1. 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

2. S 2

3. 6 mins

4. 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

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

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

7. 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.

8. The many faces of “Every”
__Add Pics

9. 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.

10. 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.

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

12. 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.

13. 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.

14. 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

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

16. 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.

17. 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.

18. 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

19. How are you showing up right now?

20. The Four Agreements

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

22. 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

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

24. Share your story with an elbow partner.

25. Upcoming Opportunities

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