Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota >>>>> Vol. V, No. 5, November 2018 >>>>> MPS Comprehensive District Design: Faint Potential with Likely Fatal Flaws >>>>> Article #1 >>>>> Introduction: Text of the MPS Comprehensive District Design

Article #1

Introduction

Text of the Minneapolis Public Schools (MPS)

Comprehensive District Design

 

The following is the full text of the Minneapolis Public Schools (MPS) Comprehensive District Design, a document that offers for public and MPS Board Education consideration a tentative plan, contingent  upon public input and board approval, for improving academic results and educational equity for academic years ending in 2019, 2020, 2021, and 2022.  The design was shaped by Superintendent Ed Graff and Chief of Staff Suzanne Kelly, with much discussion among the other chiefs who form the superintendent’s cabinet.  Consultant Dennis Cheesebrow of Teamworks International worked with Chief of Research, Innovation, and Accountability Eric Moore to conduct surveys, collect data, and provide the factual underpinning for the document.

 

In subsequent articles I will analyze this document.  For now, please read and consider the MPS Comprehensive District Design carefully, forming your own views as to goals set and the likelihood of attaining those goals. 

   

A holistic approach to achieving better academic outcomes for all students.

 

Mission

 

We exist to ensure that all students learn.

 

Vision

 

Every child college and career ready

 

The Comprehensive District Design is a plan to ensure that all Minneapolis Public Schools (MPS) graduates are equipped with the knowledge and skills to be successful in three key areas:

 

• Academics
• Social and Emotional Skills
• Career/ Life Experiences
   
  The plan
   

• Keeps of at the center
• Realigns resources to provide predictable staffing and programming
• Supports stable funding through a multi-tiered strategy that includes intentional recruitment and retention of students and families  
   
  MPS has demonstrated it can provide academic excellence for some students.
   
  This plan is designed to provide academic excellence for all students so that they are
   

• Prepared for excellence and success in career, college, and life
• Equipped with a broad array of knowledge, capacities, skills, and experience
   
  ELEMENT 1 is to set clear expectations for all graduates and for the daily experiences of our students, staff and families:
   

• The MPS Promise:  MPS students will graduate with a well-rounded education.
• MPS supports the federal definition of a well-rounded education:
   
  … courses, activities, and programming in subjects such as English, reading or language arts, writing, science, technology, engineering, mathematics, global languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, physical education, and any other subject, as determined by the state or local agency, with the purposes of providing all students access to an enriched curriculum and educational experience. [Every Student Succeeds Act:
  S. 1177-298]  
   

• MPS students, families, and staff will have daily experiences that support effective teaching, learning, and engagement for all.
   
   
  2018-2019
   
  Uneven experiences and access to programming
   
  By 2022 Expect
   
  An aligned district structure to deliver on the new MPS Promise:
   

• Curricular offerings at each grade supports achieving the MPS Promise
• Schools and district develop culture, resourcing, practices, and r elationaships to delver on the MPS Daily Experience
   
  ELEMENT 2 is to enhance academic programming that delivers academically and relevant programming that meets the needs of all learners.  MPS will consistently provide an individualized approach to instruction that begins in pre-kindergarten with all students participating in high-quality coursework aligned to state standards, enriched to result in a well-rounded education.
   
  2018-2019
   
  Inconsistent access to enriched curriculum, specialized programming, and enriching educational experiences
   
  By 2022 Expect
   
  Elementary students will receiving the academic foundation they need to become creative and critical thinkers.  Before transitioning to middle school, they will also have guaranteed access to accelerated learning opportunities and either band or orchestra.
   
  Middle school students will receive rigorous coursework that allows them to build on their foundational skills.  They also will have guaranteed access to accelerated learning and two global languages.
   
  High schools students will receive challenging elective options and access to career and technical exploration, PSEO, and accelerated learning options.
   
  ELEMENT 3 is to create a solid and predictable foundation upon which schools can build to meet the unique needs of the students they serve:
   

• We will incorporate a predictable staffing model that ensures a common foundation for all MPS schools and students.
   
  2018-2019
   
  Student supports vary from school to school
   
  By 2022 Expect
   
  All schools have predictable staffing that includes nurses, counselors, instructional supports, special education, and other positions that support the MPS Promise
   
  ELEMENT 4 is to provide clear, equitable academic pathways supported by efficient and financially sustainable transportation options.
   
  Examples of articulate pathways (either whole school or defined programming within a school):
   

• American Indian Language and Culture, K-12 Visual and Performing Arts; K-12;  Gifted and Talented, TBD;  Hmong Studies Language and Culture, K-12;  International Baccalaureate, K-12;  Somali Language and Culture, K-12;  Dual Language Immersion ---  Spanish, K-12;  Language Immersion, TBD, K-12;  Montessori K-8;  Other TBD
   
  2018-2019
   
  An often confusing choice system that does not result in equitable outcomes for students and creates pathways and program articulation that families find hard to navigate.
   
  By 2022 Expect
   
   

• A system with clearly defined citywide, regional, and zone magnet offerings with articulated K-5, 6-8, 9-12 pathways as appropriate, with
                                         
                                  *  district-supported funding and professional development
   

• Site-defined specialty programming and learning approaches supported by site funding
   
• Programming that acknowledges the unique cultural and linguistic needs of the students who attend
   
• Specialized citywide special education programs with clear K-5, 6-8, 9-12 pathways
   
   
  ELEMENT 5 is to pursue multiple approaches to sustainable funding, including targeted, data-informed efforts to increase market share
   
  2018-2019
   
  Uneven enrollment patterns:
   

• Based on perceived quality of schools and safety issues
   

• Current MPS market share ranges from approximately 40% to 75%
   
  By 2022 Expect
   
  Differentiated and intentional enrollment strategies:
               

• Initial focuse on Northwest and Northeast Minneapolis individual school communities that have capacity and need
   
• Transportation options that facilitate safe routes to schools
   
• Create high-quality, culturally relevant programming attractive to demographic groups exiting MPS at the highest rates
   
• Support districtwide customer service and cultural humility training to strengthen welcoming school climates
   
  Questions to Consider
   
  Comprehensive District Design
   
  With the district’s challenging demographics, the value of integration often conflicts with the value of prioritizing the enrollment of students who live with the school’s neighborhood:
   
  Which value should be prioritized when enrollment decisions are made?
   
  Would you support a proposal in which a percentage of seats at a school are held at schools that are over 70% homogenous to increase diversity?
   
  Would you support that magnet school enrollment must be diverse to receive integration revenue? 
   
  Would you support a proposal that adjusts attendance boundaries to increase a school’s diversity?
   
  Providing the foundation for a well-rounded education in elementary schools might mean lengthening the school day for elementary students to ensure that there are enough minutes in the day to support core instruction.  Is this something that we should consider?
   
  Guaranteeing a well-rounded education for all students with enrichment opportunities could mean less autonomy for schools to make staffing and programming decisions.  Would you support this if it meant more guaranteed access to programming supports and enrichment for all students?
   
  K-8 schools limit the experiences of their 6-8 students because of the costs associated with programming their low enrollment.  With this in mind, would you support the District moving to  K-5, 6-8, 9-12 school design so that all middle school students have equitable programming?
   
  Providing predictable staffing for all school could mean a reallocation of resources from schools with larger budgets.  Should the District provide subsidies for small schools or schools with limited poverty to achieve equitable staffing?
   
  Data suggests that there are portions of the city where parents choose to enroll outside of the District die to concerns about transportation and walk zones, lack of culturally and linguistically specific schools, and academically rigorous curricular offerings.  Would you support a plan that offers geographically differentiated transportation options or program choices specifically to increase market share?