CCSD Partnership for Academically Successful Students Stacey Brandon, Educational Equity Coordinator Michael Giles, Executive Director of Inclusive Excellence Cherry Creek High School, August 30, 2017 Praise Equitable Environment Voice Advocacy Knowledge 1

S 2

6 mins

School Representative Parent/Guardian Hello, my name is… My child(ren) is/are … My child(ren) attends ____ school. I’m here because… Hello, my name is… I am the ____ at ___ school. What I love most about my school community is… I hope you… 8 mins and share out

What is “Partnership for Academically Successful Students?” Every Framework for Inclusive Excellence The Protocols for Courageous Conversations about Race Open Space 1 min

What is ”Partnership For Academically Successful Students? 8 mins. Introduce the Steering Committee

We have two very clear and concise goals: 1. Inclusive Excellence 2. College Preparedness and Success Inclusive excellence ensures that “EVERY” child leaves us college and career ready.

The many faces of “Every” __Add Pics

52,000 “Every” Our district represents families living in 12 zip codes across 108 square miles. We believe in the Cherry Creek School District that the zip codes of our district should not predict the achievement of our students.

S.E.S. “Every” 31% Free/Reduced Lunch 8 School-wide Title 3 Targeted Title Roughly 32% of our students in CCSD are recognized as qualifying for Free and or Reduced Lunch Services. As you can see in the chart, that number is projected to continue to climb steadily.

Racial “Every” 54% White 20% Hispanic 11% Black 8% Asian 6% Multi-Racial 1% Indigenous/Pacific Islander

Language “Every” 138 Languages spoken 138 Languages spoken, including English…137 excluding English. This chart represents the majority of languages spoken in our district other than English.

We have two very clear and concise goals: 1. Inclusive Excellence 2. College Preparedness and Success Inclusive excellence ensures that “EVERY” child leaves us college and career ready.

Systemic Framework for Inclusive Excellence Technical Strategies Equity Mindset Operationalized thorough Pedagogy Systems and Structures of Opportunity Racial Consciousness Cultural Competence Culturally Responsive Education (10) In support of the district goals of Inclusive Excellence and College an Post Secondary Readiness, the Office of IE has identified four areas of focus. Systems and Structures of Opportunity…..What Systems or Structures do we have in place that either provide opportunity for our students…or serve as barriers to opportunities. Master Schedule, Cut-points to student placement, Resource Allocation and Support, Professional Development, PLT’s, E-Teams, etc…. Racial Consciousness: We cannot address the problem of racial disproportionalities without deconstructing race. Developing consciousness around our individual and collective racial identities allows us to gain a better understanding of the perceptions, beliefs and behaviors impacting the educational experience….especially the experiences of our students of color. Cultural Competence: Developing the understanding that we are all “cultural beings.” Each of us brings our culture into this setting. Some of our cultures are validated and some of our cultures are marginalized, even attacked. In order to create spaces for students to express their cultural identity safely in the learning environment, we have to have some understanding of cultural identity and see all of our cultural identities as assets. Culturally Responsive Education: Speaks to the practical application of the initial 3 as they relate to the Instruction… In an effort to build common vocabulary and understanding, we’re developing the work of Dr. Stembridge’s 6 Themes for CRE> We might argue for days about which comes first, or which is most important. I Choose to think that they are all equally important. As we go about creating equitable schools, everything that we do should be filtered through one or all of these four areas. Which do you focus on most in your school? Which do you focus on the least in your school? Why? Adaptive and Responsive

Reflection What questions might you have for your school in relationship to this framework?

We Believe Courageous Conversations precede courageous leadership. We must actively and openly engage multiple perspectives and voices in order to deepen our understanding of race and its ongoing social construction.

The sharing of our own experience with race creates greater understanding of self and the impact of our racial and cultural identities on our interactions. Conversations about race can be very difficult and the protocol provides common language, understanding and support.

The Compass THINKING BELIEVING ACTING Relate it to interactions with school, discipline, parent teacher conferences. How might you use this tool when interacting with each other FEELING

How are you showing up right now?

The Four Agreements

Which is most challenging for you? How do these agreements become a part of your norms?

The Six Conditions ENGAGE SUSTAIN DEEPEN 1. Focus on Personal, Local and Immediate – Getting Personal 2. Isolate Race – Keeping Spotlight on Race ENGAGE 3. Normalize Social Construction & Multiple Perspectives - Engaging in Multiple Perspectives 4. Monitor Agreements, Conditions and Establish Parameters – Keeping Us ALL at the Table SUSTAIN 5. Use a “Working Definition” for Race –What Do We Mean by Race ? 6. Examine the Presence and Role of “Whiteness” and its Impact on the Conversation – Let’s Talk About Whiteness not White people DEEPEN

Race in My life My Earliest Memory.... The Most Recent Memory...

Share your story with an elbow partner.

Upcoming Opportunities

Thanks for your partnership! See you at the next meeting!