Mar 12, 2020

Chapter Nine >>>>> Educational Equity Framework

A summary of Acceleration 2020/  Educational Equity:  Developing a Framework for Student Achievement for All as presented by Kim Matier and Lanise Block to the Minneapolis Public Schools  Board of Education in 2015 is given below:

 

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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