Educational
equity results from three sources:
1) excellent education;
2) excellent teachers;
3) warm relationships with students and their
families.
The “Draft
for Educational Equity” was presented in triangular visualization with “Collective Accountability” at the center, with
“instructional transformation,” “personal transformation,” and “structural
transformation” each located pictorially at one of the three angles. Then outside the triangle, on each of the
three sides were given the values, “evidence-based research”; “families
and communities”; and “integrated systems”; with “pedagogy of equity” topping the visual
at the triangle’s apex.
These values then gained a bit of additional
comment on another page with the heading, “Desired
Outcomes for Systemic Change.“
Additional comment highlighted the following:
>>>>> “evidence-based
policy, program, and practice,” so as to “integrate racial/ cultural
competency in the development and implementation of systems to rapidly improve
outcomes “;
>>>>> “pedagogy
of equity,“ so as to “ensure targeted groups access learning with the
cultural and linguistic assets of students in mind “;
>>>>> “integrated
systems,” so as to “build and manage interdependent relationships that
create and sustain adaptive systems to meet diverse needs” ;
>>>>> “families
and communities as education partners,” so as to “normalize the inclusion
of the perspectives of our families of
color and American Indian communities to interrupt marginalization.”
The next steps in the original process were
given at the time as follows:
Phase
One >>>>> April
2015-October 2015
>>>>> Identify Desired Outcomes
>>>>> Develop
Draft Framework and Recommend Changes to EDIA
Phase
Two >>>>> November
2015-June 2016
>>>>> Stakeholder Groups formed
>>>>> Action
Plans Developed for Desired Outcomes
>>>>> EDIA
Piloted, Feedback Collected, and Final Adjustments Made
Phase
Three >>>>> January
2016-June 2016
>>>>> Board Update on Equity Framework and EDIA
(January and June)
>>>>> Board
Training
>>>>> Equity
Audit
The document and presentation ends with a
citation of work that will continue, according to certain existing offices and
programs: Racial Equity Institute/
Professional Development, Coaching for Equity, B.L.A.C.K. (not listed in the
power-point, Block explained helpfully that his acronym stands for “Black Lives
Acquiring Cultural Knowledge”), Ethnic Studies Courses, Social Justice Fellows,
Vendor Diversity work, and EDIA.
Chapter Ten
Minneapolis
Public Schools
Comprehensive
District Design, 2019-2022
At the beginning of the 2018-2019 academic year,
Minneapolis Public Schools (MPS) Superintendent Ed Graff and staff at the Davis
Center (MPS central offices, 1250 West Broadway) announced that they would be
developing an MPS Comprehensive District Design that would, by implication,
replace the Acceleration 2020 Strategic
Plan. As this book goes to press in
spring 2020, there have been several longer updates of the information given
below, which was presented as a summary of the plan that was in the works as of
September 2018. I have included the
whole plan in the appendix of this book.
The initial summary has not deviated in essential strategic thrust from
the versions of the evolving plan, due for announcement in completed form in
March 2020; hence, this document serves
as a concise reference for readers.
Minneapolis Public Schools Comprehensive District Design,
2019-2022
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 students 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 focus 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 he District due 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?
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