achieving results. advancing dreams.

Transcription

1 achieving results. advancing dreams. Management Plan

2 It s BIG. It s BOLD. It s About Autonomy, Equity and the Future. ABOUT THE PLAN On September 9, 2014, the Board of Education passed a new strategic plan for the Minneapolis Public Schools, Acceleration This plan includes a mission, vision, values, and six goal areas with associated performance measures and targets. Acceleration 2020 established WHAT the district will achieve. The details about HOW the district will achieve Acceleration 2020 goals are codified in the Management Plan The Management Plan was created by district staff, in consultation with parents, students and community partners. It is grounded in the latest research as well as lessons learned from the previous district strategic plan and draws from K-12 and industry best practices from around the country. The Management Plan includes key strategies for each goal as well as focus areas under each strategy to provide a robust sense of the direction the district will take through the life of the plan. Specific activities and resource priorities to ensure these strategies are fully implemented will be identified by district leadership on an annual basis in alignment with this plan. Each goal has an assigned goal owner who is responsible for coordinating the work and tracking progress of their goal area. For details on the plan, visit OUR VISION THEORY OF ACTION Every Child College and Career Ready Schools as the Unit of Change OUR MISSION We exist to ensure that all students learn. We support their growth into knowledgeable, skilled and confident citizens capable of succeeding in their work, personal, family, and community lives into the 21st century. IMPROVED STUDENT OUTCOMES EQUITY STUDENT, FAMILY & COMMUNITY EFFECTIVE STEWARDSHIP RESOURCES ENGAGEMENT TEACHERS, FOR STUDENTS SCHOOL AND SCHOOLS LEADERS AND STAFF SPECIFIC PERFORMANCE MEASURES TRACK OUR PROGRESS Read more about the plan at:

3 goal 1: improved student outcomes and goal 2: equity Goal owners: Chief of Academics, Leadership, and Learning Provide quality core instruction Develop the frameworks, practices and materials to deliver culturally relevant, standards-based instruction in reading, and to support language development in pre-k through 5th grade students. Ensure instructional staff develop the language use, vocabulary, reading comprehension and content knowledge of students in grades 6-12 and in adult education, in all content areas, using literacy strategies, critical reading strategies and writing across the curriculum. Employ a multi-tiered system of supports (MTSS) that provides differentiated, universal core instruction (e.g., academic, social, emotional and behavioral), a structured problem solving process, and progressively more intense and individualized, evidence-based interventions and/or supports that address barriers and increase the rate of learning for all students. Work collaboratively, to analyze sets of data (e.g., data team structure, PLC) using an equity-based protocol, to inform actions that accelerate student outcomes. Develop the data literacy skills, as well as the subject area content and child development knowledge, to effectively analyze and act on student data. Ensure students have access to, and are supported in pursuing, options for workbased learning, including workforce training, certificate programs and entry-level, credit-bearing college courses. Ensure students have options for multiple pathways to graduation that meet their individual needs such as dual enrollment, PSEO, credit recovery, community based GED and literacy programs, and online learning. Ensure use of inclusive practices Ensure all students, including students with special needs; English Learners and Advanced Learners receive full and meaningful access to core instruction within the general education classroom. Ensure instructional and support staff put systems in place to ensure effective use of language and learning scaffolds, flexible grouping, differentiation, and personalized learning to meet students individual needs. Ensure students have the knowledge, skills, and support they need to successfully transition, academically and socially/emotionally, to new schools and grade levels, such as the transition from early childhood to kindergarten, from elementary to the middle grades, and from the middle grades to high school.

4 Increase access to high quality early childhood programming for prekindergarten students who are at-risk for not being ready for kindergarten. Promote culturally and linguistically responsive practices Ensure schools have systems in place to support student engagement, and to monitor and positively respond to student engagement/behavior concerns including, but not limited to, providing direct SEL instruction and implementing alternatives to suspension and restorative practices. Ensure all high schools will offer a series of ethnic studies courses to provide more relevant learning experiences for students of color and to increase all students global/cultural competence. Establish culturally responsive pedagogy core competencies for all instructional staff and principals aligned with student achievement data. Increase experiences that promote and value bilingualism, biliteracy and global competence. Support student innovation and develop 21st century skills Target and prioritize innovation efforts and practices that eliminate the opportunity gap and lead to academic growth for diverse and at-risk populations. Infuse technology in the classroom to support increased collaboration, creativity and personalization, and to provide students with 21st century skills and knowledge. Ensure effective implementation and monitoring Create systems and structures to ensure schools effectively implement key academic strategies aligned with strategic plan. Support and monitor implementation of key academic strategies aligned with strategic plan. Implemented additional district supports for High Priority and Focus Schools. NOTE: The work of these two goals is so interconnected that a single, consolidated management plan has been built to articulate the strategic academic work of the district through This part of the plan is built on the philosophy that excellence in core teaching and learning is what will ensure achievement in every classroom and for every student.

5 goal 3: STUDENT, FAMILY, AND COMMUNITY ENGAGEMENT Goal owner: Chief of Staff Focus on students and families as partners to strengthen academic, social and emotional success of students Provide welcoming and supportive environments for families to acquire necessary information, knowledge, and skills to support the education of their students at home and at school. Provide parents with the opportunities to comply with State, Federal and District regulations regarding family involvement (e.g., Title-1, Compensatory, WBWF, Site Council Policy). Provide opportunities for students to actively lend their voices to their leadership, learning and college/career readiness. Improve the selection and accessibility of district wide and co-curricular student activities that foster proportional access as well as academic and socio-emotional success. Establish effective school-to-home and home-to-school communication. Implement evaluation models and data collection strategies that authentically support family and community engagement with diverse communities. Target partnerships with individuals and organizations that further the academic, social and emotional success of students Connect students and families to community resources that strengthen and support students learning and well being. Evaluate community partnerships to ensure that all partners have a positive impact on students academic and SEL. Increase diverse groups of parents and community members in schools volunteer programs so they can participate in supporting school-wide, classroom, and other involvement activities. Promote student retention and recruitment efforts, increasing enrollment and supporting students success Conduct a marketing campaign encouraging more families to choose MPS. Develop and implement a comprehensive communication engagement strategy. Enact student placement procedures that support the academic and social and emotional success of students.

6 goal 4: effective teachers, school leaders and staff Goal owner: Chief of Human Resources Attract the right people to the right roles Create pipeline programs that identify individuals who are interested in serving in targeted, high-need roles, and provide development opportunities for them to be successful. Diversify the workforce to better reflect the Minneapolis community and the needs of the students MPS serves. Improve hiring processes so that principals and other leaders have the information and support they need to hire the best candidate for the job. Strategically place principals, teachers, and staff at schools where their strengths can have equitable impact on student achievement Increase capacity of staff Implement comprehensive performance management systems aligned to acceleration 2020 to set clear expectations for all staff, provide effective feedback, and support decision-making. Improve professional development opportunities for district, instructional and support staff aligned with the goals of acceleration 2020 and mirroring the expectations and competencies of the district s equity framework. Provide onboarding and orientation training and support to new staff aligned with core job functions, the goals of acceleration 2020 and the expectations and competencies of the district s equity framework. Provide leadership development opportunities for district, school and teacher leaders aligned with the goals of acceleration 2020 and mirroring the expectations and competencies of the district s equity framework. Retain our talented people Provide leadership training to help managers retain their top staff with emphasis on retaining staff of color. Ensure staff are strategically matched in environments that can leverage their skills and reflect their preferences in order to enhance their retention. Ensure that talented teachers, school leaders, and staff are strategically matched with environments that leverage their skills and reflect their preferences, in order to enhance effectiveness, retention and job satisfaction.

7 goal 5: stewardship Goal owner: Chief Financial Officer and Chief of Accountability, Innovation, and Research Build foundational management systems Develop and implement plans for the district, schools, and central office departments that support Acceleration Put organizational accountability structures in place to monitor progress on cross-departmental plans and frameworks (e.g., OCR, Equity framework, IT, Capital improvement, SEL, Integration, WBWF, Professional Development). Adjust program locations and better align academic program needs with facilities to respond to trends in enrollment, demographics and to achieve integration goals. Develop system understanding that supports appropriate use of EDIA process. Develop and implement school accountability process supporting schools as needed to disrupt predictability of low performance of underperforming schools. Provide more accurate enrollment projections to support planning and budgeting. Build continuous improvement capacity Train and coach staff on the use of continuous improvement practices and data-based decision-making. Improve the quality, accessibility, and usability of data to support informed decision-making through systematic use of data cycle and data visualization platforms. Develop and implement authentic feedback processes for district and schools that is inclusive of diverse student and staff voices. Align to support school innovation and autonomy Make the necessary changes to Davis Center operations and services to support school and district innovation. Develop a district wide innovation strategy. Transparent, equitable, student-focused funding model Revise the department funding model by implementing priority based budgeting.

8 goal 6: resources for students and schools Goal owner: Chief Operations Officer Support learning and welcoming environments through capital improvements Upgrade facilities through planned capital improvement projects aligned to strategic priorities. Include 21st century learning spaces considerations in Facilities planning. Include LGBTQ+ considerations in Facilities planning. Optimize central operational services Re-design transportation services to increase flexibility and better meet the scheduling needs of school communities. Optimize the IT service delivery model to provide appropriate levels of IT services including support, infrastructure, and equitable and sufficient access to computers for all. Identify, prioritize and operationalize student computer provision so it aligns with district priorities. Modernize an integrated district enterprise system and develop district wide data governance processes. Re-examine systems and supports to ensure safe learning environment Develop and implement strategic plan for athletics. Revise the facilities service model for greater efficiency and customer service. Provide improved finance support and guidance to departments and schools.

9 contact 1250 West Broadway Avenue Minneapolis, MN MPS LEADERSHIP Ed Graff, Superintendent BOARD OF EDUCATION Rebecca Gagnon, Chair Kim Ellison, Vice Chair Bob Walser, Clerk Jenny Arneson, Treasurer KerryJo Felder, Director Siad Ali, Director Nelson Inz, Director Ira Jourdain, Director Don Samuels, Director