retreat iv pre-read

Retreat IV PRE-READ

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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

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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



• 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


• Culturally responsive standards of practice • Inclusive practices• Equity lens


• 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






• Academic Plan goal; “college career readiness, 4 year graduation”• WBWF goals• Superintendent Guideposts


• 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


• Doesn’t recognize the students with disabilities are entitled to school services until age 21






• 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


• Comprehensive district-wide attendance strategy/plan• Homeless/highly mobile student support• Engaging classroom strategies• Behavior Standards Plan


• 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






• ToA – Student Focused Continuous Improvement Cycle• Aligned to current major initiatives including: community partnership schools, weighted

student funding, focus on high priority schools


• Granting schools flexibilities/autonomy • Create community partnership schools


• (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!






• 3.1, add schools are “safe” • 3.1 is a weak goal- requires hours of direct program


• SHIFT theme of family engagement • WBWF requires districts to survey constituents on their satisfaction, results could tie in to this

goal


• Communication with families (teacher, school, district) • CPEO and/or other parent education programs


• 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



• SHIFT theme? • Theme from BOE listening


• 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


• 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)


• 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



• Sup. Guidepost• SHIFT: commitment to grow market share by 10%


• 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.


• 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



• Human capital strategy outlined in SHIFT


• Teacher, principal evaluation • Hiring, recruitment, and retention • Talent pipelines • Professional development • Staff diversity


• 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?


• 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)



• Accountability theme in SHIFT


• 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


• 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….”





• Listening theme around the need to focus on morale and work culture at MPS


• Employee recognition• Internal communications • Career pathways / coaching/ mentoring • Workload issues • Compensation plans?


• 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





• 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


• Healthy/fresh foods • Transportation optimized for academic gains • Streamlining processes for school-based “customers”


• 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”


• Not student focused • Community would say we fall short (of previous commitments) • If you do 5.2, you will be doing 5.3



• SHIFT strategy • Investment in current weighted student funding initiative


• Weighted student funding


• 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





• 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


• Balanced , sustainable budget• Improving core financial processes • Minimizing liability • Managing risk appropriately (legal, financial) • Outsourcing/insourcing of services


• 5.3 not sure how this would drive the work, seems pretty baked



retreat iv pre-read

Documents

process goals

goals diversity

mps students

outcome goals

hswbwf goals

meeting students

multiple academic plan

goal feedbackretreat