Article #1
Overview of Comprehensive District Design
Board of Education
Comprehensive Design Presentation
2019-2022
A holistic approach to better
outcomes for all students
MPS
Minneapolis Public Schools
Urban Education, Global Citizens
Plan >>> Do
>>> Check >>>
Act
Overview of Comprehensive District
Design
Overview
Goal >>>>>
To ensure all MPS graduates have a
well-rounded education and are equipped with the academic, social/ emotional,
and technical skills to be successful in college and/or career.
Our planning principles
>>>>> Focus on the needs of students and
families
>>>>> Improve Achievement for all students
>>>>> Align resources to provide predictable
staffing and programming
>>>>> Make recommendations that are sustainable and achievable
>>>>> Examine all assumptions and
recommendations through a racial equity lens
Elements of the Comprehensive Design
1 >>>>> Improved Academic Achievement
2 >>>>> Sustainability and Increased Market
Share
3 >>>>> Equitable Programming and Choice
Improved Academic Achievement
Overview
Academic Achievement Goal
MPS will graduate students with a
well-rounded
education regardless of zip code
>>>>> PreK-12 curricular offerings will
support MPS’s academic goal
>>>>> Programming and pedagogy will be academically rigorous and culturally relevant
>>>>> Students will have equitable access to
high quality academic offerings
>>>>> Students and families will experience
safe, welcoming, and respectful interactions in
All MPS schools, sites and services
ESSA Definition of 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 State of local educational agency, with
the purpose of providing all students access to abn enriched curriculum and educational
experience.
(Every Student Succeeds Act: S. 177-298)
New
to ESEA, and included in ESSA’s well-rounder definition:
>>>>> Writing
>>>>> Engineering
>>>>> Music
>>>>> Health
>>>>> Technology
>>>>> Computer Science
>>>>> Career and Technical Education
>>>>> Physical Education
MPS Instructional Model
All students will be able to demonstrate
and articulate to parents their
>>>>> Classroom Theory of Action
>>>>> Multi-Tier Systems of Support
>>>>> Level 1-3 Special Education Services
>>>>> Level I-III Advanced Academics in All
Schools
>>>>> The integration of Social and Emotional
Learning
and career/life skills in the instructional
design
>>>>> Individualized learning options for all
students
Improved Academic Achievement Planning
Recommendations
Academic Strategies
The Design will support academic strategies
that specifically promote
>>>>> Individualized approaches to instruction
>>> begins with pre-kindergarten with differentiated
high-quality coursework ligned to state
standards
>>> enriched to result in a well-rounded
education
>>>>> Equitable access to academic, arts,
athletics, activities, service learning, and career/college programming
MPS will support academic strategies that
promote
>>>>> Foundational academics for elementary
students
>>> Build creative, critical thinkers, with
access to accelerated learning opportunities and music education during and
after school
>>>>> Rigorous coursework for middle grade students
>>> Builds on their foundational skills, with
continued access to accelerated learning and at least one world language
>>>>> Challenging options for high school students
>>> Relevant core instruction, rigorous and
meaningful elective options, and access to career and technical exploration,
PSEO, and accelerated learning options
Four Core Priorities
>>>>> Equity
>>>>> Multi-Tiered System of Support
>>>>> Social Emotional Learning
>>>>> Literacy
Academic Strategies
Deeper Investment and Expansion of Effective
programming (K-12)
>>>>> Continue focus on four core
priorities: Literacy, MTSS, SEL, and
Equity
>>>>> Greater alignment and consistency of
Multilingual programming
>>>>> Implement restorative practices
system-wide
>>>>> Expand ethnic studies courses at high schools
>>>>> Explore project-based learning in
selected 9th grade ELA classrooms
>>>>> Launch CTE redesign and
expansion for secondary
>>>>> Continue focus on four core
priorities
Pilot innovative programming; focus on students facing the most significant
academic disparities
>>>>> Explore new optons and rethink the
Technology offerings in the district, whether through
CTE or district-wide technology programs to
include world-relevant experience in education and careers, especially in the
field of Cyber Security
>>>>> Explore technology based personalized
learning partnership for middle grades (pilot at Franklin, Olson, Northeast,
and Sanford)
>>>>> K-2 literacy initiative for African American
and American Indian students not proficient
>>>>> Launch American Indian Achievement
Initiative cohort (Anishinabe, Northeast, Sanford, South, and Edison)
>>>>> Explore partnership with Children’s Defense
Fund to develop and pilot Freedom School model into full-year program setting
(pilot in Region 1 and Zone 1 elementary)
Academic Strategies: Special Education
>>>>> Shift from “Citywide” to “Specialized
Programs” located in each zone and designed for both student needs and
disability areas
>>>>> Every comprehensive middle and high
school serves all students regardless of disability and/or level of service
needed, thus allowing school choice for every student
>>>>> Group elementary schools in clusters to provide
specialized programs with at least two classrooms together and no more that 4
classrooms together
>>>>> Specialized Programs have space for
specialized programming in the areas of SEL and Sensory Interventions
>>>>> Create Specialized Pathways in
each Zone to allow students to progress through grades with classmates
Academic Strategies: Dual Language
>>>>> Ensure students can compete in a global
society by speaking, reading, and writing in a language other than English
>>>>> Promote opportunities for rigorous academic
programming
>>>>> Increase market share along the K-12
continuum
>>>>> Create equitable space for native speakers
of Hmong and Spanish to achieve academically in the home language and English
>>>>> Uphold district priorities of Literacy,
Equity, Social Emotional Learning, and MTSS through the lens of multilinguyal
learning
>>>>> Expand and consolidate existing Transitional
Dual Language programs that end at 3rd grade to One Way Dual
Language Programs (OWDL) that will go up to 5th grade. This will enable students to participate in
K-12 Dual Language pathway.
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