CCSD Partnership for Academically Successful Students

1. CCSD Partnership for Academically Successful Students Michael Giles, Executive Director of Inclusive Excellence Norman Alerta, Director of Assessment and Evaluation Eaglecrest High School, September 27, 2017 Praise Equitable Environment Voice Advocacy Knowledge

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3. Welcome and Introductions • Community Building • Framework for Inclusive Excellence • Updates from the Chair • Review of Protocol • Access and Opportunity • Reflection and Takeaways

5. Parent Guardian School Personnel 1. When school was working best for me… When School was working best for you… 2. As a school leader, I hope to provide____ so that school works well for you and your child(ren).

7. Systemic Framework for Inclusive Excellence Systems and Structures of Opportunity Racial Consciousness Cultural Competence Culturally Responsive Education Technical Strategies Equity Mindset Operationalized thorough Pedagogy Adaptive and Responsive

8. Partnership For Academically Successful Students as a Structure for Access and Opportunity

9. What is “Partnership For Academically Successful Students?”

10. Updates From The ChairMrs. Angela Green Garland PASS Goals 2017 The Cardboard Challenge AVID Tutors CRE and PLC District-wide

11. Our Work Is Rooted In Our Beliefs

12. 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.

13. 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.

14. P.E.G.’s Protocol for Courageous Conversations About Race The Compass The Four Agreements The Six Conditions

15. The Compass THINKING BELIEVING ACTING FEELING

16. The Four Agreements

17. The Six Conditions ENGAGE 1. Focus on Personal, Local and Immediate – Getting Personal 2. IsolateRace – Keeping Spotlight on Race 3.Normalize Social Construction & Multiple Perspectives - Engaging in Multiple Perspectives 4. Monitor Agreements, Conditions and EstablishParameters – 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

18. ACCESS and OPPORTUNITY

19. District Demographics

20. District Demographics - Forecast

21. District Demographics - Forecast

23. GT Identification Elem.

24. Advanced Course Enrollment – Middle School

25. AP / IB Current Enrollment

26. ALL CCSD Students graduate from High School prepared for success in College and Career Earned College Credit Advanced Placement International Baccalaureate Concurrent Enrollment CCSD Elementary school students participate in Collaborative Problem Solving activities by Grade 5 CCSD Elementary school students participate in Collaborative Problem Solving activities by Grade 8 Results Orientation: Internal Accountability SystemMonitoring the progress of our district goals CCSD students are Proficient Readers by Grade 3 Industry Certificate Innovation Career Technology 11 CCSD Elementary school students participate in Collaborative Problem Solving activities by Grade 10 K 9 4 7 Access and Opportunity Safety Student Engagement CCSD students successfully complete Algebra I coursework prior to Grade 9 CCSD students who complete Kindergarten are Ready to Learn by Grade 1 CCSD High School students Meet or Exceed Benchmarks in English, Reading, Math and Science by Grade 11 CCSD Middle School students Meet or Exceed Benchmarks in English, Reading, Math and Science by Grade 7 CCSD Elementary students Meet or Exceed Benchmarks in English, Reading, Math and Science by Grade 4 12 Postsecondary Experience Postsecondary Experience 3 8 5 10

27. CCSD Elementary students Meet or Exceed Benchmarks in English, Reading, Math and Science by Grade 4 ES refers to the effect size change needed over 5 years for all student groups to attain 100% and close the performance gap.

28. CCSD Middle School students Meet or Exceed Benchmarks in English, Reading, Math and Science by Grade 7 ES refers to the effect size change needed over 5 years for all student groups to attain 100% and close the performance gap.

29. CCSD High School students Meet or Exceed Benchmarks in English, Reading, Math and Science by Grade 11 ES refers to the effect size change needed over 5 years for all student groups to attain 100% and close the performance gap.

30. Monitoring the progress of our district goals How will we get to where we need to be? Professional Learning Communities

31. Monitoring the progress of our district goals How will we get to where we need to be? Inclusive Excellence

32. Monitoring the progress of our district goals How will we get to where we need to be? Professional Learning Communities and Inclusive Excellence

33. What resonates with you? • What questions do you have? • What do you need?

34. Reflections Questions Questions • Working with GT teachers in their racial consciousness when ID-ing students • How do I know if AP is right for my student or is my student at the right place ? Where does trust influence the decision? • How can educators bring in real world activities to bring relevance • Why are we not focusing on the Latino community when there are the majority of the “minorities” • How will the district support educators who use culturally relevant pedagogy? • How can we increase the advocacy for our kids when their parents are struggling with advocating because of several complexities. Parents do want to advocate and believe in the success for their kids • What are we doing to highlight the success in Native students or challenges (identifiers in academics and racial identity)

35. Thanks for your partnership! See you at the next meeting! December 06, 2017 Cherokee Trails High School