Black Excellence Plan 2023-2024

Posted January 10, 2024

Goals:

  • Increase Black students earning As and Bs
  • Increase Black students in CE and CTE courses as measured by percentage of Black-identified full-time students opting into CE courses, and part-time students opting into CE in CTE courses. 
  • Increased participation of Black-identified students in extracurricular activities, which are primarily facilitated at other DPS institutions.
  • Increased family engagement as measured by two-way communication between staff and Black-idenitfied families.
  • Increased student belonging as measured by CEC-facilitated semester-based surveys.

Strategies & Actions:

  • Family Engagement:
    • All staff will engage in introductory and follow-up phone calls & two-way communication, as evidenced by Infinite Campus documentation.
    • All Black-identified families who have indicated they would like a Home Visit will receive a minimum of one Home Visit. 
    • Personal invites sent to Black-identified families to be part of school committees 
  • Adult Learning:
    • DPS Equity Experience Modules & Debriefs (Differentiated for Year 1 & 2 DPS staff)
    • On-going anti-racist professional development facilitated by CEC’s Equity Team
    • Intercultural Development Inventory (IDI) for all staff
  • Student Belonging:
    • Visual Culture (student representation at school events)
    • Culture Day and BLM Day once a semester
    • Affinity Spaces- BSA and Black Honor Society
    • Celebrating Black Culture through Advisement lessons 
    • TSEAL Strategies in classrooms
    • IEP/504/GT audit for all Black students (Audit IEPs/identifications students came to CEC with and ensure that supports given are needed and removed when no longer needed)
    • Add information to the CEC Newsletter about extracurricular activities

Benchmarks:

Q1: 100% of Black families (part-time and full-time) will be contacted via phone and talked to personally in order to introduce themselves, determine needs/supports, determine best methods for communication, and get to know each other as humans.  100% of Black families indicating interest in home visit have a home visit completed. All family contact will be documented in the conference tab of IC. 

Q1-Q4: All Grade-Level Teams have evidence of work supporting the Black Excellence Plan and data to demonstrate positive impact. 

Q1-Q4:  100% of Black-identified students will identify what a sense of belonging means, as evidenced by qualitative data from educators and student surveys.

Q1: Visual culture throughout the school will be improved to include representation of Black students, anti-racism, and belonging.

Q2: 100% of staff have completed the IDI and debrief, are on up to date with differentiated equity modules, and set individual goals to move along the continuum and engage in equity work.

Q2: Committee is established and has created a plan for student recruitment into CE and CTE coursework/classes, how to communicate and educate families on CE and CTE coursework.

Q3: 100% of content teams will engage in data protocols that ensure high levels of success for Black identifying students (A/B) and restructure lessons and create individualized plans as needed for reteach/proficiency.

Q4: 100% of Black students have completed advanced CE and CTE coursework goals that correlate with career paths and graduation requirements. 

Q4: Graduation celebration honoring scholarships, athletics, academics, and other accolades of Black students.

Q4: 90% of students surveyed report they are valued by their educators and feel an authentic sense of belonging in their classrooms / school and there are no significant gaps in this data for our Black students.

OTG/Career Readiness Benchmarks:

  • Q1: 
    • Grades: 65% of Black students earning A, A-, B+, B, B- (academic and/or behavioral interventions occur for 100% of students not yet meeting this benchmark)
    • ICAP: 100% Completion
    • Competencies: No disparate outcomes
  • Q2:
    • Grades: 70% of Black students earning A, A-, B+, B, B- (academic and/or behavioral interventions occur for 100% of students not yet meeting this benchmark)
    • ICAP: 100% Completion
    • Competencies:  No disparate outcomes
  • Q3:
    • Grades: 75% of Black students earning A, A-, B+, B, B- (academic and/or behavioral interventions occur for 100% of students not yet meeting this benchmark)
    • ICAP: 100% Completion
    • Competencies:  No disparate outcomes
  • Q4:
    • Grades: 85% of Black students earning A, A-, B+, B, B- (academic and/or behavioral interventions occur for 100% of students not yet meeting this benchmark)
    • ICAP: 100% Completion
    • Competencies:  No disparate outcomes