Those Responsible for the Wretched Academic Results at the Minneapolis Public Schools and For Designing a New Knowledge-Intensive, Skill-Replete Curriculum for Improving Those Results--- Whose Jobs Should Be on the Line

Academic results at the Minneapolis Public Schools have for several decades been wretched. 

 

In the days (late 1990s/ early 2000s) of the Minnesota Basic Skills Test (MBST), large contingents of high schools students could not even indicate proficiency on that assessment, which tested for middle school math and reading competency.  Then in the course of the first decade and early part the second decade of the new century and millennium, most students could not show grade level proficiency at either the grade 3-8 or high school levels.  While the Minnesota Comprehensive Assessments (MCAs) that test for those latter proficiency levels are still being administered, there is now a Great Leap Forward mentality whereby high students who cannot even demonstrate middle school competency are being given the ACT college readiness assessment, for which median student achievement levels in the Minneapolis Public Schools are at approximately 16 on a test for which the top grade is 36, possible college readiness is indicated by a score 18, a score of 21 signals a student with better preparedness for successful matriculation on a college or university campus, and 25 is the score for which selective post-secondary institutions are looking.

 

This raises the questions,

 

In what world do those making decisions as to the academic program of the Minneapolis Public Schools dwell? 

 

Who is responsible for the wretched academic results and the low knowledge and skill levels of students at the Minneapolis Public Schools? 

 

And who is during this academic year of 2017-2018 responsible for designing a new knowledge-intensive, skill-replete curriculum with the capability of providing the education of excellence for which the students of the Minneapolis Public Schools have been waiting a very long time?

 

Staff in the Office of Black Male Achievement and the Department of Indian Education number a total of about 25 members who have been ineffective for four years in the case of the Office of Black Male Achievement and for decades in the Department of Indian Education.  Staff members in the Department of College and Career Readiness have been similarly ineffective, but that staff has been trimmed to seven from a peak at approximately twenty, so the issue in the case of that department will be whether or not the slimmed staff can abet the development of students who are genuinely college and career ready.

 

But those most directly responsible of designing and delivering the academic program of the Minneapolis Public Schools are those in the Department of Teaching and Learning and the three associate superintendents who mentor site principals and have supervisory responsibility for all K-5, K-8, middle schools, and high schools.  Most of these staff members have been with the Minneapolis Public Schools for the many years of abhorrent academic performance.

 

Thus, the capabilities of Department of Teaching and Learning staff and the associate superintendents determine the quality of the academic program of the Minneapolis Public Schools.  Results for academic year 2017-2018 indicate that these members are not up to the task.  They must produce vastly improved results in 2018-2019 via the design and implementation of a knowledge-intensive, skill-replete curriculum or face job termination, to be replaced by genuine academicians with the capability of designing and installing the needed curriculum and training teachers sufficiently knowledgeable to impart such a curriculum.

 

As you read the list of staff members below, understand that DPF refers to District Program Facilitator, TOSA to Teacher on Special Assignment, and Network to a staff member who is working outside of the Davis Center (Minneapolis Public Schools central offices, 1250 West Broadway) at building sites.

 

The current staff members whose jobs should be on the line are the following:

 

Associate Superintendents of the Minneapolis Public Schools

 

Carla Steinbach (Middle Schools and High Schools)

Ron Wagner (K-8 Schools)

Brian Zambreno (K-8 Schools)

 

Minneapolis Public Schools Department of Teaching and Learning

 

Cecilia Saddler (Deputy Chief of Academics, Leadership, and Learning;  administrative head of the

       Department of Teaching and Learning)

 

AVID

 

Tommie Casey, AVID Program Manager

Christen Lish, K-8 AVID Coordinator

Paula Kilian, 6-12 AVID Coordinator

 

Elementary Team

 

Jessica Driscoll, K-5 Literacy DPF, Network

Julie Tangeman, K-5 Literacy, Science DPF, Davis Center

Marium Toure, K-5 Math DPF, Davis Center

Mary Lambrecht, K-5 Math DPF, Network

Natasha Parker, K-5 Math TOSA, Network

Sara Naeglie, K-5 Literacy DPF, Network

 

K-12 Programming

 

Ashley Kohn, K-12 Library Media Information DPF

Kimberly Heinscheid, SSPA Arts

Nora Schull, K-12 Arts DPF

Sara Loch, K-12 Health/Physical Education DPF

Ted Hansen, Fine Arts TOSA

 

Secondary Team

 

Chris Jones, 6-12 Math TOSA, Network

Chris Wernimont, 6-12 Math DPF

Hamdi Ahmed, 6-12 Literacy

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

 

Talent Development and Advanced Academics

 

Christina Ramsey, K-8 Talent Development and Advanced Academics

Kelley McQuillan, 9-12 Talent Development and Advanced Academics