student and statistics predicted my life’s outcome. Dr. Hines coached and mentor me. It is because of her servitude that I graduated from highschool and college. She indeed made me feel that I could conquer anything. I dedicated my life to educating and empowering young people because of the impact Dr. Hines had on me. I witnessed first hand the super-power that educators possess. Education determined my outcome! It was possible, because I was taught to independently think for myself. She gave me HOPE!

Yodit Weldu, High School Transition Advisor | KIPP Forward

What can I offer to the world? How can we make a change? I often ask myself these questions every day. As a leader, I aspire to become a better person by growing, developing my skills, taking advantage of all opportunities, and being an example. The McNair fellowship will maximize my strengths by influencing the youth through the resources provided. The program will give me the tools needed to help others and most of all, light the torch for the youth.

The first name that came to mind was George Washington Carver. A pioneer of his time, he was a brilliant and beautiful man who admired and valued life. Despite his traumatic upbringing, Mr. Carter was able to persevere, and most of all, inspire the world. Through his innovation and research, he was able to change the agricultural world. Mr. Carver was ahead of his time!

KIPP Chicago Alumni Association

Congratulations to our KIPP Chicago alumni!! KIPP Chicago was selected as one of the regions for the KIPP Foundation’s Regional Alumni Association, in order to establish and lead an Alumni Association here in Chicago. The KIPP Foundation will provide support to our regional KIPP Chicago Alumni Association, including funding, coaching, access to the national network of alumni, and an alumni network toolkit.

Our KIPP Chicago Alumni Association has already discussed working to establish a network of alumni to offer mentoring opportunities, professional networking, events, and more.

Special thanks to these 7 alumni who worked together to submit this application and create something amazing here in Chicago: Keith Davis, Paris Clark, Paradise Clark, Ta’Shai Washington, Michallé Fain, Amirah Hall, and Dontorrie Chatman.

KACP Principal, Jarell Lee Featured on Unpublic with Citizen Stewart

On January 7th, Jarell Lee, founding principal of KIPP Academy Chicago Primary, joined Citizen Stewart for a Facebook Live discussion. Jarell shared his story of overcoming barriers to educational success and how he is working to help other students do the same.

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Over 50 staff members, including School Leaders, senior leadership team members, Assistant Principals, and all direct managers, will participate in ongoing antiracist training this school year with Dr. Blanca Ruiz, who was one of the original Leading for Equity trainers, working with Executive Directors and the KIPP Foundation. When School Leaders and managers engage in personal reflection on internalized bias, they are better prepared to develop and implement actionable steps that move us toward becoming an antiracist organization.

The training description from Dr. Ruiz reads: Our focus will be on reflecting on how the standards and systems we have created have been internalized and are centered on whiteness. This internalization results in a community of individuals who feel the need to contort to fit in a crooked room1, never fully experiencing what it is to be whole selves. Through building content knowledge, engaging in small group reflection and dialogue, large group reflection and dialogue, and application through case studies and/or role plays, we will focus on addressing our own biases, experiences and beliefs so that we can move towards action and supporting the dialogue with one another and the youth we serve.

The McNair Fellowship

About the McNair Fellowship

The McNair Fellowship, named after Ronald Erwin McNair, an astronaut & physicist, is KIPP Chicago initiative that will increase the development & mentorship opportunities for emerging leaders of color, who identify as​ Black/African-American or Latinx/Hispanic. In development for two plus years, we are thrilled to share more about The McNair Fellowship with you. We will be announcing the fellowship members in the next Whole Child Review, so stay tuned!

Through a one year leadership development program, KIPP Chicago will assist leaders in leveraging their unique perspectives to affect broader change within our organization. The McNair Fellows, who have each been with KIPP Chicago for three or more years and have held a leadership position, will be given financial support to utilize for their own leadership acceleration. Individual pathways will include professional development, coaching/mentoring, and the development of school-based impact projects. Each path will be differentiated to meet the needs of The McNair Fellow. The fellowship is designed to elevate leaders to thrive in their roles and amplify the impact of their leadership in the evolution of our organization.

Why the fellowship is named after Ronald E. McNair

On January 28, 1986, McNair was one of seven astronauts killed in the tragic Challenger space shuttle launch. Prior to his death, McNair accumulated many accolades and educational degrees, including a Ph.D. in Physics from the Massachusetts Institute of Technology (MIT) in 1976 and four honorary doctorates.

Following McNair’s death, members of Congress provided funding for The Ronald E. McNair Post-Baccalaureate Achievement Program. The program encouraged low-income and first-generation college students and students from historically underrepresented ethnic groups to expand their educational opportunities by enrolling in a Ph.D. program, ultimately pursuing an academic career. Our McNair Fellowship program is dedicated to the high standards of achievement inspired by Dr. McNair’s life.

Pete Gooden, award winner and new role with KIPP Chicago

On July 30, our former Director of the KIPP Forward Program, Pete Gooden was awarded the 2020 KIPP Forward Excellence in Leadership Award by the national KIPP Forward team! We are grateful for Pete’s leadership within KIPP Chicago & across the KIPP network. Introducing Pete’s award, April Montgomery Goble said the following:

“He brings his own experience as a first generation high school and college graduate as he leads his team and supports our alumni. Under his leadership, he has garnered exceptional results…Because of his vision and leadership, 4 times the number of students (as compared to the number before his leadership) will attend the best public high schools in our city. Under his leadership, his team has become one of the highest performing in the network among regions without a high school. This year he will be taking on additional leadership responsibilities beyond KIPP Forward. He will be expanding his impact by leading our DEI efforts as our Vice President for Equity & Inclusion.”

We are thrilled for Pete to earn the recognition he deserves for his work with KIPP Forward and we look forward to his vision, leading KIPP Chicago to a more equitable, inclusive, and progressive organization.

Increase in Staff Members who identify as BIPOC

Seven years ago, 33% of the KIPP Chicago staff members were people of color. There was a general belief among us that our students and families would be best served by a much larger percentage than that. However, we also believed there weren’t enough licensed teachers of color available to fill our vacancies. Only 20% of teachers nationwide are people of color and over the last 30 years, the number of students of color has increased at a greater rate than the number of teachers of color. Still, we examined our data and hiring practices and identified what was within our control to change. We committed ourselves to an equitable selectivity rate across races/ethnicities and designed practices to ensure our desirable outcomes.

The result was an incremental increase each year in hiring teachers of color. After 7 years of increases, we’re proud to share that this year, 65% of our staff members are people of color, almost double the percentage from 7 years ago. More specifically, this year our teaching staff became majority Black, with 53% of our teachers identifying as Black, compared to the local average of 21%. We’re also in the midst of a severe national teacher shortage, with 50% fewer teachers graduating college each year compared to 15 years ago. Our success in hiring against these local, national, and historical trends is outstanding and is evidence of our fierce commitment to our mission and families, the value of reflection in our staff culture, the talent of our leaders, and the strength of our data-based approach to all our work.

Resources

Together for Justice is a tool you can use to build knowledge and self-awareness, and take steps to make a difference. This resource center highlights the work KIPP is doing to fight racism and injustice within our own community and includes articles, books, podcasts, and more that provide background on race and racism in America. It houses materials educators can use to prepare for discussions about race and equity with students and it outlines steps we all can take to support the movement for racial and social justice.

Voting Matters!

KIPP has partnered with When We All Vote, Michelle Obama’s voter registration initiative, to make sure students, staff, and communities are prepared to cast their ballots this fall. Watch this video and sign up here to support the “My School Votes” Program partnership with KIPP.

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KIPP Academy Chicago Primary (KACP)

At KACP, teachers created labels for Literacy Groups that showcase people of color. In Ms. Nunez and Ms. Goshert’s classroom, Literacy Groups are named after inventions by African Americans, such as the roller coaster, peanut butter, helicopters, and potato chips. In another classroom, Literacy Groups are named for black historical figures.

KIPP One Academy (KOA)

At KOA, teachers ensure their classrooms display images of people who are representative of the school population. You will find Latinx and African American imagery in the classrooms and in the halls.

KIPP Academy Chicago (KAC)

At KAC, African American artists, musicians, innovators, creatives, poets, and scientists are featured in all classrooms. You will find imagery from contemporary Chicago artist, Hebru Brantley proudly displayed. Alongside these images, you will find artwork created by students also on display.

KIPP Ascend Primary (KAP)

At (KAP), students in Ms. Thomm’s 3rd and 4th grade art elective classes learned about Cyrus Kabiru, a Kenyan artist who creates Afrofuturist glasses out of trash and found objects. Then they used a variety of materials to draw their own pair of Afrofuturist glasses on top of their photos. Their final portraits were framed and hang in the hallways of KAP. We are excited to see Afrofuturist artwork continue after our CMASJ art show, Springtime in Neptune last year. Also in Ms. Thomm’s art classroom you will find imagery from contemporary Black artists, such as Kehinde Wiley, who painted Obama’s presidential portrait.

• Return to the cover page.
• Click here for the PDF.

Other articles in this issue:

• Increasing family and community partnerships
• Embracing an inclusive and challenging curriculum
• Sharing resources from our CMASJ
• Integrating Social and Emotional Learning (SEL)
• Cultivating identity development practices
• Addressing food insecurities
• Enhancing teacher wellbeing
• Holiday performances
• Principal of the Year Award
• Jarell Lee on Minnesota Public Radio
• Alumni Feature: Ramya Herman
• Sewing and Giving
• Robotics Club

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