While
the Minneapolis Public Schools Comprehensive District Design projects a plan
with the admirable features of rationalizing transportation routes, inducing
attendance at community schools, and geographically centralizing reevaluated
magnet schools, the academic portion of the design is a jargon-infested document
that cannot possibly provide for the improved student academic proficiency that must be the core of the Design.
Accordingly,
my revolutionary overhaul of the academic program of the Minneapolis Public
Schools, as I take the district apart piece by piece and then reassemble for
the provision of knowledge-intensive education, will include the provision of a
new academic plan to replace that embedded in the Design as written.
As currently
p[resented, the Design correctly embraces the definition of a well-rounded
education given in the Every Student Succeeds Act.
That definition
is as follows:
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 an enriched curriculum and
educational experience.
(Every Student Succeeds Act: S. 177-298)
There is nothing in the academic portion of
the MPS Comprehensive District Design that instils confidence that in the
aftermath of the Design’s adoption “MPS will graduate students with a
well-rounded education regardless of zip code.”
The replacement plan that I provide in the succeeding
five articles as readers scroll on down the blog will give reality to the vow
to provide a well-rounded education.
In those articles and thus in the replacement
plan, I will detail logically sequenced knowledge-intensive, skill-replete curriculum; initiatives pertinent to skill remediation, teacher
training, and communication with families struggling with dilemmas of poverty
and functionality; and programmatic
approaches necessary to assure the success of demographic groups for which
academic proficiency rates have been abysmal.
In the course of these next weeks and
months, I will be taking the Minneapolis Public Schools apart piece by piece.
My replacement plan for the academic
portion of the MPS Comprehensive District Design indicates the parts for
inclusion in the re-assemblage.
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