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Cherry Creek Schools
2018-2019
Cherry Creek Schools
Welcome and Introductions
We Believe Cherry Creek Schools Welcome and Introductions What are - - PowerPoint PPT Presentation
We Believe Cherry Creek Schools Welcome and Introductions What are - - PowerPoint PPT Presentation
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
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Where are we going? How are we getting there?
What are you going to change?
Are we going to keep ____?
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Where I Start
My home My kids My wife 24 years
I believe in the Cherry Creek School District
My friends My heart
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I believe
We can change the world
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I believe
Every child matters and will learn
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I believe
Diversity is an asset
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I believe
In All
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I believe
Our people are the difference
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I believe
In the Cherry Creek School District
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I believe
In Our Why
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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
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To Inspire Every Student To Think, To Learn, To Achieve, To Care
Mission Why
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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
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Inclusive Excellence College & Career Preparedness & Success
Vision What
To Inspire Every Student To Think, To Learn, To Achieve, To Care
Mission Why
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Our How
201 018-20 2019 19 Essent ssential ial Co Comp mponents
- nents of
- f Succe
Success ss
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Strategic Alignment Process
Essential Components of Success
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Community Feedback
Why this work? Why this way?
I BELIEVE
Board Expectations AdCo Feedback
How
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Abraham Lincoln
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
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Strategic Priorities Annual Measureable Objectives Goals and/vs. Strategies
Strategic Alignment
Aligned Resources
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What Is This?
Strategic Alignment
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Collaborative Process Community Input
How Next Steps
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Not every measure Key leverage points
How
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NOT New Program Different Initiatives Changing Direction
Strategic Alignment
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1. Data presentation 2. Table reflection and discussion 3. Sharing 4. Repeat
Process for Today
Staff at each table to:
- Listen - collect thoughts
- stimulate discussion
- support sharing
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Community information will be shared with administrators to help define the ultimate
- utcome / goals and inform strategy development
Process for Today
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Our How
Fr Fram amework ework
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Instructional Excellence Workforce Excellence Operational Excellence
Essential Components
Our How
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Instructional Excellence Workforce Excellence Operational Excellence
Essential Components
Our How – Our work
Strategic Alignment
Strategic Alignment
Inclusive Excellence College & Career Preparedness & Success
Vision What
To Inspire Every Student To Think, To Learn, To Achieve, To Care
Mission Why
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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.
Essential Components
Our How
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Essential Components
Our How
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.
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Essential Components
Our How
Operational Excellence
Design, manage and continually improve as a system to deliver value in service to students, schools and community stakeholders.
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Strategic Priorities Measureable Objective Timeline Resources
Instructional Excellence Workforce Excellence Operational Excellence
Essential Components
Strategic Alignment
Inclusive Excellence College & Career Preparedness & Success
Vision What
To Inspire Every Student To Think, To Learn, To Achieve, To Care
Mission Why
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Essential Component In Instructi structional
- nal
Exc Excellence ellence
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Pr Prof
- fessional
essional Le Learning arning Co Communi mmunities ties
Strategy
100-Day Planning
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Strategy
Cu Culturally turally Re Responsive ponsive Educat ucation ion
Four Agreements ✶ Stay Engaged ✶ Experience Discomfort ✶ Speak Your Truth ✶ Expect/Accept Non-Closure Six Themes
- Relationships
- Engagement
- Cultural Identity
- Vulnerability
- Asset-focused Factors
- Rigor
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In Innovation
- vation
Strategy
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Strategic Priority
Per Perform formance ance Pr Propo portio rtionalit nality
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Grade 11 - ACT Reading benchmark
American Indian Asian Black Hispanic / Latino Two or more races WhiteGrade 7 - ACT Aspire Reading Benchmark
American Indian Asian Black White Two or more races Pacific Islander Hispanic / LatinoGrade 3 - CMAS ELA Benchmark
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Strategic Priorities Measureable Objective Timeline Resources
Instructional Excellence Workforce Excellence Operational Excellence
Essential Components
Strategic Alignment
Inclusive Excellence College & Career Preparedness & Success
Vision What
To Inspire Every Student To Think, To Learn, To Achieve, To Care
Mission Why
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Essential Component Wo Work rkforce force Exc Excellen ellence ce
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Strategic Priority
St Staf aff Demo mographics graphics
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10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7
Administrators licensed Mental Health
American Indian Asian Black Latino Multi Racial Pacific Islander White = Student Population
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Strategic Priorities Measureable Objective Timeline Resources
Instructional Excellence Workforce Excellence Operational Excellence
Essential Components
Strategic Alignment
Inclusive Excellence College & Career Preparedness & Success
Vision What
To Inspire Every Student To Think, To Learn, To Achieve, To Care
Mission Why
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Essential Component Op Operationa erational Ex Excell cellence ence
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Sa Safet fety
Strategic Priority
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Psychological Safety
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Students Reports of Stress/Anxiety
by Level and Race - over Time
0% 10% 20% 30% 40%
2012 2014 2016 2012 2014 2016 2012 2014 2016
% of Students Who Reported Being Stressed/Anxious More Days Than Not
Multiple Backgrounds White Smaller Groups Asian American Hispanic/Latino Black/African American
5th Grade Middle School High School
Native American, Hawaiian/Pacific Islander, Middle Eastern/North African 48
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Students Reports of Depressive Symptoms
by Level and Race - over Time
0% 10% 20% 30% 40%
2012 2014 2016 2012 2014 2016
% of Students Who Reported Being Sad or Hopeless for Two Weeks or More Over the Past Year
Multiple Backgrounds Hispanic/Latino Smaller Groups Black/African American White Asian American
Middle School High School
Native American, Hawaiian/Pacific Islander, Middle Easter/North African 49
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Students Reports of Suicidal Thoughts Over Time
0% 10% 20% 30% 2009 2010 2011 2012 2013 2014 2015 2016
% of students who reported Suicidal thoughts
HS MS CO - HS US - HS CO - MS
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SRAs by Level Over Time 2011 - 2017
500 751 1157 1249 1346 1520 200 400 600 800 1000 1200 1400 1600 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
# of Suicide Risk Assessments
Total MS HS ES
*
* 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
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Students Reports of Stress/Anxiety
by Level and Race - over Time
0% 10% 20% 30% 40%
2012 2014 2016 2012 2014 2016 2012 2014 2016
% of Students Who Reported Being Stressed/Anxious More Days Than Not
Multiple Backgrounds White Smaller Groups Asian American Hispanic/Latino Black/African American
5th Grade Middle School High School
Native American, Hawaiian/Pacific Islander, Middle Eastern/North African 53
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Other Thoughts At your table
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