Article #4
Strategic Plan:
Acceleration 2020 of the Minneapolis Public Schools
When Ed Graff arrived as Superintendent on
1 July 2019, the Minneapolis Public Schools (MPS) strategic plan in force at
the time was Strategic Plan: Acceleration 2020. This plan was approved at a September 2014
meeting of the Minneapolis Public Schools Board of Education. Via the program advocated in the pages of the
work overseen by then Superintendent Bernadeia Johnson and Chief Executive
Officer (now Interim Superintendent) Michael Goar, the public schools of Minneapolis
were to advance educational excellence and equity for all students enrolled in
the district.
Six high-level goals were given in the
document: 1) Improved Student
Outcomes; 2) Equity; 3)
Family and Community Partnership;
4) Effective Teachers, School Leaders, and Staff; 5) Stewardship; and 6) Resources for Students and Schools.
Goals offered in what was termed the “big,
bold spirit of the 5-8-10 plan” included the following, to be attained in the
run-up to year 2020:
>>>>> 5 percent annual increase in students
overall meeting or exceeding state standards in reading
and math;
>>>>> 8 percent annual increase in students meeting
or exceeding state standards in reading
and math for MPS’s lowest performing
students;
>>>>> 10 percent annual increase in the four-year
graduation rate
Officials at MPS declared that “Our targets are intentionally
high to reignite a sense of urgency in the system and ensure that everyone is
operating with growth mindset. Meeting these targets is absolutely
possible. Under this plan, we will achieve
our vision of every child graduating college and career ready.”
Toward the achievement of Goal Number
One, Improved Student Outcomes, officials at MPS stress that teachers at
Grades Pre-K through Grade 3 should have routines in place for development of
student reading and language skills;
that teachers at Grade 4 through Grade 12 and for adult learners
should abet the development of such skills
via guided academic conversations and “close reading”; and that
teachers at Grade 6 through Grade 12 and for adult learners develop
students’ math and science vocabulary and content knowledge using “literacy
strategies.” Also stressed are core
instruction for all categories of learners;
personalized learning opportunities;
readiness at key points of transition from one major age grouping to
another; behavioral interventions that
minimize suspensions; and the
availability of ethnic studies courses in high school.
Toward the achievement of Goal Number
Two, Equity, officials at MPS stress the use of student data as examined
and then acted upon by Professional Learning Communities of teachers at each
site, problem-based learning and critical thinking; multiple pathways to graduation via dual
enrollment, Post-Secondary Options (PSEO), credit recovery, community-based GED
and literacy programs, and online learning;
and availability of world languages.
Associate Superintendents are to monitor progress toward the goal of
equity and the given sub-goals; and
staff at all schools are to be given proper supports, with enhanced supports at
High Priority Schools and Focus Schools.
Toward the achievement of Goal Number
Three, Family and Community Partnership,officials at MPS stress engagement
with families of students, with appropriate language translation and
interpreting services, with training for teachers in communication with
families, and with great effort made to provide accessible locations and
temporally flexible times for familial participation. They also stress increases in corporate
support, grant funding, and volunteers---
with ongoing monitoring of community partnerships for effectiveness.
Toward the achievement of Goal Number
Four, Effective Teachers, School Leaders, and Staff, officials at MPS
stress the need for diversity in hiring, identification and placement of
individuals particularly suited for teaching and staff roles to meet the needs
of students at certain schools, and the provision of training and supports for
staff in performing to expectation.
There is also emphasis placed on providing leadership training and
career advancement opportunities; and on
implementing Quality Compensation (Q-Comp) to promote staff retention and
career development.
Toward the achievement of Goal Number
Five, Stewardship, officials at MPS stress accountability on the part of
administrators at all levels for the implementation of Strategic Plan: Acceleration
2020 via ongoing assessment of effectiveness and adjustment of strategies
as necessary; use of the Baldrige
Criteria for Education Organizations as a guide to ongoing staff training
in planning, management, decision-making and data collection and
utilization; and central office adjustments
to abet increased school autonomy.
Toward the achievement of Goal Number
Six, Resources for Students and Schools, officials at MPS stress
“zero-based budgeting” to assure that funds are used where they are truly
needed, with allocations prioritized for the classroom, and with attention to
services pertinent to transportation, food security, instructional technology,
school environment, and athletics that have a direct impact on students’ lives.
All of these goals were to be attained in
the context of an inclination toward school autonomy and upon the conviction
that the individual site--- the
school--- is the meaningful unit of
change and that school staff members should have flexibility to meet the needs
of their particular student population.
No comments:
Post a Comment