Districtwide Comprehensive
Assessment---
Implementation Plan
Overview
This is an overview for the Comprehensive
District Design plan created to ensure that all MPS graduates are equipped with
the knowledge and skills to be successful in three key areas: Academics, Social and Emotional Skills, and
Career/Life Experiences. 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
>>>>> Empowered to thrive in diverse,
multi-cultural, and global settings and communities
>>>>> Draft:
Implementation DWCA
>>>>> This document is a first draft of potential
implementation
.
>>>>> Next steps will be fully vetted with more
detailed steps needed based on a final decision of pathways and programming and
project management.
Goals
1. >>>>> Set clear expectations for all graduates and
for the daily experiences of our students, staff, and families.
2. >>>>> Enhance academic programming that delivers
academically rigorous and relevant programming that meets the needs of all
learners. MPS will consistently provide
an individualized approach to instruction that begins with all students
participating in high quality coursework aligned to state standards; enriched
to result in a well-rounded education (ESSA: S. 1177-298).
.
3. >>>>> Create solid predictable staffing models that
ensure a common foundation for all MPS schools and students.
4. >>>>> Provid clear equitable academic pathways
supported by efficient and financuially sustainable transportation options.
.
5. >>>>> Pursue multiple approaches to sustainable
funding, including targeted, data-informed efforts to increase market share.
Benchmarks
1. >>>>> Set clear expectations for all graduates and
for the daily experiences of our students, staff, and families.
Spring 2019
>>>>> Begin creation of design to achieve the
vision of MPS Graduates and Expectations for MPS Daily Experiences
>>>>> Communicate need for design teams for each
area. (I-IV)
>>>>> Use of My Life Plan to set goals for Ss to
support their post-secondary plans
>>>>> Use ILP (ESSA)
2019-2020
>>>>> Continued development of MTSS protocols.
>>>>> Establish design teams for each area (I-IV)
>>>>> Create collaboration b/t
counselors/administrators and teachers to support plan.
2020-2021
>>>>> Implementation of design teams review and
plan each decision for presentation and descision-making Language
translation--- Parent communication
>>>>> Create scheduled “advisory” sessions for
implantation and usage of My Life Plan during school day for each student
2021-2022
>>>>> Supportive programming for each grade level
>>>>> Articulated graduation requirements
Implementation of Comprehensive Design
>>>>> Articulated Individual Learning Plan (My Life
Plan)
Benchmarks
1. >>>>> Enhance academic programming that delivers
academically rigorous and relevant programming that meets the needs of all
learners. MPS will consistlly provide an individualized approach to
instruction that begins with all students participating in high quality
coursework aligned to state standards;
enriched to results in a well-rounded education (ESSA: S. 1177-298).
Spring 2019
>>>>> use of CAN Of SIP to establish curriculum
needs and academic programming by school
>>>>> Evaluate Middle data to support CNA planning
>>>>> Complete District leader training for
Differentiation Implementation
>>>>> Review fine arts plans for schools
>>>>> Review and articulate plan for access to
world languages
2019-2020
>>>>> Create professional development based on CNA
>>>>> Revisit middle school programming and access
implementation by sites
>>>>> Begin traning for difffentiation specialists
by school sites
>>>>> Establish staffing plan for access
>>>>> Pursue funding for equitable access to world
languages for 8th graders
2020-2021
>>>>> Implementation of strategies developed based
on CAN of each school site Cluster PD to support school implementation
>>>>> PD re:
middle school platform implementation
>>>>> Implementation and coaching re: Differentiation specializng
>>>>> Scheduling changes at school sites to
accommodate acess to fine arts programming
>>>>> Create staffing plan and language
implementation
Recruit world language teachers
Support modified staffing models
Create HR practices for
programming
2021-2022
>>>>> Articulation of individualized approaches to
instruction and academic programming
>>>>> Articulated transition plan to middle schools
and upper grades
>>>>> Access to accelerated learning opportunities
preK-8
>>>>> Access to fine arts for all grade levels
>>>>> Access to at least one world language (6-8)
Benchmarks
Spring 2019
>>>>> Create professional development opportunities
for middle school cohorts
>>>>> Review Ethnic Studies course progression
>>>>> Collect master schedules for 2019-2020
>>>>> Research Universal Design, set up intro
meetings for exploration and training opportutnities
Assess staffing capacity to deliver PD
>>>>> Review standards for Media Services
Collecting staff information for school sites
Design PD for site w/ and w/out support
2019-2020
>>>>> Begin training one teacher per grade level at
each site in talent development and advanced
learner education
>>>>> Create steering committee for planning course
implementation and consistency
>>>>> Review master schedules and begin phase in
process for all HS
>>>>> Provide Universal Design for Learning
Professional and Inclusive Practices Development districtwide
>>>>> Establish staffing plan for Library Media
Services
2020-2021
>>>>> Continue talent development and advanced
learner education trqining
Continued PD for teachers for
differentiation and advanced learner access and identification
and exposure
>>>>> Communication and staffing strategies and
training
>>>>> Articulate student pathway to career exploration,
PSEO, and Advanced Academics
>>>>> Create fidelity check lists for the use of
Universal Design for Learning and inclusive Practices districtwide
>>>>> Increase PD for Media specialists
2021-2022
>>>>> Articulated Advanced Learner Model for
middle school programming
Articulated credits earned on
transcript for advanced learners w/in high school coursework
>>>>> Full implementation and rotation of course
offerings
>>>>> Access to career exploration, PSEO, and
Advanced Academics (HS)
>>>>> Partner with schools and programs for
implementation of Universal Design for Learning and Inclusive Practices
strategies
>>>>> Access to Library Media Services
Benchmarks
III.
Create a solid and predictable foundation upon which schools can build
to meet the unique needs of the students they serve.
Spring 2019
>>>>>
Review HR EDIA plan for milestones
Collate and adapt for DWCA
>>>>> Continue MTSS toolkit development and staff
training
>>>>> Assess staff needs according to equity
framework
>>>>> Continue work with Restorative Practice
subcommittee and MDHR trainings
>>>>> Preparation for Cohort 2 for SEL protocols
and focus on adult behaviors
>>>>> Continue work to build out strong reading,
math, and SEL interventions for special
education
2019-2020
>>>>> Work plans for HR EDIA plan regarding staff
retention and staff recruitment
>>>>> Roll out updated MTS toolkit
Deliver
PD for MTSS implementation
>>>>> Continue training for Restorative Practice
for school sites
>>>>> Continue on boarding for cohort 2 SEL
>>>>> Continue with professional development on
reading, math, and SEL interventions for special education.
2020-2021
>>>>> Design onboarding tools and experiences for
new teachers that better support their transition into MPS
>>>>> Design onboarding tools and experiences for
new staff that better support their transition into MPS
>>>>> Review further prevention and climate
supporting processes
>>>>> Complete SEL cohorts onboarding for all
sites
>>>>> Develop fidelity checks and partner with
schools on implementation of reading, math, and SEL interventions for special
education
2021-2022
>>>>> Increase of teacher retention
>>>>> Predicable staffing that includes nurses,
counselors, instructional supports, special education, and other positions
>>>>> Implementation of tiered instruction of MTSS
>>>>> Follow
implementation plan for equity framework
>>>>> Review and evaluate implementation of
restorative practices and school and culture and climate impact on student
experience
>>>>> Evaluate implementation of cohort ½ SEL
protocol, adult behavior, and standard implementation in direct classroom
instruction
>>>>> Continue training and refinement on program
standards for Federal Setting III and IV special education programs
Benchmarks
IV.
Provide clear, equitable academic pathways supported by efficient and
financially sustainable transportation options
Spring 2019
>>>>>
Review evaluation of magnet programming impact, data, student
achievement, and elements of practice
>>>>> Evaluate specialized learning practices,
modules, grade configurations, academic programming
>>>>> Intentional pathways and supports for English
learners who are new to country---
students in grades 3-12 designated
>>>>> Design intentional Dual Language Program
pathways to meet goals of full bilingualism, biliteracy, and academic
achievement
>>>>> Design intentional special education citywide
pathways in which students can advance through grades with their peers.
Proposed Special Education Pathways
2019-2020
>>>>> Assess implementation of magnet protocols
>>>>> Create design team to determine desired
specialized programs for implementation
>>>>> Strengthen enrollment practices
(identification of students who are new-to-country and have experienced
interrupted schooling at both north and south centers.
Align budget priorities for
schools that contain this pathway (bilingual AEs, counselors, etc.)
>>>>> Create a timeline and staffing plan for
transition to new pathway plan
>>>>> Create a timeline and staffing plan for
transition to new special education citywide pathways
2020-2021
>>>>> Use protocols to monitor fill implementation
Evaluate magnet funding sources
Monitor student enrollment,
engagement, and achievement
>>>>> Create rubric for levels of implementation
and monitoring of student achievement and
engagement and effectiveness of PD
for staff and students
>>>>> PD for all stakeholders at sites (admin,
content teams, family engagement resources) on
supporting students and families
in academics and beyond
>>>>> Implement program pathway changes at notated
sites
>>>>> Implementation Phase I of new special
education citywide pathways
Design Spanish multi-categorical
program for Spanish Immersion sites
2021-2022
>>>>> Define zone magnet offerings and articulated
pathways
>>>>> Site defined specialty programming w/
articulated learning approaches
>>>>> Programming focused on unique cultural and
linguistic needs of students
>>>>> Implementation Dual Language Program
Pathways PK-12 fully implemented
>>>>> Implementation Phase I of new special
education citywide programming
Benchmarks
V.
Increase market share
Spring 2019
>>>>>
Data collection of family experiences and withdrawal ratonale
>>>>> Evaluation of housing demographics
>>>>> Planning for roll out of cultural humility pd
across departments
2019-2020
>>>>>
Continue work for towards a culturally responsive framework that
respects diversity, creates a safe, inclusive, and respectful learning
environment; yielding teaching practices
across disciplines promoting equitable learning opportunities
>>>>> Create PD for further practice of cultural
humility among various school staff
2020-2021
>>>>>
Implementation of cultural humility practices for engaging families
Cultural relevant practices to be reflected
in school culture, climate, and curriclum
>>>>> Implementation of cultural humility practices
and monitoring of family experiences
2021-2022
>>>>>
High-quality culturally relevant programming
>>>>> Welcoming school climates
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