SUCCESS BY DESIGN

Our commitment to equity, instructional excellence and collaborative teamwork

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▪ Update you on what I am hearing, seeing and learning through my Engagement and Entry Plan activities.

▪ Take a deep dive into the Equity Efforts Report as well as our progress on the Black Excellence Resolution, and discuss alignment and sequencing of this work with the current Denver Plan and the future Unified Equity Plan.

TODAY’S OBJECTIVES

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WHAT WE’VE DONE: ENTRY PLAN ACTION ITEMS

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Complete

On Track

At Risk

Off Track

Not Started

LEARNING FROM OUR STUDENTSDPS alumni shared where their post-high school journeys have taken them

“Your parents lived an entirely different life than what you’re doing right now.” - Luís

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“It is so hard to explain because it is two different worlds.” - Johanna

Video link

WHAT I’VE LEARNED

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Q1: What are the most important characteristics of a quality school for you?▪ A school culture and climate that is safe, joyful,

caring, empathetic, cohesive, warm, welcoming, supportive and trusting.

▪ Equitable learning environments with high expectations, services, opportunities and outcomes available to each and every student.

▪ Rigorous, high quality instruction that is challenging, standards-based and grounded in best practices.

WHAT I’VE LEARNED

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Q2: What three things happened in DPS/in your school in the last three years that you are most excited about?▪ New teacher contract▪ Commitment to equity, culturally responsive

education, and confronting racism▪ Support structures and operational resources▪ Whole Child supports▪ New leadership (district and school)▪ Educator career trajectory and growth▪ Increase in graduation rate and college and

career opportunities

WHAT I’VE LEARNED

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Q3: What three things happened in DPS/in your school in the last three years that you are most disappointed about?▪ Strike divisions▪ Lack of commitment to equitable access and

opportunity▪ Staffing decisions▪ SPF as a moving target▪ Culture within DPS▪ Discipline and safety

WHAT I’VE LEARNED

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Q9: How can we improve student voice, agency and experience across DPS?▪ Authentic engagement of students and parents by

listening and responding▪ Student leadership opportunities that allow

students to co-create▪ Whole child and mental health supports▪ Ensure teachers are heard, supported and valued

WE MUST COHERENTLY ALIGN OUR WORK IN SERVICE OF EQUITY

UNIFIED EQUITY PLAN

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Equity Efforts Report

Black Excellence Resolution

TRANSFORMING DPS INTO AN EQUITY SCHOOL DISTRICT

Phase 1: ▪ Co-construct a shared definition▪ Frame equity using Shared Core Values▪ Identify equity levers

Phase 2:▪ Identify data; analyze disaggregated data▪ Engage folks (affected groups; stakeholders)▪ Conduct systems analysis of root causes▪ Develop unified strategy

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This report is the start of a more robust process to transform DPS into an equity school district – in which equity is the identity of the school district, rather than a commitment of the district.

REVIEW OF EXISTING EQUITY EFFORTS Reveals strong commitment; lack of alignment

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Board of Education Resolutions

Community Input & Task Force Recommendations

District & State Requirements

Becoming a Trauma-informed District Resolution

Recommendations of the African-American Equity Task Force

Modified Consent Decree

Black Excellence Resolution Recommendations of the Strengthening Neighborhoods Initiative

Denver Plan 2020 - Close the Opportunity Gap

Safe & Welcoming Resolution

SPED Task force -Resolution;Recommendations

Resolution toward ending suspensions and expulsions of young learners

Bond Oversight Committee input

Won’t be Erased Resolution SuperSearch Report input

Feedback on the Superintendent Entry Plan

RECOMMENDATIONS

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1. Co-construct a shared definition of equity and establish four key areas to benchmark districtwide equity efforts: language, race, ability and income.

1. Root the districtwide strategy for equity into existing structures and frameworks – like the DPS Shared Core Values and the next generation Denver Plan.

1. Identify highest-impact levers/opportunities to improve equity outcomes.

Next Step: Create and implement a long-term strategic plan that infuses an aligned equity agenda throughout every districtwide effort.

WE MUST COHERENTLY ALIGN OUR WORK IN SERVICE OF EQUITY

UNIFIED EQUITY PLAN

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Equity Efforts Report

Black Excellence Resolution

BLACK EXCELLENCE RESOLUTION We will embed a focus on our African American and Black students into all of our Denver Plan efforts

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BLACK EXCELLENCE RESOLUTIONOur Guiding Belief: Equity belongs to all of us

▪ Success will require internal and external collaboration

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▪ This work is dependent on:- Socializing our districtwide shared definition of

equity- Creating an Equity Agreement- Establishing high-level goals to align all

members of Team DPS - Acknowledging work that has been done

through the lens of equity- Examining and disrupting mindsets and

practices rooted in inequity- Leveraging current systems and structures for

improvement and accountability- Naming the non-negotiables

BLACK EXCELLENCE RESOLUTIONWe will work together to accelerate the academic achievement of our black and African American students

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Districtwide All members of Team DPS will participate in ongoing professional development training in implicit bias and culturally responsive education - with an emphasis on staff working directly with students

School-Level All schools will participate in an equity-building initiative.

Central Office We will develop a common language for what equity looks like for black or African American students, and define the results of the additional focus on Black Excellence at the adult, student and system level

We will perform an audit to understand what we are already doing successfully to advance equity and where we have gaps and opportunities for improvement

We will know we are successful when:We’ve established school-specific targets for black or African American students, aligned to instructional priorities that are monitored for gaps and progress, opportunities for success, and the number of black and African American students at or above grade level increases.

BLACK EXCELLENCE RESOLUTIONOur entire district will accelerate academic achievement of our black and African American students

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The Ask All members of Team DPS will participate in ongoing professional development training in implicit bias and culturally responsive education - with an emphasis on staff working directly with students.

ALIGNMENT TO THE FOLLOWING AREAS OF FOCUS BEYOND THE DENVER PLAN 2020

Equity Efforts Report

Initial analysis recommended ongoing professional development to help socialize, clarify and unify the work, while also expanding the capacity of culturally responsive practitioners

African American

Equity Task Force

● District and school supports to promote equity● Culturally responsive instruction, engagement and communication● Targeted supports for students

NEXT STEPS

Equity, Academics and

Student Voice & Leadership

June/July 2019: Collaborate to design the scope and sequence for districtwide trainings in implicit bias and culturally responsive education Fall 2019: Continue to collaborate with the Student Board of Education, Challenge 5280 winners to incorporate their recommendations into the content and facilitationFall 2019: Conduct a districtwide resource equity audit

BLACK EXCELLENCE RESOLUTIONSchools will accelerate academic achievement of our black and African American students

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The Ask All schools will participate in an equity building initiative. Each school will:● Review student performance and referral data (discipline and special education) to understand

how African American and black students are doing on an individual level and develop a plan of action to increase their success

● Set goals for supporting students including prioritizing black student access to rigorous, grade-level coursework

● Articulate how they will monitor their progress toward these goals and increase black student achievement

ALIGNMENT TO THE FOLLOWING AREAS OF FOCUS BEYOND THE DENVER PLAN 2020

Equity Efforts Report

Initial analysis highlighted the need to distribute the responsibility for equity across the full system and to develop and expand systems to ensure accountability. Additionally, the report highlighted the importance of engaging stakeholders including students, families and community in the equity planning process.

African American Equity

Task Force

District and school supports to promote equity; targeted supports for students

NEXT STEPS (see next slide)

BLACK EXCELLENCE RESOLUTIONSchools will accelerate academic achievement of our black and African American students

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NEXT STEPS (continued from previous slide)

Academics and Schools

June/July 2019: Engage school leaders in a data review focused on African American and Black student performance

Student Equity and

Opportunity

June/July 2019: Develop a plan to ensure African American and Black students with disabilities are identified correctly to reduce over-identification, and monitor suspension and expulsion data

BLACK EXCELLENCE RESOLUTIONCentral Office will accelerate academic achievement of our black and African American students

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The Ask We will develop a common language for what equity looks like for Black or African American students, and define the results of the additional focus on Black Excellence at the adult, student and system level. We will perform an audit to understand what we are already doing successfully to advance equity and where we have gaps and opportunities for improvement.

ALIGNMENT TO THE FOLLOWING AREAS OF FOCUS BEYOND THE DENVER PLAN 2020

Equity Efforts Report

Initial analysis reiterates and will inform the district unified equity plan – including a common definition for equity; Equity belongs to all of us, and collaboration will be critical – specifically with SEO, Academics, Schools, FACE, Impact and ARE

African American Equity

Task Force

District and school supports to promote equityEquitable employment practices and work environment

NEXT STEPS (continued on next slide)

SLT Fall 2019: Draft shared definition of equity, create an equity agenda and establish high-level goals to which all members of Team DPS can align; leverage the CRE definition and mindsets to inform the shared definition of equity

BLACK EXCELLENCE RESOLUTIONCentral Office will accelerate academic achievement of our black and African American students

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NEXT STEPS (continued from previous slide)

Equity Fall 2019: Re-engage in efforts to improve a culture of belonging across DPS

HR Fall 2019: Continue/expand efforts to recruit and retain African American and black educatorsFall 2019: Expand Reach One mentoring program

Impact Fall 2019: Collaborate to define results of the additional focus on Black ExcellenceFall 2019: Track and monitor efforts to determine impact on student performance and achievement

BLACK EXCELLENCE RESOLUTIONQuestions for feedback

▪ Do you see greater coherence and alignment than before?- If yes, where?- If no, how do you think we can further improve?

▪ Are we missing anything? Where are our blind spots?▪ Where do you need additional clarification?

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OUR NEXT DENVER PLAN MUST BE A UNIFIED EQUITY PLAN

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Next Denver

PlanEntry PlanDenver

Plan 2020Alignment of Equity Efforts

APPENDIX

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GOAL #1 Great Schools in Every Neighborhood 25

BUILD RELATIONSHIP, TRUST, & WILL

INTENT OF ENTRY PLAN

Link to Entry Plan

LISTEN AND

LEARN

INFORM DENVER

PLAN

LISTEN AND

LEARN

REVIEW, ADJUST,

REAFFIRMTACTICS &

STRUCTURES

GOAL #1 Great Schools in Every Neighborhood

CORNERSTONES OF ENTRY PLAN

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EQUITY

INSTRUCTIONAL EXCELLENCE

COLLABORATIVE TEAMWORK

Our schools must be places where every student is affirmed for who they are, while

being challenged to excel.

Our students deserve the highest quality instruction each and every day.

Our schools are the centers of our communities and we must work hand-in-hand with our families and community members to

ensure Every Child Succeeds.

Link to Entry Plan

WHO I’VE MET

Since January, I have met with and/or engaged more than 2,000 students, teachers, leaders, community members, and staff members. ▪ I’ve conducted 36 school visits and visited more than 60

classrooms with more than 1,000 students.▪ I’ve attended 11 faculty meetings and have heard from more

than 400 school staff members (principals, teachers, school support staff).

▪ I’ve gathered feedback from more than 300 community members, advocacy groups, union leaders, and civic leaders.

▪ I’ve heard from more than 300 internal staff members (central and school-based) through focus groups and online surveys.

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WHAT WE’VE DONE: EQUITY

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Complete On Track At Risk Off Track Not Started

Highlights▪ Conducted analysis of equity work across the

district to inform Unified Equity Plan. ▪ Met with high schools to identify and mitigate

barriers to access for Concurrent Enrollment Ethnic Studies courses.

▪ Trained 102 schools and 40 departments in trauma-informed practices and 254 staff members in restorative practices.

▪ Negotiated new structure for pay incentives with DCTA.

▪ Completed 3 of 4 targeted community building events.

▪ Updated On-Track to Graduate tool to identify where students are in terms of meeting graduation competencies.

WHERE WE’RE HEADED: EQUITY

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Complete On Track At Risk Off Track Not Started

Next Steps▪ Continued work toward building a Unified Equity

Plan▪ Expand access to Concurrent Enrollment Ethnic

Studies courses.▪ Strengthen restorative practices across schools in

support of becoming a trauma-informed district.▪ Continue to collaborate with the DCTA to ensure

teachers feel valued and receive the supports they need.

▪ Host African American dialogue at Blair Caldwell library; determine continued opportunities to engage students and communities in ways that celebrate excellence and culture.

▪ Launch new On-Track to Graduate tool in August and determine how to expand this tool to be used by families.

WHAT WE’VE DONE: INSTRUCTIONAL EXCELLENCE

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Complete On Track At Risk Off Track Not Started

Highlights▪ Conducted 36 school visits.▪ Approved proposal and released application for

Teacher Advisory Council, to launch in the fall.▪ Offered free SAT tutoring to ~175 juniors. ▪ Developed scope and sequence for district-wide

text study, to launch at July Leadership Week. ▪ Began landscape analysis of Whole Child

autonomies.▪ Confirmed timeline and continued engagement

around reimagining DPS accountability systems. ▪ Drafted Special Education Strategic Plan

grounded in recommendations from SPED Task Force.

Next Steps▪ Leverage learnings from school visits to ensure

rigorous, grade-level tasks in schools. ▪ Launch Teacher Advisory Council to ensure teacher

voice in key district decisions. ▪ Expand SAT campaign and resources to reach

greater number of students.▪ Launch text study of the Opportunity Myth and

Culturally Responsive Teaching and the Brain to develop common mindset and language across district.

▪ Reimagine accountability systems by spring 2020, with transition timeline to allow schools to acclimate to new system.

▪ Determine next steps for Whole Child autonomies based on findings of landscape analysis.

▪ Implement SPED strategic plan and adopt board resolution on inclusionary practices.

WHERE WE’RE HEADED: INSTRUCTIONAL EXCELLENCE

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Complete On Track At Risk Off Track Not Started

WHAT WE’VE DONE: COLLABORATIVE TEAMWORK

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Complete On Track At Risk Off Track Not Started

Highlights▪ Met with board members and participated in board

retreat to ensure strong, collaborative relationship. ▪ Hired Executive Director of Equity and Culture. ▪ Heard from internal and external stakeholders

around what it means to be “community led, district supported.”

▪ Engaged district, charters, and izones around potential regional collaboration structures.

▪ Met with or engaged with 2000+ internal and stakeholders, including parents, students, community members, teachers, principals, school staff, central office staff, union leaders, civic leaders, and community advocacy groups.

▪ Analyzed and identified key themes from this listening tour.

WHERE WE’RE HEADED: COLLABORATIVE TEAMWORK

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Complete On Track At Risk Off Track Not Started

Next Steps:▪ Develop board handbook. ▪ Hire Associate Chief of Family and Community

Engagement. ▪ Establish engagement framework/plan that defines

what it means to be “community led, district supported” and that outlines proactive and collaborative engagement efforts.

▪ Set up and host summer and fall meet-and-greets across family of schools and define shared vision and future collaboration opportunities.

▪ Reflect on key themes surfaced through listening tour to review, adjust, reaffirm our policies and procedures.

▪ Share findings in August board report.