The Achieving Excellence Academy (AEA) is a cultural summer program that
highlights the experiences of Black, Latino, Asian American, Pacific
Islander and Indigenous Denver Public Schools (DPS) students, families and
educators. Registration for the prestigious extracurricular program begins
in January for students in grades 9 to 11.
AEA will meet each day from June 7 to July 3, with opportunities for
students to engage in teacher and community mentor-led activities. The
program promotes the amplification of student voices and fosters belonging,
connection and change-making.
Ashlea Skiles is the Manager of Equity Initiatives and AEA Program Developer
and Director for the DPS Culture, Equity & Leadership Team (CELT). Skiles,
along with CELT Director Leslie L. Juniel, developed the program in an
attempt to close the gap in educational achievement for students from
historically underserved populations. The Bailey Report, an examination of
student and educator experiences in Denver published in 2016, revealed
inequitable treatment of Black students and educators, prompting efforts to
create systemic change.
“The idea for the Achieving Excellence Academy Program would highlight and
support the experiences of Black students,” she says. “Leslie’s idea came
out of the African American Equity Task Force report along with the Bailey
Report. It also came from DPS’ history of efforts to close the educational
gap.”
Motivated by the inequitable educational experiences of Black students
despite previous attempts to resolve academic, social and emotional
deficiencies in school settings, Skiles took on the development and
implementation of the AEA program, bringing Juniel’s vision to life. She is
proud of her ability to impact student experiences in a positive way,
“tangibly changing the student experience of Black, brown, AAPI and Native
American students that exist within our larger organization.”
Skiles is proud of the fact that students are taking the understanding
gained from AEA back to their schools and community, and leaning into
newly-acquired leadership skills with a strong voice. “That’s huge!” she
exclaims.
All About Achievement
The AEA program is about relationships and community. It involves students
from schools across the district, and was purposefully designed to target
teenagers at risk of falling through the cracks.
Skiles asserts that despite there being numerous programs for younger
students, the transition to middle and high school often results in
decreased levels of engagement and support for Black students. She was
intentional about targeting older students, acknowledging the potentially
weakened community support for their age group. Noting the importance of
building relationships with an engaged and participatory community in the
educational process, Skiles aimed to build this foundational component as an
essential program feature.
“I think relationships and community are really the heart of what we do,”
she says. “Having that familial kind of feel is our secret sauce.”
AEA allows students to see similarities and reflections of themselves in
other students and staff, providing a unique experience to be in community
with one another at a crucial point in self-development. Students learn from
each other’s affinities to develop relationship and leadership skills in a
safe and supportive environment. The program also allows students to
participate in the generation of program curriculum, with a liberating
process of intentional “unschooling” that allows them to show up as their
authentic selves without traditional constructs or limitations. The
co-creation and collaboration allows them to see themselves in the
curriculum and relate to the educators who share experiences, culture and
even language.
Skiles seeks to marry identity-learning and cultural understanding with
emotional wellness and relationship-building to foster comprehensive
engagement that can be carried into traditional educational settings.
Participants in the AEA program spend the summer creating passion projects
and student action plans that mimic civic engagement. They build leadership
skills in a robust, socio-emotionally supportive environment so that they
can return to their communities with a stronger voice and heightened sense
of self. Skiles believes this will largely benefit the Black community, with
students more capable of exploring their interests and passions in a way
that will positively impact their friends, family and communities.
AEA educators are committed, dedicated and heart-centered. They work in
anti-racist frameworks and collaborate beautifully to make the program as
effective as possible. Skiles is proud of the educators and believes their
ability to dedicate their time, energy and knowledge shows incredible
commitment that makes participants feel loved and celebrated.
Inspiring Outcomes
The annual extension of the AEA cohort is working to dismantle inequity and
marginalization, while reflecting the resiliency of the students and
educators involved. Skiles’ long-range mission is to continue the Peer Power
Program (P3) that was initiated during the 2023-2024 school year. Additional
grant funds would allow the peer mentorship program to continue as an
integral part of AEA programming.
She also aspires to develop a “Seal of Excellence” to acknowledge and give
accreditation to the program. A seal of excellence, like the DPS Biliteracy
Seal, would be bestowed upon program participants during their high school
graduations, celebrating and honoring their extraordinary commitment to
their educational journey through AEA. Additionally, Skiles’ vision includes
a financial stipulation that would help students fund minority-owned
businesses, take advantage of opportunities to travel abroad, fund passion
projects or build wealth through savings.
Ultimately, she hopes that the cohort continues to be extended as a roadmap
for affinity groups that are working to dismantle inequity at every level of
education. “I think that there is more to be learned from one another’s
struggles and experiences,” she says, pointing out that analogous groups can
learn from each other. “My hope is to shift the story so that
[underrepresented] students are no longer on the margins of disparity data.
My hope is that students become centered by being part of AEA.”
AEA is committed to DPS core values that focus on putting students first.
Skiles continues to enhance the program through self-reflection as a
classroom teacher, and consistently challenges herself and AEA educators to
make it as advantageous as possible for students, educators, families and
the community itself..
Editor’s Note: To register and learn more about AEA, visit
www.celt.dpsk12.org
