Sustaining Black History Month Beyond February

What does it mean for Black History Month to be sustained beyond February?

The events of 2020 served as a catalyst for this year’s Black History Month. Justified civil unrest in the midst of a global pandemic that disproportionately affects marginalized communities left teachers all over the country rethinking their own teaching practices, adding Black and Brown voices to their curriculum, and thinking about how to best support students, all while teaching the necessary skills and standards. These experiences culminate in the month of February, a month designated to amplify Black and Brown voices, celebrate Black joy, and shed light on America’s untold history. Black History Month serves as a designated time for teachers and schools to highlight, and intentionally integrate, Black History. We should, however, be sustaining Black History Month, its learning, and perhaps unlearning beyond a single month.

 

What is culturally relevant teaching and why does it matter?

Zaretta Hammond, a teacher, author, and researcher of issues of equity and culturally responsive teaching, defines culturally relevant teaching as, “an educator’s ability to recognize students’ cultural displays of learning and meaning-making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective informational processing.” If we are to be culturally responsive educators, we must expand Black History Month into everyday curriculum. This, in turn, is no easy task, as it requires more than introducing our students to voices of color, and starting our days with inspirational quotations. This work asks us to first and foremost, do our own work as educators, addressing the gaps in our own education when it comes to Black history, exploring beyond the master narrative of American history, and leaning into courageous conversations with our peers about issues of race and inequity within our communities, curriculum, and systems. 

 

How do we sustain Black History Month as educators and school leaders?

Before we begin introducing students to texts and the history of Black and Brown voices, we must first build a relationship with students and promote a culture of trust within our classrooms and schools. If we do not create a safe space, students will not feel the freedom to explore and rethink, as this both requires vulnerability and courage. Building a culture rooted in trust and understanding can look like offering students opportunities to share themselves, their cultures, and their experiences creatively. Students can engage in regular restorative circles, which provide students with a structured and inclusive environment to process. Teachers can practice vulnerability with students by sharing their own experiences, or by inviting students to be the experts in the room. 

 

Once a culture of trust is established, educators can reflect and brainstorm on their own teaching practices, asking questions such as, “whose voices am I privileging in this space?” Or, “is this text relatable to all students, or do they need prior knowledge or experience to access it?” The system of education is, in fact, Eurocentric at its core, so as educators, it’s important to explore and question our own practices and teacher choices in order to promote equity within our communities. 

 

During Black History Month, it is common for schools to shed light on voices such as Martin Luther King Jr, Rosa Parks, or Harriet Tubman. However, authentic integration of diverse voices asks us to share the untold voices and stories of people of color across curriculums. We can challenge ourselves to research the Black and Brown human stories behind the mathematical equations, scientific solutions, or literary work. We can share the stories of courageous individuals such as Paulie Murray, Claudette Colvin, or John Lewis. Additionally, we can share these stories with our students, and ask them to explore and get curious about these people and their successes. It is important for our students to see themselves represented in our curriculum. Additionally, it’s important for our students to see the regular expression of Black joy. We can do this by choosing texts with protagonists who are dynamic and diverse. Likewise, we can intentionally use images and art from diverse voices that promote a celebratory experience. We can expose students to people of color in our own community who have diverse experiences. We can be honest about what we do and do not know when it comes to Black history. 

 

Why is this work so important?

Black History Month is a beautiful and celebratory month to amplify marginalized voices, to celebrate our Black and Brown students and their families. However, the heart of this work exists beyond February; it is our work to do so that our students may feel truly seen and known. Sustaining Black History Month into our everyday learning and culture will positively and powerfully impact our students and school communities. 

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Family Trends from Week Ending February 12th

During the week ending February 12th, over 32,000 parents or caregivers responded to a pulse check with their parent praise and insights. We hope seeing the trends last week was a helpful experience for you all. We will be sharing these collective insights from parents across the country each week. Take a look at an overview of trends of praises and insights from families across the country.

Last week, 73% of parents responded that they were happy with their child’s school, with the remaining saying they were mostly happy or not happy with their child’s school.

We saw a few themes across the country:

• praise for school staff members and the hard work they are doing during this time
• feedback and comments about school reopening plans and future or current COVID safety protocols
• requests for academic support for students who are struggling or could benefit from one-on-one support
• families of students with an Individualized Educational Plan (IEP) shared that they needed more support for their children
• desire for updates on academic progress, current grades for their child, and requests for progress reports

Here are a few suggested tools and resources based on what we are hearing.

• Navigating Your Child’s IEP Needs in a Virtual Environment: https://possip.com/navigating-child-iep-needs-virtual-environment/
• 8 Tips to Help Parents Be Homework Heroes : https://possip.com/8-tips-to-help-parents-be-homework-heroes/

We also shared these resources with our partner schools…

• Free Resource: Virtual Learning Progress Report Template: https://hubs.ly/H0zJZ6g0
• Free Resource: COVID-19 Communication Parent Newsletter Template: https://app.hubspot.com/documents/5933397/view/94080897?accessId=82f822
• Supporting Families with Diverse Learners: https://possip.com/principals-corner-supporting-families-with-diverse-learners/

We’d love to hear from you. What else do you want to need or see? Do these parent praise and insights align with what you see?

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Youth Activism and Education in the Fight to Integrate Girard College

North Philadelphia’s Young Activists

In North Philadelphia, there’s a 10ft stone wall surrounding a campus of picturesque buildings. The 43-acre campus is Girard College, a Philadelphia boarding school that opened its doors in 1848 to poor, white male orphans. Today, the sidewalks outside Girard college are largely quiet, but in the 1960s, youth activism ushered in necessary change.

Last February, right before the pandemic shut most things down, I was finishing my final semester of graduate school. For an education course on Black and Latinx resistance, I visited Girard College and spoke to two of the youth activists who helped integrate Girard: Bernyce and Karen.

They were a part of the “Young Militants” or “Cecil’s Army,” teenagers who marched for “seven months and 17 days” in order to integrate Girard College (Rybak, 2016). Although Brown v. Board of Education passed in 1954, the struggle to desegregate Girard lasted many years later. While the teens marched outside, Cecil B. Moore, an NAACP leader and prominent African-American lawyer, fought inside the courtroom to desegregate Girard (Historical Society of Pennsylvania).

Girard College was created as a boarding school for white male orphans, but teens like Bernyce and Karen fought hard to make sure it opened its doors to more students. Throughout the fight to integrate, the teens bravely faced police brutality and threats. According to the Historical Society of Pennsylvania, “In 1968, the Third Circuit Court of Appeals upheld a ruling” to integrate Girard. In the 1970s, it began accepting women.

The first time I’d heard of Girard College, Cecil’s Army, and the path to integration was in my class, but I surely hope it is not the last.

Why Youth Activism Matters

It’s imperative to include youth activists in our studies of the Civil Rights Movement and Black History (e.g. American history). Throughout time, youth and youth led movements have paved the way for substantial changes. Youth are not simply the future, they’re creating the future. Today, Bernyce and Karen live in the Philadelphia they helped create. While ample work remains, their story reminds me that there’s power in every person, no matter their age. This Black History Month, don’t forget to center youth activists in your reflections.

Read more on racial justice and Black History Month by the Possip team here.

By Jasmine Blue. Jasmine is a Possip team member.

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Civil Rights Movement Activists, Black Educators, & Trailblazers: My Grandparents

Mississippi blue skies and Sunday afternoons after church were some of the brightest days for my grandmother and her cousins who grew up in Holly Springs Mississippi, just south of Memphis. Unfortunately, while days outside and an impenetrable faith community defined their childhood, so did harsh “whites only” signs, designated days to go to town, and racial terrorism in the Jim Crow South. Under the fierce heat of racial violence, my grandparents–like so many other African-American people–found ways to mobilize, love their Blackness, challenge white supremacy, and dismantle forms of systemic racism during and after the Civil Rights Movement.

The librarian from Mississippi

As a fourteen year old, my grandmother got involved in the Civil Rights Movement. She and her sisters found leadership and direction in Mississippi under the guidance of Fannie Lou Hamer, who was working to register disenfranchised Black voters at the time.

Serving in the movement furthered my grandmother’s resolve when she enrolled in Ole Miss to get her Masters years later. Few Black people, and even fewer Black women, attended the university, yet my grandmother set her sight towards a Master of Science in Library Science. She understood the liberating power of reading, writing, and learning, which not only enabled enslaved Black people to escape, but helped Black people throughout the Jim Crow South make sense of their lives, experiences, and Blackness.

With a faith filled heart and inspired mind, my grandmother took her love for learning and educating others to work with her for four decades as a Memphis City Schools librarian. She was also an active member of the teacher’s union, an avid voter (living in Fannie’s legacy and her own), and candidate for school board.

The award winning basketball coach

Similar to my grandmother, my grandfather’s childhood–while defined by moment’s of play, laughter, dancing, and basketball–was also subject to Jim Crow. He joined the movement as a student at the HBCU, Rust College. While getting arrested in a “whites only” section of a library, participating in lunch counter sit-ins, and loving his Blackness during a time when Jim Crow told him there was nothing to love, by God’s grace, my grandfather’s heart became more resilient, hope-filled, and inspiring [to others]. 

Even after having children, my grandparents stayed active in the Civil Rights Movement. The night before MLK Jr. was assassinated, they heard him deliver his famous “I’ve Been to the Mountaintop” speech in Memphis. Both educators–they did not wait for change, they played a role in ushering it into the South. MLK Jr. often quoted Amos 5:24 saying “But let justice roll down like waters, and righteousness like an ever-flowing stream.” And I like to think that my grandparents were a part of the justice that rolled down, and that they are still a part of it.

In school, I was always taught that the Civil Rights Movement ended in the late 60s, but in reality, my grandparents–like many other Black folks–never stopped the work. Both spent years pouring into their communities and advocating by working as dedicated educators. They even opened their backyard to community swim lessons where my grandfather taught Black kids (and some adults too) across Memphis how to swim. My grandfather, a lifelong community servant, eventually became a state championship winning basketball coach. In 2014, the high school he coached named their gym after him, and in 2017 he was inducted into the TSSAA Hall of Fame.

The trailblazing city councilman

On the other side of my family, my grandfather was elected as the first minority city councilman in his predominantly white, Southern city and county. He worked hard to improve the lives and visibility of families in his ward, and was well regarded as an outspoken yet respected leader in the community. A hard working and dedicated man, my grandfather was also active in his local NAACP chapter and served as a committeeman for the United Auto Workers (UAW). 

The faith-filled leader

Between raising seven children and working numerous jobs to help provide for their family, my grandmother loved serving in her church. Anchored by a strong faith, she uplifted, celebrated, prayed for, and supported our family with a beautiful faith. Growing up, my extended family went to my grandparents’ home on Sundays after church to enjoy soul food. My grandmother put her love into her meals, and we filled almost every room downstairs with food and laughter. 

My grandmother passed in December 2020, days before her wedding anniversary with my grandpa and a little over six years after he passed. She selflessly poured her love into our family through continual sacrifices that extended far beyond the dinner table and those joy-filled rooms. Even after dementia jumbled her words, her same loving, faith-filled heart encouraged me through her hard time. Today, my family is living in my grandparents’ legacies, and on both sides of my family, I can say, without a doubt, that I am blessed.

More than 28 days to remember

While Black History Month apportions 28 days to honor the stories of Black people across America, I pray my daily life honors those who’ve come before me. Through learning my family’s history, I find gratitude, faith, hope, and strength to move forward in this time.

During my first and final semesters of undergrad, I found myself–through two distinct service opportunities– beautifying cemeteries that held the remains of formerly enslaved people. The cemeteries were overgrown, teeming with litter, and in need of community care. Taking time, in such a small way, to honor the humanity of those who’d come before me was unforgettable. From beautifying the cemeteries to honoring my grandparents, this Black History Month, I am reminded that by honoring the Black lives of the past, we are empowered to continue the movement for Black lives today and tomorrow.

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Possip Partner Spotlight: Withrow’s Communication Channels

Streamlined communication channels are central to successful operations at Withrow University HS in the Cincinnati Public Schools (CPS) district. Withrow is one the most diverse schools in the CPS district. Withrow parents completing the Possip Pulse Check have filled it out in 13 different languages– ranging from Chinese to Urdu to Punjabi.

We recently spoke to Withrow’s FamiliesFORWARD Resource Coordinator, Nichelle Bolden, about their communication strategy, use of Possip, and how the blending of the two strengthens their school and community.

Withrow’s Communication Channels

It’s very important to the Withrow administrative team that they have the ability to reach their families in their native languages. They communicate through SMORE newsletters assigned to each grade level and available in 100+ languages. They also use email blasts, and a Facebook page to create multiple channels for parents to receive updates and connect with each other.

The glue that supports every communication effort, according to Nichelle, is “Streamlined communication and consistent follow up. Consistency builds expectations. When folks know they can depend on you to get the information [they need], that’s a good thing.”

Withrow and Possip

Nichelle and the Withrow administrative team see Possip as another medium to strengthen communication between Withrow and their parent community. Possip, which sends Pulse Checks in 100+ languages, enables the administration to hear from a diverse set of parents.

Like many other Possip partners, Withrow’s report reading team reviews Pulse Check Reports and delegates follow up in order to meet parent needs.

They also intentionally share parent praise with their team. “Sharing out praise in staff meetings, and pasting praises into staff emails encourages them and boosts morale,” said Nichelle.

Withrow also uses Possip Bonus Questions (BQs) to ask their parent body specific questions and to share important updates. For example, they’ve sent two “BQ Only” Pulse Checks letting parents know about academic nights and virtual parent teacher conferences. BQ Only Pulse Checks enable Withrow to spread the word and strengthen communication to families through yet another convenient channel. Withrow has experienced success informing parents on important events through BQ Only Pulse Checks, and we encourage other Possip partners to give BQ only Pulse Checks a try too!

Moving Forward

Withrow is strengthening its communication efforts, testing out additional Possip BQs, and growing its parent Facebook community.

“If you don’t have streamlined, consistent, and correct communication, things can go awry. When you’re dealing with children’s lives and families [especially during this time] it’s necessary to have this kind of communication,” said Nichelle.

No matter what, Withrow wants to ensure that parents and families have the correct information. They also want them to feel empowered to share their praises and needs with them.

“Parents have different outlets to hear what’s going on and different means to reach Withrow. Whatever is the most effective and efficient way to get the message or share the message with our community, we’re going to take that route,” said Nichelle.

Special thanks to Nichelle for the interview!

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Family Trends from Week Ending February 5th

During the week ending February 5th, over 30,000 parents or caregivers responded to a pulse check with their parent praise and insights. We know parents and family members hear from their school – but you may wonder what else is happening across the 26 states where Possip partners with schools, districts and families. Take a look at an overview of parent praise and insight from across the country.

Last week, 72% of parents responded that they were happy with their child’s school, with the remaining saying they were mostly happy or not happy with their child’s school.

We saw a few themes across the country:

• celebrations of the above and beyond work and commitment of teachers and staff
• requests for more information and communication on reopening plans and safety protocols
• families also want increased information on student attendance and updates on academic progress
  
  Here are a few suggested tools and resources based on what we are hearing.

• 5 Ways Parents Can Support Strong Teacher Communication Virtually: https://possip.com/5-ways-parents-can-support-strong-teacher-communication-virtually/ 
• How to Write An Email With Feedback to a Teacher: (This could be used for feedback on attendance tracking or grade communication) https://possip.com/teacher-feedback-email/ 
• Reopening Checklist for Schools

We also shared these resources with our partner schools…

• How To Help Parents Working at Helping to Teach Virtually: https://possip.com/11-things-schools-can-do-to-help-working-parents-when-teaching-virtually/
• 4 Tips on Communicating Academic Progress Virtually: https://possip.com/4-tips-on-communicating-academic-progress-to-parents-virtually/  
• Resources Mentioning Improving Attendance: https://possip.com/distance-learning-tips/  and https://possip.com/school-ideas/  

We’d love to hear from you. What else do you want to need or see? Do these parent praise and insights align with what you see? 

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3 Black Educators Who Shaped Education

February is Black History Month. Here at Possip we know the importance of elevating voices and stories. This is why all month long we’re going to share stories of Black educators, community leaders, and other advocates who have shaped the education landscape. 

To kick-off this Black History Month, here are three Black educators who changed education forever.

1. Septima Poinsette Clark (1898-1987)

Septima Clark taught at South Carolina schools for more than 30 years before devoting herself to grassroots education during the Civil Rights Movement. Clark lost her job in 1956 for refusing to resign from the National Association for the Advancement of Colored People (NAACP).

After that, Highlander Folk School in Monteagle, Tennessee hired her as the Director of Workshops. Clark led workshops in basic literary skills, citizenship, and voter registrations because she believed education and political empowerment were connected. 

Rosa Parks attended one of Clark’s workshops, and Dr. Martin Luther King, Jr. named her the “Mother of the Movement”. 

2. Fannie C. Williams (1882-1980)

Fannie Williams spent her career as a teacher and principal advocating for the holistic development of African-American children in the South.

As principal of Valena C. Jones School in New Orleans, Williams established a health program and Child Health Day on May 1, which is now nationally celebrated in the month of October.

Williams made other significant contributions to African-American children’s education, including establishing the first preschool and Kindergarten in New Orleans. She also used standardized testing within her school to measure students’ success. This was before the New Orleans School Board required testing in all schools.

3. Edmund Gordon (1921- )

A modern-day educator and Black leader, Dr. Edmund Gordon has devoted his career to advocating for low-income students. 

Gordon is a Professor of Psychology at Yale University, but he is known best for helping create the Head Start program in 1965 under Lyndon B. Johnson’s presidency. Head Start provides education, nutrition, and family support services to low-income families.

More recently, Gordon formed The Gordon Commission to analyze K-12 assessment practices and recommend the best methods for measuring student achievement.

 

These are just three of the Black educators who shaped education and history. Check back with the Possip blog throughout February to hear more inspiring stories!

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Black History Month 101

Honoring Black History Month is especially poignant for me. As a Black woman, I am aware that Black history, with its strong foundation of firsts by many people, is one reason why Possip can exist today. That’s why I wanted to write up a BHM 101 guide to give an overview of the history of the month and how we can celebrate.

I am so excited to share the rich history of Black Americans with you. To kick us off, here’s some basic information about how Black History Month started and how to engage your child and school. 

What is Black History Month?

 Black History Month exists because of Dr. Carter G. Woodson. Dr. Woodson was an American historian, journalist, and author. The second Black person after W. E. B. DuBois to earn a PhD from Harvard, he dedicated his life to promoting the achievements of Black people. In 1915, he founded what is now called the Association for the Study of African American Life and History. His work with this organization led him to designate the second week of February as “Negro History Week” in 1926.

The event inspired communities nationwide to host cultural events highlighting Black excellence, and mayors everywhere increasingly adopted the week-long recognition of Black culture. The civil rights movement of the 1960s and a growing sense of Black identity helped turn the week into a month-long celebration. Since 1976, every US president has designated February as Black History Month. 

Why is Black History Month the shortest month of the year?

This is a frequent joke and question, particularly in the Black community. Knowing the historical context here is important. When Dr. Woodson created Black History Week in 1926, he specifically chose the week that encompassed the birthdays of both Frederick Douglass and Abraham Lincoln—two pivotal contributors to Black freedom. Black History Week eventually became Black History Month, but the dates still incorporate the two birthdays. (Also, let’s be real—February needs all the celebratory help it can get.)

How do people celebrate Black History Month?

The best way to celebrate Black History Month is by weaving the contributions of Black people into everyday learning. But the beauty of BHM is that there are diverse ways to celebrate! Even reading this article counts. We’ll share some tips and ideas on the Possip website this month if you’re looking for creative ideas to learn or teach about the Black experience, but a couple of quick thoughts are to read books by Black authors or watch a documentary about Black history. 

Do people who aren’t Black celebrate Black History Month?

Absolutely! It is essential that non-Black people celebrate this month. Black contributions to America are clear, concrete, and overwhelmingly overlooked. By celebrating BHM, you can open up a broader conversation and curiosity about Black people—and about other cultures, because lots of stories are not included in what is considered “American” or “World” history. Celebrating BHM is an amazing way to highlight the individual and collective stories of cultural groups that are missing from history books. 

How can I support my child in learning about Black History Month?

Follow your child’s interests! There are important contributions by Black people in every field. If your child is into science and engineering, research some famous Black engineers. If your child likes music, you can look for musicians from your state or city. 

My child’s school isn’t teaching anything about Black History Month. What should I do?

It is a missed opportunity when schools don’t engage with Black History Month. If your school doesn’t announce any plans to observe Black History Month, you can communicate your desire for Black History Month activities! 

I recommend something like:

SCRIPT: Thank you for all you are doing to support our students at this time. I wanted to check in about any plans for celebrating Black history month. I’m excited for my child to learn more about the important contributions of Black people to the world and hoped to have some of this come from school. Are there plans? If not, can I help in any way?

My child’s school is teaching about Black History Month- and I’m not comfortable with it. What should I do?

As parents, we cede some control over what our children learn when we open them up to the world. But that learning is also a gift. It’s very important to create space for your children to learn about the contributions of the diverse people in this country. 

If you are uncomfortable with your child’s school teaching Black History Month, stop and consider why. Are you uncomfortable highlighting the contributions of Black people specifically? Do you worry the school won’t do a great job with this topic?

Whatever your concerns are, try reaching out to the school. When you do, I recommend being curious, seeking to understand, and being open and solutions-oriented. A note to your school might sound something like: 

SCRIPT: Thank you for all you are doing to support our students this time. My child shared a bit about the plans for Black History Month. I’d love to learn more, as I’m a bit uncomfortable with what I am hearing. Can we set up some time to talk?

Part of why I’m sharing a recommendation for different perspectives is because Possip hears feedback from parents with diverse perspectives.  We think it’s important to acknowledge and create space for different perspectives and diverse contributions.

And in that, we celebrate Black History Month – as we celebrate the contributions and perspectives of diverse people.

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Possip Partner Spotlight: Foust Elementary’s Outdoor Classroom

Foust Elementary looks like many other elementary schools. However, outside its four walls, there’s an outdoor classroom that amplifies the creative work Foust is doing inside the classroom.

Nicholas Dixon, Foust’s principal and a former teacher, always “relished in opportunities to take [his] students outdoors for lessons.” He said, “on the whole, students tended to be more engaged in lessons taught outdoors. Research shows that retention of content is higher, and students are less likely to need behavior redirection when lessons are delivered outdoors.” As Foust’s principal, Nicholas took his passion for outdoor education and created an outdoor classroom.

Foust and Possip

Like other Possip partners, he’s no stranger to innovating, adapting, and meeting needs. He’s also been on the reporting team at Possip–reviewing school reports and identifying priorities for Possip partners–since 2019. So, it’s not surprising that, when he has an idea to improve the student experience, he acts.

Foust Elementary started partnering with Possip during the 2020-21 school year. Using “Possip has extended our reach of parent engagement,” Nicholas said. “We have utilized the bonus question feature to pinpoint specific needs of our parents, and to identify areas that we can strengthen school operations. Parents feel like they have a voice, and their opinions are valued by our school’s administration.”

Creating an Outdoor Classroom

He started on the outdoor classroom by listing the essential components of an indoor classroom, and determining what teachers and students would need to be successful outdoors. He did some research and found a vendor called OutClass, “which offered exactly what [he] needed.” 

According to Nicholas, “teachers and students are excited about using the space! As we imagined, students cannot wait to get outdoors. We’re looking forward to sunnier and warmer days to make it happen.” 

When asked about his advice to other Possip Partners interested in creating an outdoor classroom, Nicholas said, “There’s an old saying, ‘crisis breeds creativity,’ so my advice to all Possip schools is to explore ways that they can ‘do school differently’ [in the midst of the pandemic].”

Thanks Nicholas for sharing about Foust’s outdoor classroom! Please let us know if you’d like us to connect you with Nicholas or any other Possip partner highlighted. You can learn more about Foust’s outdoor classroom here.

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