1. CHERRY CREEK P.A.S.S. (PARTNERSHIP FOR ACADEMICALLY SUCCESSFUL STUDENTS) AUGUST 25, 2015
Michael Giles
Executive Director of Inclusive Excellence
Stacey Brandon
Educational Equity Coordinator

2. AGENDA Welcome! Why Are We Here?
Let’s Talk / Let’s Listen / Let’s Relate
P.A.S.S. Framework
Open Space

3. WHY ARE WE HERE?

4. CHERRY CREEK’S COMMITMENT

5. CCSD COMPREHENSIVE FRAMEWORK FOR EQUITY
Inclusive Excellence
S,W,C, K
CRE
IE: The Vision, Resource, Systemic Practices, etc….
S, W, C, K: Professional Development, Support, Coaching, Critical Race Theory, Racial Consciousness and Culturally Competency
PEG
Pedro
Yemi
Gloria
Culturally Responsive Education: 6 Themes
Cutlural Identity
Vulnerability
Asset Focus Factors
Rigor

6. INCLUSIVE EXCELLENCE Inclusive Excellence Access and Opportunity
Racial Consciousness
Cultural Competence
Culturally Responsive Education
Inclusive Excellence

7. Culturally Responsive Education
CRE
Dr. Adeyemi Stembridge, PhD.

8. © 2006. Pacific Educational Group, Inc. All Rights Reserved.
Systemic Equity Transformation Theory of Action
Skill
Courageous
Conversation
Practice
Problem
CAUSE
Solution
Implementation
Passion
Practice
Persistence
S,W ,C,K
Knowledge
Critical
Race
Theory
Practice
Will
Anti-Racist
Leadership
Passion
Why don’t we talk about race…in the classroom….in our leadership meetings…etc.?
This is a mental model that we, as a district, are familiar with. In order to continue our transformational equity work which includes adequately responding to the current state of affairs, we must continue to develop our S,W,C,K.
The most obvious action you can take at your site is to improve upon your skill to not shy away from the conversations.
Equity is…
Raising the achievement of all students while;
eliminating the gaps between the highest and lowest performing students and;
eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories.
Capacity
Systems Thinking
Persistence
Anti–Racism is…
Our conscious and deliberate, individual and collective action that challenges the impact and perpetuation of systemic/institutional White racial privilege, positioning and power.
© Pacific Educational Group, Inc. All Rights Reserved. 5

9. ✶ Experience Discomfort ✶ Speak Your Truth ✶ Expect/Accept Non-Closure
Courageous Conversation is the utilization of the Four Agreements, Six Conditions and Compass
in order to engage, sustain and deepen interracial dialogue about race, racial identity and institutional racism;
and is an essential foundation for examining schooling and improving student achievement.
Four Agreements
✶ Stay Engaged
✶ Experience Discomfort
✶ Speak Your Truth
✶ Expect/Accept Non-Closure
1 min
Transition from self reflection to the conversation:
Reground ourselves in the Protocol for conversation 13

10. THE SIX CONDITIONS Focus on Personal Local and Immediate Isolate Race
Normalize the Social Construction & Multiple Perspectives
Monitor the Agreements
Use a Working Definition for Race
Examine the Presence and Role of “Whiteness”
3-4 mins
Review the 6 Conditions as a protocol to Engage, Sustain and Deepen our conversation.
Stress the importance of acknowledging the implications of race. We are at a pivotal time right now in our nation where leaders are finally calling for real conversations about the impact of race in our society.
We need to engage in deep conversations about the impact of race in our education system.

11. THE COMPASS

12. LET’S TALK, LISTEN & RELATE

13. PASS Praise Advocacy Equitable Environment Knowledge Voice Family
Empowerment
& Community
Engagement
Voice
Knowledge

14. PASS TEAMS (PARTNERSHIPS FOR ACADEMICALLY SUCCESSFUL STUDENTS)
Not everything that is faced can be changed, but nothing can be changed until it is faced.
- James Baldwin

15. WHY PASS?
To provide access to parents that have frequently been marginalized by the traditional methods of parent involvement and engagement in schools.
To provide a space to focus on the racial disparities that exist systemically and allow parent voice in the room to address issues and solutions.

16. WHAT IS THE PURPOSE/FUNCTION OF PASS TEAMS?
Parent Voice
Provide parents access to building leadership for authentic conversations of their student’s and their own experiences in our system.
Courageous Conversations
Utilizing the Courageous Conversations Protocols, engaging in conversations on race and it’s impact in respective school communities.

17. WHAT IS THE PURPOSE/FUNCTION OF PASS TEAMS?
Examine Racial Achievement Data
Review school achievement and discipline data to gain an understanding of the racial disparities that exist within their respective school and district wide
Identify School Resources & Assets
Explore and determine resources and assets that can be used to support and promote the academic success of students of color.

18. WHAT IS THE PURPOSE/FUNCTION OF PASS TEAMS?
Parent/School Partnerships
Recognition that parent/school partnerships are critical relationships for school equity transformation.
“School-based PASS Team members help the community-based educators understand the standards by which the children are measured. The community-based educators help school-based educators understand the community standards.”
Singleton, Glen. Courageous Conversations About Race

19. WHO IS ON THE PASS TEAM?
Team Leader - Principal/Building Administration
Parents
School Staff
Community Members

20. WHEN? HOW?
Within this framework PASS Teams will look, feel, and operate differently based on the unique composition, concerns, and strengths of the respective school community. This will determine how often the PASS team meets and the way in which they meet.

21. “Through PASS Teams, students ultimately benefit, as deeper understanding and greater trust is built between school-based and community-based educators, leading to authentic support, improved instruction and higher student achievement.”
Singleton, Glen. Courageous Conversations About Race

22. TOGETHER WE ACHIEVE EXCELLENCE
Next Meeting: September 30,
Performance Improvement Team
Examination of District Data and the District Improvement Plan