Article #3 in a Series >>>>> An Examination of the Ed Graff Record in Understanding Why He Does Not Deserve a Second Contract as Superintendent of the Minneapolis Public Schools >>>>> The Graff Program Focused on Social and Emotional Learning; Multi-Tiered System of Support; Literacy; and Equity

This is the third article in my series examining the record of Ed Graff, conveying to readers why he does not deserve a second contract as superintendent of the Minneapolis Public Schools.

Other than that opening subjective statement, though, I am in these first articles in the series offering my readers strictly objective information from Ed Graff’s record as to credentials;  tenure in several capacities for the Anchorage, Alaska, schools;  and performance in the course of the two years and seven months that Graff has served as superintendent for the Minneapolis Public Schools.

I challenge my readers to consider why I would examine the record provided and recommend strongly against reappointment.  I surmise that for many readers this exercise may prove difficult, inasmuch as to those who do not understand the nature of credentials acquisition for professional positioning in locally centralized school systems, there may well be items in the Graff record that look appealing but are in fact distinct negatives.  Readers who have truly sought to go deeply with me over the course of the nearly 1,000 articles on this blog will most likely draw the same conclusions as have I.

Whichever sort of reader you are, please now continue your examination of the facts pertinent to the record of Minneapolis Public Schools (MPS) Superintendent Ed Graff;  I now present the essence of the Graff program focused on Social and Emotional Learning (SEL);  Multi-Tiered System of Support (MTSS);  Literacy;  and Equity.

Please now read the descriptions of these planks of the Graff program, as follows:

Graff has served as MPS superintendent for two years and seven months.  He inherited Strategic Plan Acceleration 2020  but is now working with his staff on a new strategic plan.  He and Chief of Staff Suzanne Kelly are also working on a Minneapolis Public Schools Comprehensive District Design, to be implemented in phases that by 2022 features the goal of delivering a well-rounded education to all students, for whom multiple pathways to success will be provided. 

In the meantime, the Graff program has focused on four goals:  Social and Emotional Learning (SEL);  Multi-Tiered System Support (MTSS);  Literacy;  and Equity. 

Social and Emotional Learning (SEL) focuses on respect for oneself and others as necessary preparation for receiving academic instruction.  Graff won an award from the Collaborative for Academic, Social, Emotional Learning (CASEL).  The CASEL approach emphasizes five areas for personal and social development:  self-awareness, self-management, social awareness, responsible decision-making, and relationship skills.


Multi-Tiered System of Support (MTSS) is projected to give individual students the array of services, including counseling and targeted academic intervention, that they need to be successful.  The program has only gained very partial implementation.

Literacy concerns the development of reading skills with the Benchmark curriculum that was adopted soon after Graff became superintendent in Minneapolis. 

Equity as perceived in the Graff administration follows the Equity and Diversity Impact Statement (EDIA) and the Educational Equity Framework.