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Retreat IV PRE-READ. MPS Mission and Vision. MPS Values : ‘Children First’. MPS SP2020 Theory of Action: Student-Focused Continuous Improvement Cycle. IF WE…. SO THAT… . THEN …. All MPS students are provided the appropriate instruction and support to succeed. - PowerPoint PPT Presentation
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Retreat IV PRE-READ
2
MPS Mission and Vision
Our MissionWe exist to ensure that all students learn. We support their growth into knowledgeable, skilled and confident citizens capable of succeeding in their work, personal and family lives into the 21st century.
Our VisionEvery child college and career ready
3
MPS Values: ‘Children First’Right to quality
educationAll children deserve strong, effective public schools that prepare them for
postsecondary education, lifelong learning, work, and citizenship.
Importance of familyParents and families want the best
for their children. We welcome families into our schools,
encourage their partnership, and expect their participation in the
education of their children.
EquityEvery student deserves equitable
access to quality academic programs and the support to be
successful, regardless of race, economic status, or circumstance.
DiversityEvery student in Minneapolis has
outstanding potential, and it is our duty to help him or her realize that
potential. The combination of a diverse student body and staff is our
District’s strength.
Respect for employeesWe respect and value all MPS
employees. Effective teachers and principals are essential for academic
achievement and we commit to having and supporting the highest-
quality staff.
Partnership for youthPublic and private partnerships are essential for strong schools
and communities. Everyone has a role in helping future generations
succeed.
Transparency and accountability
We commit to being effective and responsible stewards of public and
private resources. We pledge transparency and accountability in
our finances and operations.
IF WE… THEN…o All staff will be clear about
their role in supporting student achievement.
o Resources will be strategically targeted and decisions will be guided by evidence and facts.
o Effective strategies will be supported and expanded; ineffective strategies will be abandoned.
o High performance will be celebrated and low performance addressed.
o Every school will have the right supports and resources to meet their students’ needs.
SO THAT…
Every Child College &
Career Ready!
LEADING TO…
All MPS students are provided the appropriate instruction and support to succeed.
MPS SP2020 Theory of Action:
Student-Focused Continuous Improvement Cycle
PRIORITIZE EQUITY: make meeting the diverse needs of all students our top priorityALIGN: align MPS systems and structures to coherently focus on meeting students’ needs at every school ACT @ SCHOOLS: recognize that to achieve transformational outcomes, change happens through high quality implementation in schools and classrooms IMPROVE: engage in a cycle of continuous improvement by collecting, analyzing, and acting upon meaningful data and evidence at every level
PRIORITIZE EQUITY
ALIGNACT @ SCHOOLS
IMPROVE
Last updated: 4.8.14
SP2020: REVISED Goal Map (4.18.14)
Stud
ents
and
the
Lear
ning
En
viro
nmen
t
The predictability of educational performance
as defined by race, economic status, program, or geography is eliminated
(2.1)
All Minneapolis families of children birth to age three receive information and services which support
their children’s development and
preparedness for school (2.2)
All students are successful in grades PK-5, meeting or
exceeding rigorous academic standards
through appropriately engaging and relevant
experiences (2.3)
Students graduate in four years from high school
college and career ready as a result of engaging,
relevant experiences in middle and high school
(2.4)
Fam
ily a
nd S
take
hold
ers
Schools are welcoming and engage families as
partners in their child’s education (3.1)
Community resources/efforts are
effectively leveraged to support student success
(3.2)
All students have high quality school seats to choose from that meet
their diverse needs (3.3)
Lead
ersh
ip, T
alen
t, an
d O
rgan
izatio
nal D
evel
opm
ent Every student has effective
instruction and every school has effective
leadership (4.1)
All schools and central office departments use a data-driven continuous improvement cycle to
ensure results for students (4.2)
MPS is recognized as an organization committed to
the growth and development of all staff in
pursuit of academic excellence for all students
(4.3)
Fina
ncia
l & O
pera
tiona
l Sy
stem
s and
Sup
port
Adequate resources are secured to serve students
(5.1)
Resources are allocated transparently and
equitably, based on student need (5.2)
Central office services are designed and delivered to
best serve the needs of schools and their students
(5.3)
MPS maintains good stewardship of public
resources (5.4)
VISION: Ensure every child is college and career ready (1.1)
Exte
rnal
ly fa
cing
Inte
rnal
ly fa
cing
DRAFT 4.18.14
GOAL FEEDBACK
Retreat Feedback: Overall Goal Map
Key Ideas: • Missing element of technology, how we manage data • Missing non-cognitive/social/soft skills• No mention of students in perspective 3 student voice/leadership • Missing language of achievement, rigor, relevance • Not all MPS values reflected in goals- diversity, sustainability • Add explicitly language that we are a ‘learning organization’ • All goals need to have an equity strategy, and family/community engagement strategy • We have 15 goals, how can we prioritize?? Should we?• Wondering about the visual could we replicate the continuous improvement model? (circle diagram) • Plan is good work- our success will boil down to execution • Some goals are more critical than others (specifically 2.2, 2.3, 4.1, 5.2)• Not much popping out in goals about alignment • Some goals are process goals, some are outcome goals • Feels like “continuous” is not addressed • All- how this plays out will depend on what the strategies/ activities are • Anywhere we can infuse execution is powerful
2.1 NotesContent to Consider
Retreat background notes - this objective reflects:
• Multiple Academic Plan goals: K-ready, on-track in 3rd and 5th, Ready for HS• WBWF goals: Ready for K, Third Grade Reading
Retreat background notes - potential strategies/ activities/ concepts:
• Expand access to high quality pre-k and increase quality of pre-k offerings • Increase alignment and supports between key transition points • Consistent core academic program across all grades• Fully implement Focused Instruction • Develop, support and monitor a research-based, tiered system of intensive support
Retreat feedback on this goal:
• 2.1 seems to put the onus on students– flip to say ‘every school will, all students have teachers how engage them
• 2.1 assumes we have kids from pk-12, we need to recognize that students come to us at all ages
General retreat feedback that is relevant to this goal:
• Define terms, e.g. engagement, on track • Some have “all students” but not all goals- need to decide which way to go • Goal commentary will provide an opportunity to provide nuance on, e.g. “all” • Don’t think we hit the mark on equity • Missing middle school • Didn’t see ‘cycle’ (ToA) reflected • Didn’t call out the role of central office, e.g. “district will”, “central office and schools” will • Need to incorporate office of black male achievement • Lack of alignment with “PELP” framework • Are we going to be using Achieve’s 3-legged stool?• Clear on what we will do, may not be clear about what we won’t do – we need to name them
and develop a timeline for discontinuing • Not necessarily accelerate, but grounds us, it’s just remediation
2.2 NotesContent to Consider
Retreat background notes - this objective reflects:
• State target to close the achievement gap by half by 2017; WBWF goal to close the achievement gap
• Academic plan goal of equitable gains/ acceleration for students of color
Retreat background notes - potential strategies/ activities/ concepts:
• Culturally responsive standards of practice • Inclusive practices• Equity lens
Retreat feedback on this goal:
• 2.2- cultural responsiveness and relevant teaching will be embedded in 2.4 as well & should be embedded throughout
• Need to align equity goal w/ academic plan goal
General retreat feedback that is relevant to this goal:
• Define terms, e.g. engagement, on track • Some have “all students” but not all goals- need to decide which way to go • Goal commentary will provide an opportunity to provide nuance on, e.g. “all” • Don’t think we hit the mark on equity • Missing middle school • Didn’t see ‘cycle’ (ToA) reflected • Didn’t call out the role of central office, e.g. “district will”, “central office and schools” will • Need to incorporate office of black male achievement • Lack of alignment with “PELP” framework • Are we going to be using Achieve’s 3-legged stool?• Clear on what we will do, may not be clear about what we won’t do – we need to name them
and develop a timeline for discontinuing • Not necessarily accelerate, but grounds us, it’s just remediation
2.3 NotesContent to Consider
Retreat background notes - this objective reflects:
• Academic Plan goal; “college career readiness, 4 year graduation”• WBWF goals• Superintendent Guideposts
Retreat background notes - potential strategies/ activities/ concepts:
• Connections to employers• Expand college and career guidance for all high school students and families. • Ensure students are "on-track" to graduate • Comprehensive plan for students who are not successful within a traditional high school
setting
Retreat feedback on this goal:
• Doesn’t recognize the students with disabilities are entitled to school services until age 21
General retreat feedback that is relevant to this goal:
• Define terms, e.g. engagement, on track • Some have “all students” but not all goals- need to decide which way to go • Goal commentary will provide an opportunity to provide nuance on, e.g. “all” • Don’t think we hit the mark on equity • Missing middle school • Didn’t see ‘cycle’ (ToA) reflected • Didn’t call out the role of central office, e.g. “district will”, “central office and schools” will • Need to incorporate office of black male achievement • Lack of alignment with “PELP” framework • Are we going to be using Achieve’s 3-legged stool?• Clear on what we will do, may not be clear about what we won’t do – we need to name them
and develop a timeline for discontinuing • Not necessarily accelerate, but grounds us, it’s just remediation
2.4 NotesContent to Consider
Retreat background notes - this objective reflects:
• Academic Plan goal; “Students engaged/ attend school”• “Whole child” theme from listening • Would tie in to the state integration plan targets/ OCR agreement re: reducing suspension
disproportionality
Retreat background notes - potential strategies/ activities/ concepts:
• Comprehensive district-wide attendance strategy/plan• Homeless/highly mobile student support• Engaging classroom strategies• Behavior Standards Plan
Retreat feedback on this goal:
• 2.4- is the goal “measurable”- do we need to expand the language tied to “engage” • “Engaging” goal is weak- needs rigor, etc. as well
General retreat feedback that is relevant to this goal:
• Define terms, e.g. engagement, on track • Some have “all students” but not all goals- need to decide which way to go • Goal commentary will provide an opportunity to provide nuance on, e.g. “all” • Don’t think we hit the mark on equity • Missing middle school • Didn’t see ‘cycle’ (ToA) reflected • Didn’t call out the role of central office, e.g. “district will”, “central office and schools” will • Need to incorporate office of black male achievement • Lack of alignment with “PELP” framework • Are we going to be using Achieve’s 3-legged stool?• Clear on what we will do, may not be clear about what we won’t do – we need to name them
and develop a timeline for discontinuing • Not necessarily accelerate, but grounds us, it’s just remediation
2.5 NotesContent to Consider
Retreat background notes - this objective reflects:
• ToA – Student Focused Continuous Improvement Cycle• Aligned to current major initiatives including: community partnership schools, weighted
student funding, focus on high priority schools
Retreat background notes - potential strategies/ activities/ concepts:
• Granting schools flexibilities/autonomy • Create community partnership schools
Retreat feedback on this goal:
• (2.5) MPS serves students through a portfolio of schools (flip) • Saw 2.5 as a strategy under 3.3 • Need definition of what we mean by portfolio • See notes for 3.3!
General retreat feedback that is relevant to this goal:
• Define terms, e.g. engagement, on track • Some have “all students” but not all goals- need to decide which way to go • Goal commentary will provide an opportunity to provide nuance on, e.g. “all” • Don’t think we hit the mark on equity • Missing middle school • Didn’t see ‘cycle’ (ToA) reflected • Didn’t call out the role of central office, e.g. “district will”, “central office and schools” will • Need to incorporate office of black male achievement • Lack of alignment with “PELP” framework • Are we going to be using Achieve’s 3-legged stool?• Clear on what we will do, may not be clear about what we won’t do – we need to name them
and develop a timeline for discontinuing • Not necessarily accelerate, but grounds us, it’s just remediation
3.1 NotesContent to Consider
Retreat background notes - this objective reflects:
• 3.1, add schools are “safe” • 3.1 is a weak goal- requires hours of direct program
Retreat background notes - potential strategies/ activities/ concepts:
• SHIFT theme of family engagement • WBWF requires districts to survey constituents on their satisfaction, results could tie in to this
goal
Retreat feedback on this goal:
• Communication with families (teacher, school, district) • CPEO and/or other parent education programs
General retreat feedback that is relevant to this goal:
• Perspective should be called “family and community • We get criticized for being reactive- do we need goal about putting a stake in the ground-
advocating for our positions with the community • Need clear definition of community engagement • Parents have different definitions of quality • Not clear about what we will not do • Not clear about what we will do • Does not appear to include transformational language• NEED MORE LEADERSHIP DISCUSSION AROUND 3.3
3.2 NotesContent to Consider
Retreat background notes - this objective reflects:
• SHIFT theme? • Theme from BOE listening
Retreat background notes - potential strategies/ activities/ concepts:
• Effectively coordinating in-school and community services (e.g. NAZ model of service delivery) • Partnering with other government & non-profit organizations to meet student needs
Retreat feedback on this goal:
• 3.2 add “as defined by MPS”• Add “and aligned to the strategic plan”• Flip the language… student learning will be improved through… • Add “all students” (context that some voices are louder than others)
General retreat feedback that is relevant to this goal:
• Perspective should be called “family and community • We get criticized for being reactive- do we need goal about putting a stake in the ground-
advocating for our positions with the community • Need clear definition of community engagement • Parents have different definitions of quality • Not clear about what we will not do • Not clear about what we will do • Does not appear to include transformational language• NEED MORE LEADERSHIP DISCUSSION AROUND 3.3
3.3 NotesContent to Consider
Retreat background notes - this objective reflects:
• Sup. Guidepost• SHIFT: commitment to grow market share by 10%
Retreat background notes - potential strategies/ activities/ concepts:
• Marketing MPS/ individual schools • Enrollment planning
Retreat feedback on this goal: • 3.3 seems a layer removed… is this about making family aware? Seems out of place, confusing and we don’t have a clear definition
• Many things have to come together with this… partnership, quality school options • How does this (3.3) connect to the idea of serving all students in MPS?
• Does this include charters? Our authorized charters? • Not sure 3.3 makes a choice… is this about communicating effectively so families make an informed choice? • 3.3 maybe make more action oriented “more Minneapolis families choose their MPS schools” • 3.3 more specificity about what we will do, e.g. placement process • Concerns about 3.3 and the ToA• Yes, we have strategies for being a district of choice • What are the boundaries about what we won’t do (e.g. ‘global language school’) stretches our resources thin;
choice vs. efficiency • Not sure- depends on what we mean by ‘choice’• Being welcoming and engaging is no enough, families do not choose a school based on being friendly. Are there
permanent waiting lists at some schools? When a family shows up at placement, they are enrolled based on space availability.
General retreat feedback that is relevant to this goal:
• Perspective should be called “family and community • We get criticized for being reactive- do we need goal about putting a stake in the ground- advocating for our
positions with the community • Need clear definition of community engagement • Parents have different definitions of quality • Not clear about what we will not do • Not clear about what we will do • Does not appear to include transformational language• NEED MORE LEADERSHIP DISCUSSION AROUND 3.3
4.1 NotesContent to Consider
Retreat background notes - this objective reflects:
• Human capital strategy outlined in SHIFT
Retreat background notes - potential strategies/ activities/ concepts:
• Teacher, principal evaluation • Hiring, recruitment, and retention • Talent pipelines • Professional development • Staff diversity
Retreat feedback on this goal:
• 4.1 add aligning talent with the needs of school s • No reference to non-educator positions (4.1)
• Maybe refer to those that “support educators” • “leader” principal• Not there re- there are some things being put in place… what about using our current
resources better?
General retreat feedback that is relevant to this goal:
• Commitment to equity not obvious • There is not a commitment to professional development • Add cultivating leadership at all levels • Other leadership left out (e.g. associate sups)
4.2 NotesContent to Consider
Retreat background notes - this objective reflects:
• Accountability theme in SHIFT
Retreat background notes - potential strategies/ activities/ concepts:
• Cascading goals from strategic plan to schools, departments, and individual performance management
• ID consequences for performance (both high and low) • Transparency and consistency in reporting
Retreat feedback on this goal:
• Align accountability and support • 4.2 just having a system in place doesn’t do anything
• Needs to drive our work • Aimed at student success • E.g. “assure strong employee performance through….”
General retreat feedback that is relevant to this goal:
• Commitment to equity not obvious • There is not a commitment to professional development • Add cultivating leadership at all levels • Other leadership left out (e.g. associate sups)
4.3 NotesContent to Consider
Retreat background notes - this objective reflects:
• Listening theme around the need to focus on morale and work culture at MPS
Retreat background notes - potential strategies/ activities/ concepts:
• Employee recognition• Internal communications • Career pathways / coaching/ mentoring • Workload issues • Compensation plans?
Retreat feedback on this goal:
• 4.3- struggle- we could be a good place to work, but not get results for kids • MPS recognized as a district committed to student and adult learning • Good to have 4.3 as a goal working through people is how we get results • Need a morale goal, need a way to phrase it, something about “respect for employees” • Should be specific about what respect for employees looks like • Terminology “learning organization” might help 4.3 • Should include employee development here• Superintendent and CEO support an employee engagement goal• Need to assess engagement more frequently – redo OHE
General retreat feedback that is relevant to this goal:
• Commitment to equity not obvious • There is not a commitment to professional development • Add cultivating leadership at all levels • Other leadership left out (e.g. associate sups)
5.1 NotesContent to Consider
Retreat background notes - this objective reflects:
• Core element of ToA, schools as unit of change • SHIFT theme around service orientation for central office• Provides a ‘line of sight’ to the overall vision for operational departments
Retreat background notes - potential strategies/ activities/ concepts:
• Healthy/fresh foods • Transportation optimized for academic gains • Streamlining processes for school-based “customers”
Retreat feedback on this goal:
• Issue with “best serve– who decides? • Do we have SLA’s with schools? Something to think about • 5.1 seems narrow- should apply to all central office • Need better verb than “designed to best serve” • 5.1 “operational priorities clearly defined and… “• Equity- can just “grease the squeaky wheel”
General retreat feedback that is relevant to this goal:
• Not student focused • Community would say we fall short (of previous commitments) • If you do 5.2, you will be doing 5.3
5.2 NotesContent to Consider
Retreat background notes - this objective reflects:
• SHIFT strategy • Investment in current weighted student funding initiative
Retreat background notes - potential strategies/ activities/ concepts:
• Weighted student funding
Retreat feedback on this goal:
• 5.2 missing logical conclusion that central office needs to offer services on per-unit basis, trim overhead, schools make the decision about what to buy
• What do we mean by “resources” – just $$? May need a different word if we mean broader than that
General retreat feedback that is relevant to this goal:
• Not student focused • Community would say we fall short (of previous commitments) • If you do 5.2, you will be doing 5.3
5.3 NotesContent to Consider
Retreat background notes - this objective reflects:
• SHIFT theme: Operational and fiscal effectiveness • Basic good practices for a public organization• Provides a ‘line of sight’ to the overall vision for operational departments
Retreat background notes - potential strategies/ activities/ concepts:
• Balanced , sustainable budget• Improving core financial processes • Minimizing liability • Managing risk appropriately (legal, financial) • Outsourcing/insourcing of services
Retreat feedback on this goal:
• 5.3 not sure how this would drive the work, seems pretty baked
General retreat feedback that is relevant to this goal:
• Not student focused • Community would say we fall short (of previous commitments) • If you do 5.2, you will be doing 5.3