Cherry Creek Schools 2018-2019 We Believe
Cherry Creek Schools Welcome and Introductions
What are you going to change? Are we going to keep ____? Where are we going? How are we getting there?
My wife My My friends home Where I Start My kids 24 years My heart I believe in the Cherry Creek School District
I believe We can change the world
I believe Every child matters and will learn
I believe Diversity is an asset
I believe In All
I believe Our people are the difference
I believe In the Cherry Creek School District
I believe In Our Why
Our Why To To Ins Inspire pire eve very ry st stud udent ent to to thi think nk, , to to le learn, arn, to to ac achieve, hieve, to to ca care re
Why Mission To Inspire Every Student To Think, To Learn, To Achieve, To Care
Our What In Incl clusive usive Excel xcellence lence Co College ege an and d Ca Caree reer r Pr Prep eparedness aredness & Su & Succ ccess ess
Why Mission To Inspire Every Student To Think, To Learn, To Achieve, To Care College & Career What Vision Inclusive Excellence Preparedness & Success
Our How 201 018-20 2019 19 Essent ssential ial Co Comp mponents onents of of Succe Success ss
Essential Components of Success Strategic Alignment Process
How Why this work? Why this way? Community Feedback Board Expectations AdCo Feedback I BELIEVE
Th The e bes best t wa way y to pr predi edict ct the he fut future ure is is to to cr crea eate te it it Abraham Lincoln
Strategic Alignment Strategic Priorities Annual Measureable Objectives Goals and/vs. Strategies Aligned Resources
Strategic Alignment What Is This?
How Collaborative Process Community Input Next Steps
How Not every measure Key leverage points
Strategic Alignment NOT New Program Different Initiatives Changing Direction
Process for Today 1. Data presentation 2. Table reflection and discussion 3. Sharing 4. Repeat Staff at each table to: Listen - collect thoughts • stimulate discussion • support sharing •
Process for Today Community information will be shared with administrators to help define the ultimate outcome / goals and inform strategy development
Our How Fr Fram amework ework
Our How Essential Components Instructional Excellence Workforce Excellence Operational Excellence
Strategic Alignment Why Mission To Inspire Every Student To Think, To Learn, To Achieve, To Care College & Career What Vision Inclusive Excellence Preparedness & Success Essential Instructional Excellence Workforce Excellence Operational Excellence Components Our How – Our work Strategic Alignment
Our How Essential Components Instructional Excellence Provide all students with rigorous and relevant learning experiences to become leaders who create solutions that contribute to the betterment of our global society.
Our How Essential Components Workforce Excellence Invest in racially conscious, culturally competent employees who have the skill, will, capacity and knowledge to commit to a culture of continuous improvement.
Our How Essential Components Operational Excellence Design, manage and continually improve as a system to deliver value in service to students, schools and community stakeholders.
Strategic Alignment Why Mission To Inspire Every Student To Think, To Learn, To Achieve, To Care College & Career What Vision Inclusive Excellence Preparedness & Success Essential Instructional Excellence Workforce Excellence Operational Excellence Components Strategic Priorities Measureable Objective Timeline Resources
Essential Component In Instructi structional onal Exc Excellence ellence
Strategy Pr Prof ofessional essional Le Learning arning Co Communi mmunities ties 100-Day Planning
Strategy Culturally Cu turally Re Responsive ponsive Educat ucation ion Six Themes Four Agreements ✶ Stay Engaged • Relationships • Engagement ✶ Experience Discomfort • Cultural Identity ✶ Speak Your Truth • Vulnerability ✶ Expect/Accept • Asset-focused Factors Non-Closure • Rigor
Strategy In Innovation ovation
Strategic Priority Per Perform formance ance Pr Propo portio rtionalit nality
Grade 11 - ACT Reading benchmark American Indian Asian Black Hispanic / Latino Two or more races White Grade 7 - ACT Aspire Reading Benchmark American Indian Asian Black Hispanic / Latino Pacific Islander Two or more races White Grade 3 - CMAS ELA Benchmark American Indian Asian Black Hispanic / Latino Pacific Islander Two or more races White
Strategic Alignment Why Mission To Inspire Every Student To Think, To Learn, To Achieve, To Care College & Career What Vision Inclusive Excellence Preparedness & Success Essential Instructional Excellence Workforce Excellence Operational Excellence Components Strategic Priorities Measureable Objective Timeline Resources
Essential Component Wo Work rkforce force Exc Excellen ellence ce
Strategic Priority St Staf aff Demo mographics graphics
90 80 Administrators licensed Mental Health 70 = Student Population 60 50 40 30 20 10 0 1 2 3 4 5 6 7 American Asian Black Multi Pacific White Latino Indian Racial Islander
Strategic Alignment Why Mission To Inspire Every Student To Think, To Learn, To Achieve, To Care College & Career What Vision Inclusive Excellence Preparedness & Success Essential Instructional Excellence Workforce Excellence Operational Excellence Components Strategic Priorities Measureable Objective Timeline Resources
Essential Component Op Operationa erational Ex Excell cellence ence
Strategic Priority Sa Safet fety
Psychological Safety
Students Reports of Stress/Anxiety by Level and Race - over Time Native American, Multiple Backgrounds White Smaller Groups Hawaiian/Pacific Islander, % of Students Who Reported Being Stressed/Anxious More Middle Eastern/North African Asian American Hispanic/Latino Black/African American 40% 30% Days Than Not 20% 10% 0% 2012 2014 2016 2012 2014 2016 2012 2014 2016 5 th Grade High School Middle School 48
Students Reports of Depressive Symptoms by Level and Race - over Time 40% % of Students Who Reported Being Sad or Hopeless for Two Weeks or More Over the Past Year 30% 20% 10% Native American, Multiple Backgrounds Hispanic/Latino Smaller Groups Hawaiian/Pacific Islander, Middle Easter/North African Black/African American White Asian American 0% 2012 2014 2016 2012 2014 2016 Middle School High School 49
Students Reports of Suicidal Thoughts Over Time 30% HS % of students who reported Suicidal thoughts MS CO - HS US - HS 20% CO - MS 10% 0% 2009 2010 2011 2012 2013 2014 2015 2016 50
SRAs by Level Over Time 2011 - 2017 1600 1520 Total 1346 1400 # of Suicide Risk Assessments MS 1249 1157 HS 1200 ES 1000 751 800 600 500 400 200 0 * 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 * 4 elementary schools and 1 I-team failed to provide information on # of completed suicide risk assessments in 2012-13. Does NOT include #s of assessments done for Self-Injury ONLY 51
52
Students Reports of Stress/Anxiety by Level and Race - over Time Native American, Multiple Backgrounds White Smaller Groups Hawaiian/Pacific Islander, % of Students Who Reported Being Stressed/Anxious More Middle Eastern/North African Asian American Hispanic/Latino Black/African American 40% 30% Days Than Not 20% 10% 0% 2012 2014 2016 2012 2014 2016 2012 2014 2016 5 th Grade High School Middle School 53
Other Thoughts At your table
Thank You Dedicated to Excellence
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