Staff members in the Department of Teaching and Learning must be
put on notice that their jobs are on the line.
They must design and implement a new strategy for promoting academic
achievement for students of all demographic descriptors, in accordance with my
five-point plan for MPS transformation:
1) curricular overhaul; 2)
teacher retraining; 3) skill remediation (tutoring); 4)
family resource provision and referral and; 5) bureaucratic paring. For staff in Teaching and Learning, focus on
curriculum, teachers, and tutoring is paramount.
A review of the brutal facts will give readers firm evidence as
to the ineffective of staff in the Department of Teaching and Learning for four
consecutive academic years (we will soon have evidence indicating
ineffectiveness for five academic years, as Chief of Research and
Accountability Eric Moore gives the grim results for academic year 2017-2018.
Here are the results for the four consecutive years of
reference:
Percentage of Minneapolis Public Schools Students Recording
Grade Level Performance on MCAs:
Disaggregated for Ethnicity and Gender
Academic Years Ending in 2014, 2015, 2016, and 2017
Math
2014
2015 2016 2017
African American
Male 22% 23% 21% 18%
Female 22% 22% 21% 19%
Hispanic
Male 32% 33% 32% 29%
Female 29% 30% 30% 28%
Native American/ American Indian
Male 20% 16% 16% 18%
Female 25% 22% 21% 17%
Asian
Male 44% 47% 45% 45%
Female 51% 53% 54% 50%
White/ Caucasian
Male 77% 78% 77% 77%
Female 77% 78% 78% 77%
All Students
Male 43% 44% 43% 41%
Female 44% 44% 44% 43%
Reading
2014
2015 2016 2017
African American
Male 19% 19% 19% 18%
Female 25% 24% 23% 25%
Hispanic
Male 22% 23% 25% 23%
Female 25% 27%
28% 28%
Native American/ American Indian
Male 18% 14% 15% 19%
Female 24% 26% 26% 27%
Asian
Male 36% 36% 39% 37%
Female 45% 44% 51% 45%
White/ Caucasian
Male 75% 74% 74% 75%
Female 81% 80% 80% 81%
All Students
Male 39% 39% 40% 40%
Female 45% 45% 46% 47%
Superintendent Ed Graff has astutely
overseen a reduction in Department of Teaching and Learning staff members in from
52 in autumn 2016, to 38 members in January 2018, to just 30 members by august
2018. Of those 30 staff members,
twenty-four (24) have major responsibility for boosting academic achievement.
The following twenty-four (24) people
should now be fast about articulating a program for curricular overhaul,
teacher training, and skill remediation (tutoring) with the capability of
raising academic achievement for students of all demographic descriptors to
grade level or beyond:
Cecilia
Saddler, Deputy Chief of Academics, Leadership, and Learning
Tommie Casey, AVID Program Manager
Christen
Lish, K-8 AVID Coordinator
Paula
Kilian, 6-12 AVID Coordinator
Jessica Driscoll, K-5 Literacy
DPF, Network
Julie
Tangeman, K-5 Literacy /
Marium
Toure', K-5 Math DPF
Mary
Lambrecht, K-5 Math DPF, Network
Natasha
Parker, K-5 Math TOSA
Sara
Naegeli, K-5 Literacy DPF
Ashley Krohn, K-12 Library and
Media Information
Kimberly
Henscheid, SSPA
Nora
Schull, K-12 Arts DPF
Sarah
Loch, K-12 Health/Physical Education DPF
Ted
Hansen, Fine Arts TOSA
Chris Jones, 6-12 Math
TOSA/Network
Chris
Wernimont, 6-12 Math DPF
Hamdi
Ahmed, 6-12 Literacy TOSA/Network
Hibaq
Mohamed, 6-12 Literacy DPF
Jennifer
Rose, K-12 Science DPF
Katie
Stephens, 6-12 Literacy DPF/Network
Lisa
Purcell, K-12 Social Studies DPF
Christina Ramsey, K-8 Talent
Development / Advanced Academics
Kelly
McQuillan, 9-12 Talent Development /Advanced Academics
Another year of failure should induce the
expulsion of all of these staff members from their current positions.
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