MMSD - The Plan For Building Our Future 020612

CLOSING THE ACHIEVEMENT GAP
Learning from the Past, Changing the Present, and Building our Future The Preliminary Plan for Eliminating Gaps in MMSD Student Achievement
In September of 2011, an analysis of the countrys adult education levels, high-school graduation rates, and kindergarten through graduate school enrollment deemed Madison the most educated city in the nation. Indeed, ours is a community of Presidential Scholars; a city with 20 times the average number of National Merit finalists; a city with large numbers of high school students scoring perfect ACT and SAT scores; a city with robust opportunities for enrichment, college-entrance programs, and Advanced Placement and International Baccalaureate participation; a city with many other opportunities and supports that put young people firmly on the path to educational and professional success. At the same time, our community is also known for other, more dubious distinctions: racial disparities in our justice system are now the highest in the entire nation; our Black infant mortality rate, once a national success story, shot up to four times the rate for White infants over the past four years; and generations of studies have identified a parallel education system in Madisons public schools in which students qualifying for free or reduced lunch and students of color are systematically disenfranchised. The cause of these trends, as Harvard Universitys Lawrence Bobo has noted, is often not overt racial discriminationbut rather, an interplay of factors in which systems collude, unawarely yet tangibly, in negatively impacting childrens life chances through perpetuating inequities by income and race. Over the past 18 months, Madison Metropolitan School District has embarked upon a realignment of systems to improve outcomes for all students, with a special emphasis on improving service delivery for students of color and students qualifying for free or reduced lunch. The plan for eliminating MMSD's gaps in achievement will be the hub for our realignment of these systems. This work is transforming operations throughout our organization--from hiring to professional development to instructional practice; it empowers our schools to engage families and community in new and innovative ways; and it is a call to action to all MMSD stakeholders and allies--our support staff, teachers, families, students, administrators, and community members--to join together in redefining the narrative about what public education means to our community, what we value as a community, and what we are willing to do to ensure that every child in our district has equitable access to the opportunities and supports that make our community great. This preliminary plan is the first step in our journey together. It has been designed as the framework for a final plan, which will be created in concert with the community over the next several weeks. In this draft, we outline six focus areas for the work, as well as detail a calendar for community engagement in finalizing the plan. Our school district looks forward to the work ahead with the fortitude, determination, and commitment that will be necessary for such a transformation. But to be successful, we
will need our entire community to join us. Join us in redefining our school system and family, community, and university partnerships. Join us in realigning our systems and resources with the goal of eliminating gaps in achievement. Join us in creating a new day for family involvement, teacher leadership, and student empowerment. Join us in creating a new narrative about who we area narrative that beings with a robust, cutting-edge, integrated continuum of high quality cradle-to-career programs and services that place all of our children at its center.
February 2, 2012
Dear Partners in Education, A new model for our direction in the Madison Metropolitan School District began to take shape in the 2008-2009 school year. The Board of Education supported a community wide strategic planning initiative. The viewpoints and values expressed therein reflected the voice and heart of our community and informed the Strategic Plan Priorities adopted by the Board of Education in November, 2010. Following the development of the Strategic Plan, it was my priority to ensure that our staff were prepared and organized to convert ideas into action. That commitment led to a central office reorganization plan that was approved by the Board of Education in the spring of 2010. In the following months, administrative positions were eliminated to create new divisions within our organization, we reconfigured the roles and responsibilities for many of our key leaders, and began the hiring process for new leaders responsible for assembling and managing new departments. All of these decisions were based on aligning our structures and practices to the Strategic Plan priorities. As new leaders began their positions throughout the 2010-2011 school year, they identified operational strengths and weaknesses and developed action plans to meet specific Strategic Plan performance indicators. The present school year marks the implementation of key related practices, such as new assessments to monitor student progress, development of an aligned curriculum to support the new Common Core Standards and increased consistency across programs and sites, expansion of Positive Behavior Supports, the advancement of Response to Intervention throughout the district, the continued implementation of AVID, and a remarkable start of a new fouryear-old kindergarten program. This systems work has also entailed the creation of new supports for instructional coaching on culturally responsive pedagogical practice, including the creation of the Office of the Chief Diversity Officer, which also includes a Director of Equity and Family Involvement and a Director of African American Achievement. All of these pieces, working together, position the district to gain new traction and momentum in the critical area of eliminating barriers to student achievement and in closing the current achievement gaps. We share this proposal as the next step in our transformation. I cant emphasize enough that we need better results for our children. As we receive community input from you, our partners in education, we will permanently alter our course of action toward a brighter educational experience through which all students reach their highest potential. A preliminary budget for the first three years is included for each recommendation and is provided in total at the end of this document (Appendix A). Our discussions in the weeks ahead will be critical to the future of education for our children. We will need broad input to ensure that our proposal best meets the needs of all of the districts children, especially those of color and our low-income students.
3
Please see pages 4-5 for information on face-to-face and online discussion sessions. There are additional details online at www.mmsd.org/thefuture. Today we present this proposal as a call to action to our staff, our families, and our community. Please join us in providing input on these ideas which reflect the natural progression of the ongoing work since our community-based strategic planning began in 2008-09. This proposal reflects some effective work already under way, some promising practices we have explored but not fully implemented, and some altogether new ideas. I look forward to this next phase of our work together as we move toward a future in which all MMSD students are equitably empowered to reach their highest potential. Together we will eliminate our achievement gaps. Please review this document and plan to participate in the collaboration opportunities listed below. Updates as well as short and long versions of the plan will be posted online as the document is created. For these updates and for online feedback and collaboration opportunities, go to www.mmsd.org/thefuture. COMMUNITY ENGAGEMENT OPPORTUNITIES for Building the Future The MMSD leadership team and I, along with community and parent organizations, invite you to join one of the forums listed below. Forums are open to the public. Families of students most impacted by the achievement gaps are especially encouraged to attend. To register for a forum, go to www.mmsd.org/inputsession or call 663-1964. Public Forums Feb 6 Web comments and conversation open at www.mmsd.org/thefuture Feb 6 Feb 21 Feb 28 Feb 29 Mar 1 Mar 6 Mar 7 Presentation to the Madison Board of Education The public forums listed below are scheduled from 6:30 8:30 p.m. West HS attendance area parent information and input session, West High School Library, 30 Ash Street Information and Input Session at Urban League of Greater Madison, 2222 S. Park Street La Follette HS attendance area parent information and input session, La Follette High School Library, 702 Pflaum Road Memorial HS attendance area parent information and input session, Memorial High School Library, 201 S. Gammon Road East HS attendance area parent information and input session, East High School Library, 2222 E. Washington Avenue Information and Input Session at Bridge Lakepoint Waunona Neighborhood Center, 1917 Lake Point Drive
4
Mar 8 Mar 14
Information and Input Session at Lussier Education Center, 55 South Gammon Road Community Conversation on the Plan for Building the Future, CUNA Mutual, 5710 Mineral Point Road
Sincerely,
Daniel A. Nerad, Superintendent
Madison Metropolitan School District Learning from the Past, Changing the Present, and Building our Future The Preliminary Plan for Eliminating Gaps in MMSD Student Achievement Table of Contents
Forward.......................................................................................................................... Letter from the Superintendent....................................................................................... Table of Contents........................................................................................................... Foundational Concepts .................................................................................................. Preface .......................................................................................................................... Chapter One: Focusing on Academic Instruction and Support ....................................... Literacy: Ensure that All K-12 Students are Reading at Grade Level .................. Literacy: District-Wide Focus on Third-Grade Students ..................................... Extend the School Day ....................................................................................... Literacy and Math: Expand Summer Learning Opportunities ............................. Develop an Early Warning System ..................................................................... Implement 21st Century Community Learning Centers in the Highest-Need Elementary Schools ................................................................................. Explore Innovative Instructional Designs ............................................................ Develop a System of Shared Accountability ....................................................... Chapter Two: Developing College and Career Readiness ............................................. Prepare All for Life After High School ................................................................. Implement ACT College Entrance Test Preparation ........................................... Expand Advancement Via Individual Determination (AVID) ................................ Implement MMSD Mentor Academy ................................................................... Provide 5th Grade PEOPLE Prep Program ......................................................... Chapter Three: Expanding Culturally Responsive Practices........................................... Implement Comprehensive Diversity Training for All Staff .................................. Implement Promising Practices Cohorts ............................................................. Create Cultural Practices that are Relevant (CRP) Model School ....................... Integrate Cultural Relevance into District-Wide Professional Development ........ Chapter Four: Assuring Safe and Positive Classroom and School Environments........... Support the Social, Emotional, and Behavioral Development of All Students ..... Enhance School/Community Safety and Engagement........................................ Chapter Five: Enhancing Family Engagement ............................................................... Implement a Comprehensive Family Engagement Program ............................... Collaborate with the Community to Implement the Parent-Child Home Program Chapter Six: Recruiting, Selecting, and Retaining a Diverse Workforce ........................ Implement the Hiring for Diversity Plan ............................................................... Conclusion ..................................................................................................................... Appendix A: Budget Proposal ....................................................................................... 1 3 7 9 11 13 13 18 20 23 25 28 30 31 35 35 42 45 53 57 61 61 64 66 72 77 77 79 83 83 87 91 91 94 95
7
Foundational Concepts Our Past The links among race, ethnicity, economic status, and student achievement were often ignored, denied, or inconsistently addressed. Our Future Our district must confront issues of institutionalized racism and, therefore, will establish a common framework and common language for addressing diversity and social justice issues. High quality professional development will empower teachers and support staff to provide the range of differentiated instruction and supports that are critical to success in culturally diverse school communities. Students and families will have a far easier time accessing programs and services that are relevant with regard to culture, language, and experience. Our district will use academic assessments to identify students needs and provide students with targeted differentiation and interventions. We will pay special attention to talent development and reversing underachievement using research-based practices in inschool, after-school, and extended school day programs.
Many students academic needs-- especially needs of African American students, other students of color, and students qualifying for free or reduced lunch--were not identified, targeted, or addressed with differentiated instruction and supports. The uneven playing field created by some students entering Kindergarten school ready and other students entering Kindergarten without early learning skills were ignored, denied, or inconsistently addressed. Academic supports for struggling middle and high school students were often inconsistent and ineffective. Not all students saw college and professional success as real possibilities
The foundation for successful learning can be laid very early in a childs life. With that in mind, our district will collaborate with the community to create more high quality early childhood programs tailored to children of pre-Kindergarten agefrom infants to four-year-olds. These programs will use best practices from gifted education to develop childrens early learning skills, setting the stage for positive experiences in the first few years of school. Students with special academic needs, particularly students whove encountered little culturally relevant support in early grades, are likely to struggle as their assignments become more rigorous. Additionally, talented and gifted students are often pushed into underachievement when their abilities are not identified and nurtured from an early age. Its too easy for such students to believe college is a goal only for other
9
Our Past they could pursue.
Our Future people, especially if they get that message from sources in society besides school. Therefore, the district will make a focused and structured effort to help struggling middle- and high-school students keep pace with academic expectations. Part of this effort will include positioning college as a real, achievable goal. Instead of acting as separate entities, schools will arrive at a common understanding of the knowledge and skills students need in order to be successful. Faculty and staff across the entire district will collaborate on developing instructional practices that are not only flexible, but strong enough to cultivate high levels of academic achievement with an expectation that all students will succeed. Students will have equitable access to a consistency of programs and services across sites.
Each school set its own standards for what students had to learn. In addition, individual schools and teachers decided for themselves what high quality instruction looked like.
The district did not possess a sense of urgency around the fact that many families felt isolated from schools due to lack of cultural competence in the school district.
Family engagement is a central component of eliminating barriers to achievement. Schools and families share the role of supporting childrens educational success. The school-family-community relationship must be enhanced in order for adults to join together to better support our children. Further, all parents will be respected and engaged as equal partners in their childrens success.
10
PREFACE Building a better future for the children of Madison Metropolitan School District requires concrete action. We have identified six domains in which concrete action is particularly needed to transform our schools and relationships with the community in closing the achievement gaps: 1. 2. 3. 4. 5. 6. Focusing on academic instruction and support Developing college and career readiness Expanding culturally responsive practices Assuring safe and positive classrooms and school environments Enhancing family engagement Recruiting, selecting, and retaining a diverse workforce
A chapter of this proposal is dedicated to each domain, and each chapter contains recommendations for improvement. The initial recommendations come from MMSD administrators and other staff. Some recommendations were also informed by outside experts and other community groups. Some recommendations are new; others have gone before the Board and the community before. We believe all the recommendations hold the promise of narrowing and eventually eliminating MMSDs gaps in student achievement. Of course, the purpose of this proposal is not only to list recommendations, but to explain why we find each recommendation promising. Therefore, we provide information in each of the six chapters in the following sections: Section Alignment with the MMSD Strategic Plan Rationale All our recommendations align with at least one of the Strategic Plans Focus Areas. This means the recommendations already have a foothold in our institutional agenda, which makes it easier to devote resources to them.
Recommended activities and practices
We are not using the word recommendations as a stand-in for proclamations. Our recommendations really are meant as preliminary ideas. And we are ready to gather input on them from the Board of Education, MMSD staff, families, civic leaders, and community groups. Your voice can impact which recommendations are finalized.
Research citations and examples that support recommended activities
In the most general terms, research seeks to establish a cause-and-effect relationship between specific factors. MMSDs achievement gap issues are extremely
11
and practices
complex, and any one cause-and-effect explanation of them is likely to be inaccurate, or at least incomplete. But when programs or reforms are supported by research, we have a basis for predicting how much they will help us. Thus, knowing the research behind each recommendation is a vital part of assessing what should be implemented.
Implementation timelines
We do not intend our recommendations become fodder for endless bureaucratic debate. Once approved, we intend to act on them. Accordingly, this report includes preliminary timelines for implementing our recommendations. These timelines will help us move from concepts to accomplishments. Each recommendation includes initial changes that will indicate progress toward accomplishing the related objectives. As we decide which recommendations will be implemented, we will also include measurable outcomes and measurement tools. For general reference, we have included preliminary budgetary predictions, some of which are phased in over time. These cover the costs of personnel, professional development, and materials. We will generate a more detailed budget as specific recommendations are selected for implementation.
Progress indicators
Budget
12
Chapter One Focusing on Academic Instruction and Support

The breakthrough we are seeking involves the education community as a whole establishing a system of expert data driven instruction that will result in daily continuous improvement for all students in all classrooms. -Michael Fullan, Peter Hill, Carmel Crvola (2006)
Literacy: Ensure that All K-12 Students are Reading at Grade Level Literacy: District-wide Focus on Third-Grade Students Extend the School Day Literacy and Math: Expand Summer Learning Opportunities Develop an Early Warning System Implement 21st Century Community Learning Centers in the Highest Need Elementary Schools 7. Explore Innovative Instructional Designs 8. Develop a System of Shared Accountability MMSD is not ensuring quality learning for all students. Quality learning refers not only to what is measured by standardized tests, but also to learning that is reflected by student opportunities for deep engagement in the content areas using various modes of thinking and communicating. Beginning with literacy, our district will engage in the fundamental shift of aligning MMSD curriculum and instruction with best practices in the field of education. Much of the instructional improvement work described in this proposal focuses on literacy, as we know that highly literate students succeed and graduate. However, we will also pay attention to high quality instruction in the other content areas. Additionally, interdisciplinary work like writing across content areas can promote overall achievement for all our students. Therefore, as part of this plan it is recommended that committees of teachers, teacher leaders, and parents come together to plan for applying to the other content areas our learning from our improvement work in literacy. We will begin with an intensive look at math, with a focus on a connected and conceptual framework for preparing students for high level mathematics. We will then extend that work to the other content areas.
1. 2. 3. 4. 5. 6.
1. Literacy: Ensure that All K-12 Students are Reading at Grade Level Reading is of such importance in our society that we would be justified in considering it a human right. This section focuses on creating high expectations for all students in the area of literacy and making sure all students are reading at grade level. It is an all-call for closing our gaps in student achievement, with two main foci using disaggregated data to drive instructional improvement: (1) all students, are on track with reading skills in their elementary years and monitored frequently for progress, and (2) staff provide intensive support for literacynot only in early years, but throughout a students education.
13
As a recommendation, getting all K12 students reading at grade level is quite familiar. But it has not happened. The recommendations in this report aim to change that. These recommendations will establish the systems needed to put highly qualified literacy staff in all MMSD buildings. They will also provide for the curricula and support required to meet the needs of our 27,000 linguistically and culturally diverse students. This is the first step in closing the existing achievement gaps. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Students and Curriculum. Students (Achievement for all Students) 4.1: Implement research-based instructional strategies to eliminate the achievement gaps. 2. Curriculum (Accelerated Learning) Action Step 9: Establish systems to regularly monitor successful student growth in accelerated learning pathways. 3. Curriculum (Assessment) Action Step 3: Develop a consistent district-wide assessment plan (including formative assessments and progress monitors) to better inform classroom curriculum and instruction. 4. Curriculum (Cultural Relevance) Action Step 6: Increase staff awareness of the linguistic and cultural needs of all students, including students who are English Language Learners or Standards English Learners, and students who have reduced exposure to language because of poverty, as a key to mastering standards in all content areas. Recommendations MMSD will implement a consistent core curriculum, protocols for differentiated instruction, and interventionsfor when students struggle as well as for when students need more than what is provided in the coreacross sites and grade levels, with a special emphasis on providing culturally responsive supports for all students. Curriculum MMSD will increase the district-wide implementation of research-based literacy pedagogy, instruction, and a common curriculum using the comprehensive literacy model (K-8). In 2012-13, the Mondo curriculum pilot that is currently used in three schools will expand to additional targeted schools and grades. In subsequent years, we will evaluate the Mondo curriculum and the Comprehensive Literacy Model to determine the effectiveness of the programs and the need to expand Mondo. Curriculum materials aligned with Common Core State Standards will be rigorous and linguistically and culturally responsive. Instruction Sufficient and targeted instructional time is essential to improving student achievement in literacy. All schools K6 will provide a minimum 90-minute reading/language arts block. Additional specific instruction in reading is encouraged across all content areas K12. Ensuring that literacy instruction is culturally relevant is a key aspect of improving the quality of each students learning experience. All staff will receive training on embedding a range of culturally relevant strategies into reading/language arts instruction. After-school extended reading/homework support will be provided to
14
struggling 6th graders by interventionists trained in the Comprehensive Intervention Model. Assessment Assessments and progress monitoring provide valuable information to teachers and other staff about how students are learning and growing and how to tailor instruction based on student needs. All students K8 will undergo benchmark assessments to monitor progress in reading. These assessments will be administered a minimum of three (3) times per year (fall, winter, and spring). All students below proficiency in reading will receive intensive progress monitoring at least monthly. Because interventions, like Reading Recovery/Descubriendo la Lectura (Spanish version) in Grade 1 and System 44 and READ 180 in Grades 6-12, are time limited, it is critical that students exiting these programs are provided intensive follow-up and continued progress monitoring. The need to increase reading benchmark assessment tools is addressed through the expansion of MAP to grades 2 and 8. The growth of English Language Learners literacy skills will be monitored with the prioritized use of the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS). Work is ongoing to incorporate assessments that are non-biased, culturally relevant, and appropriate for language learners while maintaining high expectations for all students to narrow the gap. Interventions Accelerated learning is critical to closing achievement gaps. Accelerated learning is specialized, targeted, intensive, and time-bound. All students below proficiency in reading will receive targeted reading instruction and interventions with a highly qualified/certified Reading Teacher or an Interventionist in Spanish and/or English development during and/or after the school day. The Comprehensive Intervention Model will continue to support MMSD core literacy instruction. Where possible, principals will be encouraged to combine Interventionists and Reading Recovery/Descubriendo la Lectura positions to a 1.0 FTE for this purpose. Fountas and Pinnell Phonics/Phonemic Instruction will support targeted interventions at grade 6 in designated schools. In addition, the Advancement Via Individual Determination (AVID) Critical Reading Strand will be implemented in middle school to help build a pathway for increasing access to rigorous high school options, including Advanced Placement courses and the Youth Options program. Increasing bilingual interventionists district-wide and incorporating language learner support strategies into all interventions will further enhance the effectiveness of interventions for targeted students in our attempt to narrow the existing gaps. Staff and Professional Development The needs of our students and staff in the core area of literacy instruction require additional highly trained staff. Based on national studies and information shared through the What Works Clearinghouse, Reading Recovery has proven to be the most effective reading intervention for primary students (Grade 1). MMSDs Reading Recovery implementation, however, is not at the recommended level for achieving
15
maximum effectiveness. Therefore, the number of Reading Recovery/Descubriendo la Lectura Teachers needs to be increased to be able to fully implement this intervention at MMSDs most needy elementary schools to narrow the gaps. Our schools also require additional highly trained classroom teachers in literacy instruction. Recommendations include increasing the number of Wisconsin certified Reading Teachers as Interventionists at all schools, K12. MMSD staff are eager to participate in training that directly connects rigorous instruction with cultural relevance. Specific, culturally relevant literacy instructional strategies will be an integral training component with implementation of these strategies established as a district-wide expectation. Student achievement gains are also correlated with curriculum alignment across sites. MMSD will increase the focused connection of curriculum, instruction, and assessment between our transition levels, including 4K and K, 5th and 6th grade, and 8th and 9th grade. This strategy will assure continuity for our highly mobile students and create the foundation for all students having access to the same quality instruction, regardless of the attended school. Research Early Warning! Why Reading by the End of Third Grade Matters. 2010. A Kids Count Special Report from the Annie E. Casey Foundation, 1-7. Fink, S. and Markholt, A. (2011). Leading for instructional improvement: How successful leaders develop teaching and learning expertise. San Francisco: Jossey-Bass. Guernsey, L., and Mead, S. (2010). A Next Social Contract for the Primary Years of Education. New America Foundation. Lesnick, J., Goerge, R., Smithgall, C., & Gwynne, J. (2010). Reading on Grade Level in Third Grade: How Is It Related to High School Performance and College Enrollment? Chicago: Chapin Hall at the University of Chicago. Szachowicz, S. (2010). Transformed by Literacy. Principal Leadership, 18-23. Theory and Best Practices in Early Literacy Interventions. 2010. Hanover Research Council District Administration Practice, 2-32. Timeline 2012 Spring Evaluate the reading data of all students in the three Mondo curriculum pilot schools. If positive evaluation data exists, expand to MMSDs targeted elementary schools in 201213. Hire and train staff Elementary Interventionist to work directly with students in schools where there are currently no positions (3.0 FTE)
16
Teacher Leaders for Comprehensive Literacy Model (CLM) for ongoing support of Elementary Instructional Resource Teachers (2.0 FTE) Implementation Coaches for schools using Mondo (2.0 FTE) Increase positions Increase FTE of Reading Recovery/Descubriendo la Lectura Teacher Leaders to 1.0 (1.0 FTE) Increase positions for Reading Recovery/Descubriendo la Lectura in spring 2012; to be in place for 20122013. Where possible, principals will be encouraged to combine Interventionists and Reading Recovery/Descubriendo la Lectura positions to a 1.0 FTE for this purpose Purchase Curricular materials and professional development opportunities to ensure Mondo materials and teacher training are available in all schools grades K-3, beginning in spring/summer 2012 Mondo curricular materialsspring 2012 Establish Hiring criteria for each building to have a certified Reading Specialist 2012 Summer Mandatory training for teachers of Mondo beginning in Summer 2012 and regularly beginning in 201213 Training for teachers/IRTs of CLM beginning in Summer 2012 and continuing throughout the five-year plan Training for 4K teachers 2012-13 Academic Year Implement primary progress-monitoring support (e.g. Running Records focused on Text Reading Level, and progress monitoring) Fall 2012. Extend benchmark assessments (Measures of Academic Progress) to Grade 2 and Grade 8 to provide predictive data for future state assessment proficiency levels. Professional Development Mandatory professional development in Comprehensive Intervention Model/Reading Recovery/Descubriendo la Lectura for interventionists beginning in 2012-13 Specific literacy instructional strategies that are also culturally relevant will be an integral training component with implementation of these strategies being a district-wide expectation Mandatory interventionists professional development (as stated above) for all Special Education Teachers/Cross Categorical Teachers assigned to K-12 classrooms Mondo training for 3 days during the school year (subs provided)
17
2013-14 Academic Year Interventionists for middle schools (6.0 FTE) Literacy coaches for high schools (4.0 FTE) Interventionist coaches for Comprehensive Intervention Model for ongoing support of interventionists (3.0 FTE) Progress Indicators 1. K-2 student growth will be monitored at least monthly as measured by approved district progress-monitoring tools (e.g., Spanish and English Primary Language Arts Assessment (S/PLAA), Running Records monitoring Text Reading Level). Underachieving students will be monitored more frequently in an attempt to intervene more quickly to get them on track and narrow the achievement gaps. 2. All schools have a plan in place by Spring 2012 to identify, provide additional instruction for, and monitor growth in literacy of all K12 students not at grade-level proficiency to assure all students are proficient as indicated in WKCE in grades 4 and 8 (as required by NCLB metrics). 3. Increase in graduation rate among our students to meet 90% benchmark for all by 2014 (as required by NCLB). 4. 40% of students will score above 90% national percentile using ACT composite score. Budget
1. Ensure all K-12 students are reading at grade level 2012-13
Proposed FTE
Salary & Benefits: Administrative Clerical Non Union Professional (coordinator) Permanent Teacher (salary position) BRS (salary position) Special Ed, Psych, Soc Worker, OT/PT (salary position) Teacher Hourly Extended Contract Sub Teacher Salary SEA EA Custodial Security Other (EA, SEA, LTE, etc.) Purchased Services/Support Supplies & Materials (Instructional/Audio Visual Media, etc.) Equipment: Technology (desktops, laptops, netbooks, printers, etc.) Other
2013-14
Proposed FTE Proposed BUDGET
$0 $0 $0 $1,720,170 $0 $0 $36,000 $166,349 $0 $0 $0 $0 $20,000 $1,247,000
2014-15
$0 $0 $0 $1,763,174 $0 $0 $36,000 $132,657 $0 $0 $0 $0 $10,000 $771,000
Proposed BUDGET
$0 $0 $0 $639,320 $0 $0 $52,380 $86,108 $0 $9,000 $0 $0 $167,900 $593,250
8.00
21.00
21.00
TOTAL:
8.00
$1,547,958
21.00
$3,189,519
21.00
$2,712,831
2. Literacy: District-Wide Focus on Third-Grade Students Children who read at grade level by the end of third grade are more successful in school, work, and life. Reading proficiently by the end of third grade is a crucial marker in a childs educational development. Failure to read proficiently is linked to higher rates of school dropout. Failure to read suppresses individual earning potential as well as the communitys work force and economic development. Our students need to read by third grade. The district trend data reveals achievement gaps that need to be reversed. The
18
following plan addresses bold measures of full community support for getting our children on track for reading by third grade. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Achievement for all Students 2. Curriculum: Accelerated Learning, Assessment, and Cultural Relevance Recommendations Every elementary school in Madison will partner with the United Ways Schools of Hope and AmeriCorps volunteers in addressing the challenge to dramatically increase the number of children, especially from low-income families, reading proficiently by the end of third grade. We have the staff and volunteers to create a laser-like focus as a powerful new chance to help children, parents, communities, and schools unite in closing the achievement gaps while also raising the bar for our third-grade students. All but six of the elementary schools have reading specialists that provide reading intervention for students. Beginning now, these interventionists and school coaches (IRTs) will work with third-grade teachers by identifying students below proficiency and developing individual plans of support to get our students reading at grade level. Volunteers from the community will tutor our third-grade students in one-to-one reading sessions for the rest of the school year, during the summer and into fourth grade. MMSD recommends the implementation of an interventionist at every school beginning in the 2012-2013 school year to support 3rd grade students and K-5 students in the future. By devoting our funding streams and focus in this direction we expect to get widespread, positive results and narrow the gaps that currently exist. MMSD also recommends providing strategies on best practice in reading instruction for all 3rd and 4th grade teachers. Research Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2009). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press. Hanover Research Council (2010). Focused interventions pave the way for increased achievement and increased likelihood of students accelerating to be on track for grade-level proficiency. Theory and Best Practices in Early Literacy Interventions. District Administration Practice, 2-32. Szachowicz, S. (2010). Targeted and focused literacy instruction provides significant growth and achievement gains. Transformed by Literacy. Principal Leadership, 18-23.
19
Timeline 2012 Spring School staff identify third-grade students below proficiency in reading Reading interventionists provide tutoring for identified third-grade students United Ways Schools of Hope and AmeriCorps volunteers provide one-to-one tutoring for identified third-grade students School staff identify third-grade students below proficiency in reading for summer school support 2012 Summer United Ways Schools of Hope and AmeriCorps volunteers provide one-to-one tutoring for identified third-grade students during summer school 2012 2013 Academic Year School staff identify fourth-grade students below proficiency in reading Reading interventionists provide tutoring for identified fourth-grade students United Ways Schools of Hope and AmeriCorps volunteers provide one-to-one tutoring for identified fourth-grade students Progress Indicators 1. K-2 student growth will be monitored at least monthly as measured by approved district progress-monitoring tools (e.g., Spanish and English Primary Language Arts Assessment (S/PLAA), Running Records monitoring Text Reading Level). Underachieving students will be monitored more frequently in an attempt to intervene more quickly to get them on track and narrow the achievement gaps. 2. All schools have a plan in place by Spring 2012 to identify, provide additional instruction for, and monitor growth in literacy of all K12 students not at grade-level proficiency to assure all students are proficient as indicated in WKCE in grades 4 and 8 (as required by NCLB metrics). 3. Training school administrators, United Ways Schools of Hope, and AmeriCorps tutors in faithful implementation. Budget 2011-12 School Year: No additional cost as we are realigning resources. 2012-13 School Year: Add reading interventionist to four elementary schools, which was indicated in the previous section.
3. Extend the School Day This section focuses on developing an extended school day. Extending the school day can play a key role in closing the achievement gaps and preparing all students for the 21st century. Students learn at different rates, and an extended school day provides more opportunities for all students to reach mastery, even while allowing those who have already attained mastery to enrich their learning.
20
Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students, Relationships, and Transitions 2. Curriculum: Accelerated Learning, Civic Engagement, Cultural Relevance, Flexible Instruction Recommendations Extending the school day for targeted K-12 students in targeted schools, where the greatest achievement gaps exist, will provide optimally, one additional hour of learning time per day, five days per week. During this additional time, students at the K5 grade levels will receive literacy and math instruction, as well as skill development. Students will also have time to receive intensive researched-based instruction in literacy within a Response to Intervention (RtI)* model. At the K-5th grade levels, a one-hour increase in the school day will allow students to receive an increase in curricular instructional time with certified teachers (e.g., a 2-hour language arts block and a 1.5-hour math block). At the 6th 8th-grade levels, a longer school day will allow underachieving students to receive course offerings aimed at supporting their needs and exceeding the district grade-level benchmarks in reading, writing, and math. At the 9th 12th-grade levels, a longer school day will allow underachieving students to receive course offerings aimed at supporting their needs and exceeding the district grade-level benchmarks in reading, writing, and math.
* Response to Intervention is a state and nationally required multi-tiered system of supports that involves the practice of providing high quality instruction and interventions matched to student need, using data over time (e.g., learning rate, level of performance, fidelity of implementation) to make important educational decisions.
Research Gabrieli, C. (2011). Time-Its Not Always Money. Educational Leadership, 69(4), 24-29. Holsclaw, G. & Scully J. (2011). The cost of changing lives? Lesson from the Making Waves Foundation. Phi Delta Kappan, 93(3), 38. Odden, A & Archibald, S. (2009). Doubling Student Performance and Finding the Resources to do it. Thousand Oaks, CA: Corwin Press. Yeh, S. (2010). The Cost Effectiveness of 22 Approaches for Raising Student Achievement. Journal of Education Finance, 36(1), 38-75. Timeline 2012 Summer Planning 2012-13 Academic Year Implement extended school day plan at middle and high school levels
21
2013-14 Academic Year Implement extended school day plan at elementary level Progress Indicators 1. K-2 student growth will be monitored at least monthly as measured by approved district progress-monitoring tools (e.g., Spanish and English Primary Language Arts Assessment (S/PLAA), Running Records monitoring Text Reading Level). Underachieving students will be monitored more frequently in an attempt to intervene more quickly to get them on track and narrow the achievement gaps. 2. All schools have a plan in place by Spring 2012 to identify, provide additional instruction for, and monitor growth in literacy of all K12 students not at grade-level proficiency to assure all students are proficient as indicated in WKCE in grades 4 and 8 (as required by NCLB metrics). 3. Increase in graduation rate among our students to meet 90% benchmark for all by 2014 (as required by NCLB). 4. 40% of students will score above 90% national percentile using ACT composite score. Budget
3. Extend school day (Secondary) 2012-13
Proposed FTE
2013-14
$0 $133,180 $0 $974,412 $0 $136,760
2014-15
$0 $136,509 $0 $998,772 $0 $140,179
Proposed BUDGET
$0 $129,931 $0 $950,646 $0 $133,424
$0 $0 $0 $0
$0 $0 $0 $0 $0
$0 $0 $0 $0 $0
TOTAL:
0.00
$1,214,001
0.00
$1,244,351
0.00
$1,275,460
22
3. Extend school day (Elementary) 2012-13

Proposed FTE
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0
2014-15
$0 $94,336 $0 $3,324,221 $343,411 $544,879
Proposed BUDGET
Proposed BUDGET
$0 $92,035 $0 $3,243,142 $335,035 $531,589
$0 $0 $0 $0
$425,358 $0 $0 $0 $0
$435,992 $0 $0 $0 $0
TOTAL:
0.00
$0
0.00
$4,627,160
0.00
$4,742,839
4. Literacy and Math: Expand Summer Learning Opportunities This section focuses on expanding summer learning options. Research tells us that over 50% of the achievement gaps between lower and higher income students is directly related to unequal summer learning opportunities (Alexander et al., 2007). Expanded summer learning will provide valuable time for students to receive academic support in math and literacy, as well as enrichment opportunities. This approach to learning is a well documented strategy used nationally in closing the achievement gaps. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students and Relationships 2. Curriculum: Accelerated Learning, Civic Engagement, Cultural Relevance, Flexible Instruction Recommendations It is recommended that MMSD Expand the current Extended Learning Summer School (ELSS) program to accommodate an additional 480 students Expand Madison Virtual Campus (MVC) as a summer learning option Implement a summer program for at-risk alternative education students The primary aim of these recommendations is to provide more time and access to the core curriculum (literacy and math) for students who do not meet grade-level standards, as indicated by multiple measures that indicate achievement gaps. All three recommendations will benefit students who experience learning losses due to their lack of engagement in educational activities during the summer months. MMSD currently provides Extended Learning Summer School, high school summer school, and enrichment five days per week for six weeks to more than 5,000 students during June and July. For KReady12th grade students, ELSS begins with a healthy
23
breakfast at neighborhood schools. Then, highly qualified teachers provide accelerated and engaging instruction in small class settings to prevent academic skill loss. After lunch is served, high-interest recreational and enrichment activities are provided to enhance school engagement (Downey et. al., 2004; Duffett et. al., 2004). The Summer Recreation Enrichment Center (SREC), provided by Madison School and Community Recreation (MSCR), offers a variety of activities, including: arts and crafts, outdoor adventure, outdoor games, indoor games, fire safety, field trips, swimming, roller skating, and cultural fairs and events. Students with disabilities and English Language Learners have access to the core curriculum, along with their peers. High school students who are credit-deficient will sign up for summer school courses for credit recovery. Current high school students who want to earn extra credits and incoming ninth graders interested in earning first-time credits can also enroll. The high school summer curriculum includes required courses in English, math, science, social studies, health, and physical education. Elective courses are offered in keyboarding, computer literacy, art, study skills, algebra preparation, and ACT/SAT preparation. Courses incorporating work experiences are available. The Madison Virtual Campus (MVC) exists for high school students. Virtual (or online) learning offers flexibility in terms of when and at what rate learning takes place. In MVC courses, students can move swiftly or slowly, even repeating parts of courses if needed. Additional benefits for students include access to courses not typically offered in MMSD, access to courses out of grade level, and an option to earn credit to stay on track for ontime graduation. MMSD staff provide orientation and ongoing support to students throughout their MVC courses. With MVC, any student can maximize learning and credit recovery in non-traditional times and places. The Alternative High School Summer Program for at-risk students (e.g., Work and Learn) will add an additional summer quarter for 45 students enrolled in alternative programs. The summer session will emphasize literacy and social-emotional learning, working with community partners, technology and media literacy, and postsecondary preparation. Students will be referred to the program by their school counselors and will complete an application. Research Alexander, K. Entwisle, D., & Steffel-Olson, L. (2007). Lasting consequences of the summer learning gap. American Sociology Review, 72, 167-180. Beckett A , Broh, B, Downey, B. & Von Hippel, P. (2004). Are Schools the Great Equalizer? Cognitive Inequality During the Summer Months and the School Year. Douglas. American Sociological Review, 69(5), 613-635. Charlton, K., Cooper, H., Greathouse, S., Lindsay J., & Nye, B. (1996). The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review. Review of Educational Research, 66(3), 227-268. Odden, A & Archibald, S. (2009). Doubling Student Performance and Finding the Resources to do it. Thousand Oaks, CA: Corwin Press.
24
Timeline 2012 Spring Planning 2012-13 Academic Year Planning 2013 Summer Implement expanded Extended Learning Summer School (ELSS) Implement summer Madison Virtual Campus (MVC) courses Implement Alternative High School Summer Program Progress Indicators 1. All students will be proficient in math and literacy as indicated by WKCE by 2014-15. 2. Increase in graduation rate among our students to meet 90% benchmark for all by 2014 (as required by NCLB). 3. 40% of students will score above 90% national percentile using ACT composite score. 4. Decrease in special education disproportionality placements. 5. Increase in credit attainments by 100% of students enrolled in the Alternative High School Summer Program. Budget
4. Expand summer learning opportunities 2012-13
Proposed FTE
Salary & Benefits: Administrative Teacher Salary / Fringe Special Ed, Psych, Soc Worker, OT/PT (salary position) Librarian Salary / Fringe Nurse / NA Salary / Fringe Curriculum & Instruction, and Policy & Procedure PD (Training & Coaching Guidance Counselors Psychologists / Social Workers Clerical SEA BRS Reading Interventionist PBS Coaches & Interventionists Madison Virtual Campus - Summer Programming Security Educational Assistants Contracted Services Pupil Travel (non-instructional) Pupil Travel (instructional) Classroom Supplies Food Service High School Alternative (3 Teachers, 1 SEA) High School Alternative Materials
2013-14
$0 $124,487 $7,731 $3,172 $6,922 $11,950 $376 $317 $8,223 $5,214 $7,612 $2,538 $7,613 $4,895 $4,372 $754 $4,259 $218 $32,265 $11,540 $46,859 $1,205 $455
2014-15
$0 $149,384 $9,277 $3,807 $8,306 $14,340 $451 $381 $9,867 $6,257 $9,135 $3,045 $9,136 $5,874 $5,246 $905 $5,111 $261 $38,718 $13,848 $56,230 $1,446 $546
Proposed BUDGET
$0 $103,739 $6,442 $2,644 $5,768 $9,958 $313 $264 $6,852 $4,345 $6,344 $2,115 $6,345 $4,079 $3,643 $629 $3,388 $182 $26,887 $39,049 $1,004 $379
TOTAL:
0.00
$0
0.00
$292,977
0.00
$351,572
5. Develop an Early Warning System This section focuses on using our electronic data system (Data Dashboard) to develop and implement an Early Warning System (EWS) to help ensure that all students make consistent academic progress and learn at high levels. Allensworth and Eastons (2007)
25
findings demonstrate that an on-track indicator (as part of an EWS) is a better predictor of graduation than students' background characteristics or middle school achievement test scores. The EWS data will give school staff and parents/guardians the information they need to intervene as soon as a student begins to show a pattern of academic, attendance, or behavioral issues associated with later school difficulties or failure. This early warning system will help schools identify students quicker than in the past and intervene earlier in an attempt to eliminate our achievement gaps. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following area: 1. Student: Achievement for All Students Recommendation It is recommended that MMSD implement the Early Warning System to: (a) alert staff, students, and parents/guardians that individual students are at risk of not meeting grade level proficiency standards and (b) assist staff in determining the type, intensity, and duration of subsequent instructional responses and interventions. Starting with high schools, the Early Warning System will identify students based on five key criteria: attendance, Grade Point Average, Ds and Fs, suspensions and credit deficiency. Each criterion and a composite score will have an associated tier based on severity. This regularly run report will be available to principals and administrators, who will use this information with staff and parents/guardians to plan appropriate instructional responses and interventions. The district will also apply the Early Warning System to identify students needing support in the areas of social-emotional learning and behavior. For example, when students are involved in two events leading to out-of-school suspensions per semester, the student will be automatically referred to the schools Student Support and Intervention Team (SSIT). The SSIT will conduct an analysis of the behavior to better understand antecedents and devise supports and/or learning opportunities which serve to decrease the inappropriate behavior. Following implementation of the high school model, modifications will be made to provide this tool to middle and elementary schools. In addition to the Early Warning System, various customizations of the Data Dashboard are necessary to facilitate the most effective use of data for positive student outcomes. Examples include creating a tool to monitor students academic performance against set benchmarks, making value-added* growth data available at the classroom level, creating an annual scorecard for each of our schools, improving attendance and behavior data shown in the dashboard, and adding various test and assessment results to ensure useful data is available for all grades and levels. In addition to individual student information, the districts Data Dashboards standard set of filters will allow disaggregation by school, grade level, classroom level, race/ethnicity, gender, income, and English Language Learners and special education status. Drilldowns will easily access student lists that are color-coded by severity. Further drill26
downs will link to individual student records. Providing timely intervention(s) is a systematic, proactive, prevention-based response to keep students on track for academic success. * The term value-added can mean many things, but fundamentally it refers to disaggregating data to look
closely at growth of individual students and in entire school communities.
Timeline 2012 Spring February through April 2012, work with VersiFit to develop MMSDs custom Early Warning System within the Data Dashboard Present Early Warning System features to principals and relevant staff Align various Early Warning System alerts to new time-limited interventions for targeted students Implement a series of other customizations to the Data Dashboard, starting with additional assessment data, benchmark monitoring and value-added data 2012-13 Academic Year Implement the Early Warning System Further customize and improve the Data Dashboard Throughout the process, Research & Evaluation, Professional Development, Educational Services, and Curriculum & Assessment staff will coordinate efforts to ensure that long-term, job-embedded, specific professional learning is provided to staff implementing interventions. Progress Indicators 1. K-2 student growth will be monitored at least monthly as measured by approved district progress-monitoring tools (e.g., Spanish and English Primary Language Arts Assessment (S/PLAA), Running Records monitoring Text Reading Level). Underachieving students will be monitored more frequently in an attempt to intervene more quickly to get them on track and narrow the achievement gaps. 2. All schools have a plan in place by Spring 2012 to identify, provide additional instruction for, and monitor growth in literacy of all K12 students not at grade-level proficiency to assure all students are proficient as indicated in WKCE in grades 4 and 8 (as required by NCLB metrics). 3. Increase in graduation rate among our students to meet 90% benchmark for all by 2014 (as required by NCLB). 4. 40% of students will score above 90% national percentile using ACT composite score. 5. Decrease in special education disproportionality placements.
27
Budget
5. Develop an early warning system 2012-13
Proposed FTE
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0
2014-15
Proposed FTE
$0 $0 $0 $0 $0 $0
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
$0 $0 $0 $0 $0 $0
$0 $0 $0 $0 $250,000
$0 $0 $0 $0 $150,000
$0 $0 $0 $0 $150,000
TOTAL:
0.00
$250,000
0.00
$150,000
0.00
$150,000
6. Implement 21st Century Community Learning Centers in the Highest Need Elementary Schools High quality after-school programs go far beyond supervising children: they provide educational activities, enrichment, recreation, and healthy snacks. This section focuses on the current status of after-school programs in MMSD and makes recommendations regarding program continuation and expansion in targeted, highest need schools, in an attempt to close the achievement gaps. Madison elementary schools offer a variety of after-school programs. Some include a specific time for academic focus with teachers, some offer only after school care by a private entity, and some offer enrichment and recreation programming through Madison School and Community Recreation (MSCR). Our most successful programs include an academic option provided by teachers and transportation to ensure access by all our students. Alignment with Strategic Plan This recommendation is supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students 2. Organization/Systems: Partnerships Recommendation It is recommended that MMSD establish and/or maintain after-school care programs with teacher-led academic support along with enrichment and recreation activities in our highest need elementary schools. Seven elementary schools currently offer after-school care programs (Falk, Glendale, Hawthorne, Lake View, Lincoln, Mendota, Midvale) that were started with 21st Century Community Learning Center grants and operate in partnership with MSCR. Each
28
program serves students who qualify for free and reduced lunch and targets students performing below proficiency in math and/or literacy on the Wisconsin Knowledge and Concepts Exam (WKCE). Outcome data from the grant-funded programs shows positive gains in school attendance and increases in reading achievement among program participants. Anecdotal data supports academic improvements among participants where the childs regular classroom teachers provide instruction to the students during the after-school program. This teacher-led model is in place at Leopold, Hawthorne, Glendale, and Lincoln. The funding sources vary among the programs. Some schools are finishing up five or ten year 21st Century Community Learning Center grants in the near future, some are funded with federal and local dollars, some schools are currently seeking grants, and some are fee or scholarship based. While the program infrastructure is in place, there is not a plan for long-term funding of these important programs. Some schools will apply this spring for grant extensions, some have remaining grants funds, some are currently funded with a combination of local dollars and grant funds, and some have no MSCR funded school-age care or academic support programs. This recommendation calls on MMSD to provide funding for those schools whose grant funds have expired or are expiring and for implementation of additional academic programs at other identified schools. Research Alexander, K. Entwisle, D., & Steffel-Olson, L. (2007). Lasting consequences of the summer learning gap. American Sociology Review, 72, 167-180). Charlton, K., Cooper, H., Greathouse, S., Lindsay J., & Nye, B. (1996). The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review. Review of Educational Research, 66(3), 227-268. Harvard Family Research Project (2008): After School Programs in the 21st Century. http://www.hfrp.org/var/hfrp/storage/fckeditor/File/file/OSTissuebrief10_summary. pdf Timeline 2012-13 Academic Year Implement expanded 21st Century Community Learning Centers Progress Indicators 1. All students will be proficient in math and literacy as indicated by WKCE by 2014-15.
29
Budget
6. Implement 21st Century Community Learning Centers in the highest need elementary schools. 2012-13
Proposed FTE
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0
2014-15
Proposed FTE
$0 $0 $0 $0 $0 $0
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
$0 $0 $0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$1,168,041
$1,334,904
$1,334,904
TOTAL:
0.00
$1,168,041
0.00
$1,334,904
0.00
$1,334,904
7. Explore Innovative Instructional Designs This section focuses on encouraging innovation and staff voice in our district. Nationally, innovative programs such as thematic schools are implemented to attract and retain families, create robust and unique learning, and provide choice in programming to match childrens interests and learning styles. Locally, there is continuing community interest in charter schools and Dual Language Immersion programs. We are asking the entire community to join us in the creation of new ways of meeting our students needs. One area for growth that has been identified is our need to explore new and innovative instructional designs. Alignment with Strategic Plan This recommendation is supported by the Strategic Plan in the following area: 1. Curriculum: Flexible Instruction Recommendations Schools will be encouraged to explore and submit innovative program and design proposals for consideration. These proposals will be reviewed by a school district/community member committee. It is also recommended that the Innovative and Alternative Program Committee collaborate with families and the community to explore potential thematic schools that offer specialization and opportunities for community partnerships, including themes such as International Baccalaureate, Dual Language Immersion, Fine Arts, or Math, Science and others. The recommended Cultural Practices that are Responsible (CPR) Model School in Chapter 3 is an example of such innovation as an attempt to close the achievement gaps. It is recommended that the district explore with community partners, including the Foundation for Madisons Public Schools, the creation of a school innovation fund.
30
Generated funds would be used to support innovative school design proposals that target the elimination of achievement gaps. Timeline 2012 Spring Expand the current Innovative and Alternative Program and continue exploration of and planning for thematic school(s). 2012-13 Fall Schools will be able to submit plans for innovative instructional designs. These proposals will be reviewed by a team of school and community members. Progress Indicators 1. Implementation of one or more innovative school programs which focus on closing the achievement gaps. Budget The preliminary budget estimate covering personnel, professional development, and materials for this recommendation is $0, since the demands of the recommendation will be met by existing staff. If funding is needed for these designs, separate funding proposals will be developed and presented to the Board of Education.
8. Develop a System of Shared Accountability Central office administrators and school principals have much to offer each other in terms of expertise, skill development, and support. We will establish regular, consistent communication between central office administrators and principals while providing opportunities for coaching, in which central office administrators support principals more purposefully. This process will also align central office administrative priorities with the daily realities and needs of schools. Through this process of mutual growth, principals and central office administrators will reinforce each others accountability for our students success and monitor the achievement gaps that exist at the classroom, grade, and school level. In addition, value added data will be used to focus attention on schools that are achieving good to excellent results and explore ways of using the strategies of successful schools to create appropriate models and practices for all schools. Other support for principals and schools will continue to be provided by the established School Support Teams (a team of central office specialists assigned to specific schools for school improvement planning). The level of support extended to schools will be multi-dimensional according to needs which will be determined by student outcome data, as reported by multiple sources.
31
Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following area: 1. Staff: The district will implement supervision and evaluation procedures to support all instructional staff in meeting or exceeding proficiency (according to established state standards) throughout their careers; this will facilitate high quality instructional practices, evidence-based methodologies, culturally responsive practices, and 21st century technologies, content, and skills. In sum, it will ensure that all students achieve measurably higher levels of learning. Recommendations There will be three levels of support defined by current assessment results: Tier I: Central Office Administrative Support Teams will visit schools and classrooms weekly. They will join existing School Support Teams as they engage in problem solving and professional development opportunities for school improvement. A series of four professional development days will be designed to address needs defined by each schools data set to help determine problem-solving strategies to improve student outcomes and close the achievement gaps. Tier I Schools include: Emerson, Orchard Ridge, Gompers, Elvehjem, Mendota, Huegel, Allis, Falk, Midvale, Lincoln, Leopold, Schenk, Glendale, Thoreau, Lindbergh, Lowell and Sandburg elementary schools; Wright, Cherokee, and Toki middle schools; and East, La Follette, Memorial, West and Shabazz high schools. Tier II: Existing School Support Teams will continue to problem solve and provide professional development opportunities to support teachers and leaders in sharpening their expertise necessary to ensure high achievement for all students and close the achievement gaps. Central Office Administrative Support Teams and a series of four professional development days will begin this summer and continue in the 2012-2013 school year. Tier II Schools include: Chavez, Stephens, Kennedy, Hawthorne, Crestwood, Lake View, and Nuestro Mundo elementary schools; and Whitehorse, Sennett, Sherman, Jefferson, and Black Hawk middle schools. Tier III: Existing School Support Teams will continue to problem solve and provide professional development opportunities to support teachers and leaders in gaining the expertise necessary to ensure high achievement for all students and close the achievement gaps. Central Office Administrative Teams and a series of professional development days will begin this summer and continue in the 2012-2013 school year. Tier III Schools include: Randall, Olson, Muir, Marquette, Shorewood, and Van Hise elementary schools; and OKeeffe, Hamilton, and Spring Harbor middle schools. Research Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2009). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press.
32
Honig, M. I., Copland, M. A., Rainey, L., Lorton, J. A., & Newton, M. (2010). Central office transformation for district-wide teaching and learning improvement. Seattle, WA: Center for the Study of Teaching and Learning, University of Washington. Timeline 2012 Second Semester Central Office Administrative Support Teams begin work with Tier I schools Begin a series of four professional development days for Tier I schools 2012 Summer Begin a series of four professional development days for Tier II and III schools 2012 2013 Academic Year Continue professional development Central Office Administrative Support Teams begin work with Tier II and III schools Progress Indicators 1. Increase levels of expertise in the 5 Dimensions of Instructional Assessment by 10% (University of Washington). 2. Central Office will document visits to schools. 3. K-2 student growth will be monitored at least monthly as measured by approved district progress-monitoring tools (e.g., Spanish and English Primary Language Arts Assessment (S/PLAA), Running Records monitoring Text Reading Level). Underachieving students will be monitored more frequently in an attempt to intervene more quickly to get them on track and narrow the achievement gaps. 4. All schools have a plan in place by Spring 2012 to identify, provide additional instruction for, and monitor growth in literacy of all K12 students not at grade-level proficiency to assure all students are proficient as indicated in WKCE in grades 4 and 8 (as required by NCLB metrics). 5. Increase in graduation rate among our students to meet 90% benchmark for all by 2014 (as required by NCLB). 6. 40% of students will score above 90% national percentile using ACT composite score. Budget The preliminary budget estimate covering personnel, professional development, and materials for this recommendation is $0, since the demands of the recommendation will be met by existing staff. Professional development costs are defined in Chapter 3.
33
34
Chapter Two Developing College and Career Readiness I ask every American to commit to at least one year or more of higher education or career training. This can be community college or a four-year school; vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school diploma. ~President Obama, Address to Joint Session of Congress, February 24, 2009 1. 2. 3. 4. 5. Prepare All for Life after High School Implement ACT College Entrance Test Preparation Expand Advancement Via Individual Determination (AVID) Implement MMSD Mentor Academy Provide 5th grade PEOPLE Prep Program
1. Prepare All for Life After High School Preparing all students for life after high school is an opportunity for family involvement and student voice and empowerment. In a report entitled Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century, researchers at the Harvard Graduate School of Education call for a national movement to support millions of young Americans on a realistic path to either employment or college. In many high schools around the nation, students choose courses based on mandatory requirements for graduation which lead to college or workforce involvement. While these courses may be rigorous and well taught, the system in which these courses exist can lack clear career-based pathways and options for students, integration of work and academic learning, or extensive employer involvement with standard curricula. In order to change our students hope for the future and provide support from 9th grade through 12th grade, MMSD will design and implement informed Career Pathways to bridge what students learn during their high school years with what they will do after they graduate, creating a seamless transition from high school to postsecondary to career. This section explains how we will build the pathways and individualize them to students future plans to prepare all students, especially those who have been marginalized in our system, for success at their next educational level and beyond and assure on-time graduation for all students. As an example of one pathway of this new design, students whose future plans include being a physical therapist, nurse, doctor, lab technician, or EMT will take courses and participate in real-life work experiences that relate to the health field. Adding a segment of work-based learning can also be used as a powerful tool for engaging students. Interested students will explore a variety of work-based options, including volunteer opportunities, job shadows, mentorships, job fairs, paid internships, and the Youth Apprenticeship Program. When they arrive at college or enter a career, students will already have relevant knowledge and practical experience working in their chosen field.
35
The district is making a commitment to work with our staff and community in providing an engaging high school experience to prepare our youth for a hopeful future and ensure an engaging high school experience. The supports for students within these new pathways will provide more connections for students to decrease the dropout rate and assure all students are prepared to graduate on-time and are prepared for postsecondary choices in life. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in all areas: 1. Student: Achievement for All Students, Relationships, and Transitions 2. Curriculum: Accelerated Learning, Assessment, Civic Engagement, Cultural Relevance, Flexible Instruction 3. Staff: Professional Development, Recruiting and Retaining Staff 4. Resource/Capacity: Prioritize and Allocate Resources, Rigorous Evaluation, Pursue Necessary Resources 5. Organization/Systems: Climate, Communication, Cooperation/Collaboration, Decision Making, Partnerships Recommendations Develop a multi-pronged course of action to prepare all students for life after high school, to decrease the dropout rate, and to assure on-time graduation. This will be accomplished by implementing intensive career counseling, multiple career-based pathways and options for students, integration of work and academic learning, and extensive employer involvement with standard curricula. Intensive Career Counseling The district will implement key practices to facilitate intensive and systematic career counseling opportunities. Career counseling will become a stronger component of current post-high school planning. Individualized Learning Plans for students will be implemented fully, beginning with 9th Grade Academy (beginning of the year orientation for students and families) at all high schools. Sufficient access to career counseling will be a critical factor in the district as students take a long-term approach to planning their four years of high school and beyond assuring on-time graduation and lower dropout rates for our students of color and low-income students. Intensive career counseling will include: Creating a consistent middle school computer applications curriculum Creating and/or updating an 8th grade career unit Implementing the Individual Learning Plan for all students Implementing a 9th grade transition program at all high schools (9th Grade Academy) Providing career counseling based on the16 Career Clusters Instituting a senior project or portfolio to serve as a capstone of the high school experience and a catalyst for making plans
Multiple Pathways for Students Thrive is an economic development partnership that encompasses an eight-county Madison Region. Recently, a Thrive report released research on those economic
36
sectorsboth existing and emergingwith the greatest potential to spur employment growth. This research has informed MMSDs delineation of a number of educational pathways and focus clusters. As part of the multiple-pathways approach, MMSD will continue to strengthen core academics and integrate work with academic learning. This approach will place a greater emphasis on the improvement of math and literacy skills in all courses. All high schools will remain comprehensive, rigorous learning environments, as students are prepared for the 21st century. This plan does not eliminate existing choices but gives students more options in career-based curriculum. To facilitate the shift to multiple-pathways, the district will create a system of careerfocused options. Pathways to all major occupations will be identified in middle school and then again from the beginning of high school so students and families can see clear patterns of course selections and experiences. These patterns will position students for success in the occupations related to their pathways. Each pathway will include the opportunity for a minimum of one year of postsecondary education or training, and will lead to an industry credential with multiple exit points for each student. Exit points might come shortly after high school, after some postsecondary education, or after four years of college education, depending on the pathway. Students will retain the freedom to explore different career areas through their Individual Learning Plan to ensure that early interests do not force them into predetermined futures. Career Academies will furnish students with skills and experiences aligned directly with emerging job opportunities in the Madison area. Each cluster will be available in at least two Madison high schools within the next five years, as shown, for example, in the table below. Career Academies (Based on Thrive Target Cluster Analysis) Advanced Manufacturing Agriculture and Food Systems Health Care Life Sciences Design and Technology Education and Training
2013-2014* West East La Follette Memorial All High Schools All High Schools
2014-2015* East Memorial West La Follette All High Schools All High Schools
*Site location at two schools by 2015 ensures that each Career Academy program is offered on both sides of the district, so students do not have to cross the isthmus to attend the programs of their interest. 37
Career Academies will offer occupationally specific courses to teach the knowledge and skills required for entry and advancement in students selected pathways. The District will seek to collaborate with 4-year universities and colleges, 2-year colleges, and industry training programs so that students will have an opportunity to earn both high school and postsecondary credit. The high school model will be based on the 16 Career Clusters while focusing on creating six academies. This approach allows options for students to earn core academic credit within Career and Technical Education. As part of the high school model, we will: Change 9th grade requirements so that students can participate in career-based courses related to their interests and futures (e.g., Health in 10th grade instead of 9th) Expand options for students by offering Career and Technical Education courses that fulfill academic graduation requirements and expand core academic options within the 16 Career Clusters Implement a Sustainable/Urban Agriscience curriculum at the high school level Implement Unified Arts/Career and Technical Education (Family and Consumer Sciences, Technology and Engineering, Computer Applications based on Business Education) offerings at all middle schools to give students exposure to career options prior to high school Implement an Education career academy option at each of our high schools to develop our own diverse, multi-lingual future educators and support staff Implement Flipped Courses in which students use technology to learn basic concepts (e.g., video lectures) and complete work-based, project-based, and problem-based activities in class with their peers
Integration of Work and Academic Learning Work-based learning can be a powerful tool for engaging students. One of the most effective ways of accomplishing this is by offering a system through which students can explore a variety of work-based options, including volunteer opportunities, job shadows, mentorships, job fairs, paid internships, and the Youth Apprenticeship Program. This approach will keep students engaged, decrease the dropout rate, and assure on-time graduation. Accordingly, we will: Integrate work and academic learning by providing a consistent curriculum across all schools, a curriculum that includes Career and Technical Education and core academic courses connected to real-world applications Update the Career and Technical Education curriculum in alignment with Thrive research outcomes; the updated curriculum will revolve around work-based, project-based, and problem-based activities that engage and motivate students Implement a Financial Literacy curriculum in core academic classes Offer certification opportunities for students (e.g., National Career Readiness Certificate, internet-based delivery certifications, and industry credentials) and implement Career and Technical Education student organizations at all high schools (e.g., International Association of Marketing Students [DECA], Health
38
Occupations Students of America [HOSA], Skills USA, Future Business Leaders of America [FBLA], Family, Career and Community Leaders of America [FCCLA], Pro Start, and US First) Explore summer programming that includes: school-based entrepreneurship and school-based enterprise, paid MMSD student summer internships, academic summer camps, summer Career and Technical Education courses, Career and Technical Education facilities available to students during the summer, and an expanded version of the Middle College Program at Madison Area College that will reach more MMSD students interested in manufacturing and health care careers
Employer Involvement with MMSD MMSD will seek partnership in the greater Madison business community with the interest of implementing a mutually beneficial system of employer involvement with MMSD students. Through these partnerships, we will explore multiple components that connect todays students with tomorrows occupational and career opportunities by: implementing middle school career counseling, providing volunteer, mentorships, job shadowing, and student work opportunities connected to real-world activities and occupations. High school programs of study will be based on the 16 Career Clusters and career fields recently identified by Thrive as having the greatest potential to spur employment growth in the Madison area (Agriculture, Food, and Natural Resources; Architecture and Construction; Arts, AV Technology, and Communications; Business Management and Administration; Education and Training; Finance; Government and Public Administration; Health Science; Hospitality and Tourism; Human Services; Information Technology; Law, Public Safety, Corrections, and Security; Manufacturing; Marketing; Science, Technology, Engineering and Math; and Transportation, Distribution, and Logistics). If families chose to participate, work-based learning opportunities will be available through job shadows, job fairs, paid internships, and the Youth Apprenticeship Program. Junior Achievement opportunities will also be available. Financial institutions will be sought to open offices in more high schools. Expansion of work-based learning could include hiring students to work within MMSD departments, creating school-based enterprise(s), establishing paid MMSD student summer internships, and including work-based learning for students in MMSDs outside contractor agreements. Research Carnevale, A. P., Cheah, B., & Strohl, J. (2010). Not all College Degrees are Created Equal. Center on Education and the Workforce. Georgetown University. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/Unemployment.Final.update 1.pdf Ferguson, R., Schwartz, R., & Symonds, W. (2011). Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century. Report issued by the Pathways to Prosperity Project, Harvard Graduate School of Education.
39
http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity _Feb2011.pdf National Research Center for Career and Technical Education. (2011). Programs of study: A cross-examination of programs in three states. http://136.165.122.102/UserFiles/File/Tech_Reports/NRCCTE_POS_CrossStudy .pdf Office of Economic Advisors http://dwd.wisconsin.gov/oea/ Thrive Reports http://advancenow.thrivehere.org/research-and-reports/ Wisconsin Department of Public Instruction. (2011). A Guide for Implementing Programs of Study in Wisconsin http://dpi.wi.gov/cte/pdf/posguide.pdf Timeline 2012 - 2013 Implement Wisconsin Comprehensive Counseling Model Expand Individual Learning Plans and begin at 9th Grade Academies Increase work-based learning opportunities Implement Career and Technical Student Organizations at all high schools (e.g., US First, DECA, HOSA, Skills USA, FBLA, FFA, FCCLA, Pro Start and others) Implement 9th grade transition Program at all high schools (9th Grade Academy) Expand options for students 2013 2014 Implement Agriscience curriculum at East High School for science or science equivalency credit Increase work-based learning opportunities Explore National Career Readiness Certificate and other industry recognized certifications options for students Explore Youth Apprentice Programs for students utilizing MMSD sites Implement Career Academy programs aligned with Thrive report and job opportunity projections 2014 2015 Implement 2nd Career Academy programs aligned with Thrive report and job opportunity projections to allow all Career Academy programs to be available on each side of the district Increase work-based learning MMSD hires students to work with district employees for Coop program and to combat low employment rate of high school students. CTE students are earning National Career Readiness Certificate and Industry recognized certificate in High School MATC Middle College program is expanded to reach more MMSD students interested in manufacturing and health care careers Create school-based enterprise to facilitate entrepreneurship Institute a senior project or portfolio
40
2015 2016 Integrate work and academic learning into Career Academy Programs Increase work-based learning Implement financial literacy curriculum in core academics Career and Technical Education Internet-based courses for students Internet-based certifications offered, students are able to work at home with class time for questions and answers Flip courses o Students watch lecture during free time and bring work to class and lab space o Address technology access with after school access, community partnerships, etc. 2016 2017 Integration of work and academic learning so core academics support Career Academy programs Progress Indicators 1. Existence of high school system with educational programs and options that match regional business sector growth and economic development efforts (Thrive). 2. Increase attendance rate as indicated by the districts Core Performance Measures (96% by 2014-2015). 3. Increase in number of students earning industry credentials and certifications. 4. Increase in participation of underrepresented gender groups in program(s) leading to employment in non-traditional fields. 5. Increase in graduation rate among our students to meet 90% benchmark for all by 2014 (as required by NCLB). 6. 40% of students will score above 90% national percentile using ACT composite score. 7. Increase in number of Youth Apprenticeship Program participants. Budget
1. Prepare all for life after high school 2012-13
Proposed FTE
Salary & Benefits: Administrative Clerical Non Union Professional (coordinator) Permanent Teacher (salary position) BRS (salary position) Special Ed, Psych, Soc Worker, OT/PT (salary position) Teacher Hourly Extended Contract Sub Teacher Salary SEA EA Custodial Security Other (EA, SEA, LTE, etc.) Purchased Services/Support Supplies & Materials (Instructional/Audio Visual Media, etc.) Equipment: Technology (desktops, laptops, netbooks, printers, etc.) Other (renovations with 15% cost of electrical upgrades)
2013-14
$0 $0 $0 $409,564 $0 $376,017 $255,520 $42,000 $0 $0 $0 $0 $251,500 $365,000 $862,500
2014-15
$0 $0 $0 $755,646 $0 $385,418 $250,120 $42,000 $0 $0 $0 $0 $251,500 $335,000 $805,000
Proposed BUDGET
$0 $0 $0 $79,915 $0 $0 $248,060 $42,000 $0 $0 $0 $0 $265,000 $335,000 $120,000 $621,000
0.00 1.00
5.00 4.00
9.00 4.00
TOTAL:
1.00
$1,710,975
9.00
$2,562,101
13.00
$2,824,684
41
2. Implement ACT College Entrance Test Preparation This section focuses on providing all 11th grade students with access to ACT test preparation and the actual ACT test to assure they are prepared for and eligible for postsecondary opportunities of choice after high school. MMSD currently provides the EXPLORE in 8th or 9th grade and the PLAN in 10th grade, two assessments that give students practice and helps them identify areas of strength and weakness, plan for high school courses, prepare for the ACT, or choose a career direction. Students typically take the ACT in the 11th and/or 12th grade. All three test students in English, math, reading, and science. The material tested in each program is progressively difficult. The ACT provides a measure of college and career readiness. It is critical that the district provide all students, but especially underrepresented students, with the best chance to succeed in any postsecondary option they choose by supporting their access to and success on the ACT as a natural progression to their current use of the EXPLORE and PLAN. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students 2. Curriculum: Accelerated Learning and Assessment 3. Organization/Systems: Partnerships Recommendation Building on a new partnership with the Urban League of Greater Madison, it is recommended the district implement (a) district-community partnerships for ACT Prep and, (b) participation on the ACT test for all 11th grade students. We will collaborate with the community to provide courses in each high school and in four community locations (one in each high school attendance area) such as community neighborhood centers, schools, and churches. Implementation of this recommendation will assure that all students, but especially students from underrepresented groups, are primed for success on the ACT. To prepare students for the ACT, MMSD will: Align kindergarten 12th grade curriculum and assessments to the Common Core State Standards and ACT College and Career Readiness Standards. Provide underachieving students tutorial service, in collaboration with the United Ways Schools of Hope Program. Develop a network of community partners who can provide neighborhood locations for ACT Prep courses on either weeknights or weekends (Saturdays or Sunday afternoon). Develop and present a series of parent/community workshops on (a) what the ACT measures, its significance for college and career readiness, and (b) how to interpret the data once it is received. These workshops should be family friendly (times, locations, child care available, etc). Parent/community workshops should be offered at the same location that will host the ACT Prep course, where possible.
42
Determine or develop a model/curriculum for ACT Prep courses. Offer the courses at multiple locations (in schools and the community) and times that allow for maximum flexibility to ensure that students can attend. Focus recruitment of student participants on underrepresented populations. Develop a marketing plan to encourage students to take the ACT Prep course. This may include University of Wisconsin-Madison athletes and students, Madison College students, and Edgewood College students in public service announcements to be placed in each high school and in the community. The public service announcements will focus on how education and the ACT impact future career/education choices. Develop a separate marketing plan targeting families and community members focusing on how education and the ACT impact future career/education choices. Evaluate and refine the ACT Prep course regularly.
To maximize access, success, and effective use of the ACT outcomes, MMSD will: Continue to provide the EXPLORE (8th/9th graders) and PLAN (primarily 10th graders) test to all students during the school day at all middle and high schools. Deepen follow-up with students, parents, and staff at 8th, 9th, and 10th grade regarding career pathways and necessary coursework. Provide the ACT to all 11th grade students during the second semester of the year. Deepen follow-up with 11th grade students, parents, and staff regarding ACT data and postsecondary planning. Annually share information regarding the purpose, expectations, and data about the ACT being given to all 11th graders with the community. Provide tutorial and mentoring services for students needing additional support to stay on track. Use the district early warning system to identify students below benchmarks and provide immediate interventions for success. Research Research demonstrates that an integrated system of guidance, planned coursework, and assessment used by students, parents, and staff is associated with improvement in student achievement. Key points from ACTs A System That Works research include: Studentsand especially underrepresented studentswho use EXPLORE and PLAN information in educational planning are more likely to take rigorous college preparatory coursework in high school, particularly in math and science As students take more rigorous courses in high school, the increases in their proficiency levels are reflected in higher ACT scores Regardless of ethnicity or gender, students who take a core curriculum in high school attain higher scores on the ACT ACT (2011). A System That Works: http://www.act.org/epas/works/index.html Klugman, J. R., and Butler, D. (2009) Opening Doors and Paving the Way: Increasing college access and success for talented low-income students. Princeton University http://pupp.princeton.edu/PUPP_GSF_White_Paper_Opening_Doors_02-09.pdf
43
Timeline 2012 Spring and Summer Planning team, including building and central office administrators and community partners, works together to determine curriculum, set calendar, develop marketing plan, design post-test communication plan with students and community, and develop an evaluation plan 2012-13 Academic Year Implement marketing plans to students and parents Conduct parent/community workshops Implement Middle School EXPLORE Implement ACT Prep courses at expanded locations and times Middle School EXPLORE follow-up Administer high school EXPLORE, PLAN, and ACT tests High School EXPLORE, PLAN, and ACT score follow-up District/building data analysis Follow-up meeting with community partners to review implementation and plan for 2013-2014 school year Determine need/capacity and engage more community partners, if needed Progress Indicators 1. 95% of all 11th grade students take the ACT in 2012-13. 2. 75% of all ACT Prep course participants are members of traditionally underrepresented groups. 3. 40% of students will score above 90% national percentile using ACT composite score. 4. Increase in graduation rate among our students to meet 90% benchmark for all by 2014 (as required by NCLB). 5. Increase in enrollment in postsecondary institutions among traditionally underrepresented students. Budget
2. Implement ACT college entrance test preparation 2012-13
Proposed FTE
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0
2014-15
Proposed FTE
$0 $0 $0 $0 $0 $0
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
$0 $0 $0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$94,815
$94,815
$94,815
TOTAL:
0.00
$94,815
0.00
$94,815
0.00
$94,815
44
3. Expand Advancement via Individual Determination (AVID) This section focuses on expanding Advancement via Individual Determination (AVID), a national elementary through postsecondary college readiness system designed to increase school-wide learning and performance. The AVID system accelerates student learning, uses research-based methods of effective instruction, provides meaningful and motivational professional development, and acts as a catalyst for systemic reform and change. AVIDs mission is to close the achievement gaps by preparing all students for college readiness and success in a global society. AVID is comprised of two key elements: an elective course and teaching strategies. The first element is a stand-alone elective course that targets students in the academic middle - B, C, and even D students (students with a 2.0 3.5 GPA) - who have the desire to go to college and the willingness to work hard. They are capable of completing rigorous curriculum but are falling short of their potential. Typically, they will be the first in their families to attend college, and many are from low-income or minority families. AVID encourages and supports students to enroll in a rigorous curriculum which places them on the college track: acceleration instead of remediation. The second element of AVID is the use of high leverage; research and evidence-based teaching strategies across the curriculum and across all classes with a focus on reading, writing, inquiry, collaboration, and organization as key strategies that foster achievement for all students. The national AVID Center has established a comprehensive implementation system with 11 essential components. AVID national requires that districts implementing AVID follow the 11 essentials with fidelity. Districts and schools undergo an extensive program review each spring with the goal of becoming an AVID certified site the third year of implementation. AVID research indicates that schools with certified status have higher levels of achievement than schools that do not. Currently, East High School is a certified site, and the remaining three high schools will become certified this spring. The requirements for implementing AVID and becoming certified include the following: 1. A systemized process for selecting students meeting the AVID profile (students who would be first generation college students, students in the academic middle with a 2.0-3.5 grade point average, students historically underrepresented in colleges and universities, students from low-income families, students from single parent families, and/or students with special circumstances) 2. Voluntary participation by students and staff 3. AVID elective is scheduled during the school day 4. AVID students are enrolled in a rigorous curriculum 5. Writing curriculum in AVID elective and school-wide 6. Inquiry Emphasis in AVID elective and school-wide 7. Emphasis on collaboration between students and between students and teacher 8. AVID tutorial utilizes trained AVID tutors 9. Data collection and analysis for program improvement 10. School or district resources are committed for AVID District Director, AVID School-based Coordinator, and AVID elective teacher
45
11. School has an active interdisciplinary AVID Site Team Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students and Relationships 2. Curriculum: Accelerated Learning 3. Staff: Professional Development Recommendation It is recommended that MMSD continue current AVID programming and expand the AVID elective course and AVID strategies. MMSD first implemented AVID at East in 2007 and at the three other high schools in 2008. MMSD implemented AVID with a partnership with the Boys & Girls Club entitled TOPS. The purpose of the TOPS program is to provide tutors, field trips, guest speakers for the AVID elective, summer internships, and mentorships for high school AVID students. Black Hawk Middle School is currently piloting an 8th grade AVID elective course. MMSD implements the AVID system with two approaches. We provide the AVID elective at the four comprehensive high schools. The AVID elective course has three components: academic support, tutorial sessions, and exposure to postsecondary field trips, career awareness, and guest speakers. MMSD is on track for all MMSD AVID programs to be fully certified by the AVID Center. Our second implementation approach involves actively using the AVID strategies across the curriculum at both middle and high schools. This has been accomplished primarily by providing summer and school year professional development to interested middle and high school staff, who then integrate AVID strategies into instruction. More than 300 MMSD secondary staff are trained in AVID strategies such as Cornell notes, organizational habits, critical reading, and community building and are beginning to use them across the curriculum content areas. Current AVID Structure AVID Enrollment Number of Students Percentage of School Population 25 6%
Number of AVID sections Black Hawk 8th grade 1 course East 9th grade 2 courses 10th grade 2 courses 11th grade 2 courses 12th grade 1 course La Follette 9th grade 2 courses 10th grade 2 courses 11th grade 1 course Memorial 9th grade 1 course
184
11%
123 68
8% 3%
46
10th grade 2 courses 11 grade 1 course West 9th grade 2 courses 10th grade 1 course 11th grade 1 course Total
91
4%
491
For the 2012-13 academic year, it is recommended to expand the AVID elective course and AVID strategies within MMSD middle and high schools. The recommendations align with AVIDs national implementation requirements. We will ensure MMSD is maintaining fidelity to the AVID program, a critical part in ensuring positive outcomes of implementation, when we implement the following: 1. Over time, increase allocation for the middle school AVID coordinator from .30 FTE to .60 FTE to provide the supports needed to implement the AVID elective course as in the high schools. Duties include coordinating tutors, field trips, guest speakers, providing school-based professional development, leading implementation of the AVID elective course, facilitating the AVID Site Team, and ensuring compliance and fidelity to AVID Center requirements. It is recommended to expand the allocation for the AVID coordinator at each MMSD middle school as follows: Year 1 (2012-13): .30 FTE Year 2 (2013-14): .40 FTE Year 3 (2014-15): .60 FTE 2. For the 2012-13 school year, implement at minimum one section of the AVID elective at each middle school and increase middle school allocation to provide a .20 FTE teaching allocation for each AVID elective course. The number of sections offered will vary per school based on the number of students meeting the AVID profile, scheduling implications, and Site Team planning. Each middle school Site Team including the principal, teachers, and AVID coordinator collaboratively determined the number of sections necessary to fulfill the needs of potential AVID students per school. Proposed 2012-13 Middle School AVID Structure
2012-13 Allocation Requested Middle School Black Hawk Cherokee AVID Coordinator .30 .30 AVID Teacher .40 .40 7 8
th th th
AVID Sections to be offered Grade 1 1 1 1 1 1 47 # of sections
7 th 8 8 8
th th
Hamilton Jefferson
.30 .30
.20 .20
2012-13 Allocation Requested Middle School OKeeffe Sennett Sherman Spring Harbor Toki Whitehorse Wright AVID Coordinator .30 .30 .30 .30 .30 .30 .30 AVID Teacher .40 .60 .40 .40 .40 .20 .40 7
th
AVID Sections to be offered Grade 1 1 3 1 1 1 1 1 1 1 2 # of sections
8th 8 th 7 th 8 th 7 8th th 7 th 8 8 8
th th
th
1. Increase allocation to East High School to provide an additional .20 FTE teaching allocation to accommodate three freshmen sections. This increase accommodates enrolling students currently in the Black Hawk 8th grade AVID elective course into an East High School freshmen AVID elective course. This addition will allow all AVID Black Hawk students interested and eligible to continue in AVID without reducing the number of OKeeffe and Sherman students able to enroll in AVID at East High School. 2. Sustain and increase funding for AVID High School Coordinators from a .20 FTE to a .60 FTE allocation per school. Due to the growth of sections and an expansion of related duties, additional coordination allocation is warranted. Funding for AVID High School Coordinators ensures fidelity of AVID implementation. Each high school Site Team, AVID principal, and AVID coordinator collaboratively determined the number of sections necessary to fulfill the needs of potential AVID students per school for the 2012-13 academic year. Currently, the high school AVID coordinators are funded with one-time allocation. Each high school currently provides allocation for AVID elective teachers out of existing high school allocation. Following is the request per high school for additional allocation: Proposed 2012-13 High School AVID Structure
AVID Allocation Requested 2012-13 High School East AVID Coordinator .60 AVID Teacher .20 (remaining allocation covered from existing allocation) 9
th th
AVID Sections to be offered Grade 3 2 2 2 48 10 th 11 th 12 # of sections
AVID Allocation Requested 2012-13 High School La Follette AVID Coordinator .60 AVID Teacher
AVID Sections to be offered Grade 9 th 10 th 11 th 12 th 9 th 10 th 11 th 12 th 9 th 10 th 11 th 12

th
# of sections 2 2 2 1 2 1 2 1 2 2 1 1
Memorial
.60
Allocation covered from existing high school allocation
West
.60
1. Increase AVID funding for the additional components of the AVID elective program such as tutoring, field trips, and supplies for 26 additional sections. Twenty-six sections are funded with current high school allocation. Funding is needed for an additional 20 sections for a total of 46 sections of the AVID elective at middle through high schools for the 2012-13 school year. 2. Increase current funding for ongoing AVID professional development offered in Madison and funding for Site Teams to attend the AVID Summer Institute. By increasing AVID professional development, AVID strategies can be embedded across the curriculum in addition to the AVID elective course. This professional development will include an opportunity to develop trainer of trainers in order to sustain AVID professional development within our district. For the 2013-14 academic year, it is recommended to expand the AVID elective course and AVID strategies within MMSD middle and high schools as follows: Proposed 2013-14 Middle School AVID Structure
AVID Teaching Allocation Requested 2013-14 AVID Coordinator AVID Teacher .40 .40 .40 .40 .40 .40 .40 .40 .40 .40 .40 .40 .60 .40 AVID Sections to be offered Grade 7 8 Cherokee Hamilton Jefferson OKeeffe Sennett Sherman
th th th
Middle School Black Hawk
# of sections 1 1 1 1 1 1 1 1 1 1 3 1 1 49
7 th 8 th 7 th 8 th 7 th 8 th 7 8
th th
8 th 7 th 8
Middle School Spring Harbor Toki Whitehorse Wright
AVID Teaching Allocation Requested 2013-14 AVID Coordinator AVID Teacher .40 .40 .40 .40 .40 .40 .40 .60
AVID Sections to be offered Grade 7 th 8 th 7 th 8 th 7 th 8 th 7 th 8

th
# of sections 1 1 1 1 1 1 1 2
Note: New sections for 2013-14 are shaded
Proposed 2013-14 High School AVID Structure Implement one additional freshmen section of AVID at each MMSD high school. Increase high school allocation to provide an additional .20 teaching allocation for each elective course. Offering two freshmen sections at each high school ensures the opportunity for each 8th grader enrolled in AVID to continue in AVID as they enter high school.
High School East AVID Allocation Requested 2013-14 AVID AVID Teacher Coordinator .40 (remaining allocation .60 covered from existing allocation) .60 AVID Sections to be offered Grade # of sections 9
th th
3 3 2 2 3 2 2 1 3 1 2 1 3 2 1 1
La Follette
Memorial
.60
.20 (remaining allocation covered from existing high school allocation)
West
.60
10 th 11 th 12 th 9 th 10 th 11 th 12 th 9 th 10 th 11 th 12 th 9 th 10 th 11 th 12
Note: Allocation increases and new sections for 2013-14 are shaded
1. Increase AVID funding and sustain sunsetting Relationships, Engagement and Learning (REaL) AVID grant funds to support the additional components of the AVID elective program such as tutoring, field trips, and supplies for each section. 2. Increase current funding for ongoing AVID professional development offered in Madison and funding for Site Teams to attend the AVID Summer Institute. Proposed 2014-15 Middle and High School AVID Structure We anticipate growth in both AVID coordinator and AVID teacher allocation until the program is fully implemented grades 6 12. MMSD full implementation of AVID will consist of AVID strategies embedded in grade curriculum and AVID elective courses offered in grades 7 12. AVID coordinator allocation will increase to ensure each
50
elective course and school-wide strategies are given adequate support. Specific numbers of sections may vary per school based on need. Research Larry and Grace Guthrie developed a study of the impact of middle school AVID on high school performance. The study was published in June 23, 2000 and suggests that enrollment in two years of middle school AVID provides students with the necessary early preparation to place them on track for gaining admission to four-year colleges (Guthrie, 2000). Students with AVID at middle school earned higher grades and more credits than comparison group students that completed less than two years of AVID. Additionally, AVID implementation appears to have a long-term impact on both higher high school achievement and postsecondary preparation (Guthrie, 2000). Since the inception of AVID at MMSD, we have been collecting outcome data and working with the University of Wisconsins Wisconsin Center for Advancement of Postsecondary Education (WISCAPE) for analyses and outcome reports. Data on our own students shows that AVID is having positive effects here. East has graduated two classes of AVID/TOPS students with 100% of students graduating from high school. Additionally, 100% of AVID/TOPS students have been accepted to a postsecondary educational institution. While we have exited students for a variety of reasons from AVID, the MMSD exit average is below the national average. Nationally, AVID exits 50% of students from the program. MMSD maintains a district exit rate of 30%. The 2010-11 WISCAPE report indicates the following: AVID/TOPS students of color have a higher grade point average than their comparison group peers. AVID/TOPS students have higher school attendance rates than their comparison group peers. AVID/TOPS students have lower behavior points (referrals) than their comparison group peers. AVID/TOPS students of color have higher EXPLORE scores than their comparison group peers. AVID/TOPS students are enrolled in core academic classes at a higher rate than their comparison group peers. AVID/TOPS students are enrolled in AP/Honors classes at a higher rate than their comparison group peers.
Timeline 2012 Spring Middle school principals meet with the Assistant Superintendent, AVID Director, and Director of Curriculum & Assessment to problem solve and discuss scheduling implications Middle school AVID site teams develop two implementation plans (one for implementation based on receiving additional allocation and one for embedding AVID strategies and making allocation decisions if additional allocation is not created (in process)) Middle school and high school AVID coordinators meet to determine articulation and transition plans for AVID students
51
Begin AVID student selection process based on allocation and budget decisions AVID Director meets with community-based organizations to determine potential middle school partnerships AVID Director works with principals and Human Resources to determine a tutor recruitment, selection, and training process 2012 Late Spring and Summer Schools identify AVID elective teachers. AVID Director works with identified AVID teachers to ensure required professional development occurs Staff from AVID school sites attend AVID summer institute AVID elective teachers refine AVID scope and sequence for middle and high schools Recruit, hire, and train AVID tutors 2012-13 Academic Year AVID elective implemented at all MMSD middle schools AVID site teams actively monitor the effectiveness of AVID implementation and student progress Implement AVID professional development in the areas of Critical Reading, Math, Science, and Cultural Relevance AVID Site Teams implement AVID professional development on implementing AVID strategies school-wide AVID coordinators and AVID elective teachers meet throughout the school year to address program implementation, curriculum, and program improvement Evaluate and refine student selection process for 2013-14 Begin student selection process for 2013-14 2013 Late Spring and Summer Schools identify AVID elective teachers. AVID Director works with identified AVID teachers to ensure required professional development occurs Staff from AVID school sites attend AVID summer institute AVID elective teachers refine AVID scope and sequence for middle and high schools 2013-14 Academic Year Implement AVID electives at all middle schools and additional sections as funded at high school Progress Indicators 1. AVID students maintain a 100% high school graduation rate and 95% postsecondary education attendance. 2. AVID students attend high school at a higher rate than a comparison group of nonparticipating peers. 3. AVID students maintain a higher grade point average in core academic classes than a comparison group of non-participating peers. 4. AVID students enroll in core academic classes at a higher rate than a comparison group of non-participating peers.
52
5. AVID students are on track for graduation as measured by annual academic year credit attainment. Budget
3. Expand AVID (2012-13 and 2013-14) 2012-13
Proposed FTE
2013-14
$0 $0 $93,069 $999,337 $0 $0
2014-15
$0 $0 $95,396 $1,410,539 $0 $0
Proposed BUDGET
$0 $0 $0 $759,192 $0 $0
9.50
1.00 12.20
1.00 16.80
$0 $0 $0 $0 $110,400 $393,950 $70,530
0.00
$0 $0 $0 $0 $182,160 $514,750 $45,750
$0 $0 $0 $0 $193,200 $519,750 $46,250
TOTAL:
9.50
$1,334,072
13.20
$1,835,066
17.80
$2,265,135
4. Implement MMSD Mentor Academy This section focuses on providing support to underachieving students through mentoring in an attempt to keep students engaged in school and close the achievement gaps. MMSDs African American and Latino students are failing at an alarming rate. It is imperative that the district put systems and strategies in place to support them in culturally responsive, effective ways. Research on mentoring programs in large urban areas shows that, when properly implemented, such programs can produce positive academic and social outcomes. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students and Relationships 2. Curriculum: Assessment, Civic Engagement, Cultural Relevance 3. Staff: Recruiting and Retaining Staff 4. Organizations/Systems: Partnerships Recommendation It is recommended that MMSD implement the MMSD Mentor Academy, a 6th 12th grade culturally responsive mentoring program for students of color. Currently, MMSD schools have male/female empowerment programs but lack consistent structure, organization, trained mentors, and curriculum. MMSD Mentor Academy will strengthen existing groups by providing trained mentors, curriculum, organization, and structure. The objectives of the MMSD Mentor Academy are to improve academic achievement, develop personal-social skills, and provide enrichment opportunities.
53
Academic Achievement The MMSD Mentor Academy will promote reading as a way of life, nurture peer tutoring among group members, recruit teachers for tutoring/homework sessions, and plan college tours to state colleges and Historically African American Colleges and Universities. MMSD Mentor Academy participants will regularly assess and discuss their current academic achievement. All participants will meet twice weekly for programming and to build a culture of academic progress. At the high school level, MMSD Mentor Academy participants will meet daily in an elective course for programming and curriculum. Not only will the MMSD Mentor Academy build knowledge and skills, it will bond students to their mentors, peers, schools, and the community, thereby increasing overall engagement. MMSD will develop high school elective curriculum and a middle school curriculum to align with the Common Core Standards and other MMSD priorities such as cultural practices that are relevant and Positive Behavior Supports. 1. Middle and High School curriculum will incorporate the following: Hip Hop Street Curriculum, Individual Learning Plans, Career Cruising, The Negro in the Making of America, Positive Behavior Supports, Rites of Passage, Alfred Tatumculturally relevant literacy development, African American Male Retreat curriculum, African American and Latino history, and ACT/SAT Prep. 2. Supplemental Curriculum will incorporate the following: Restorative justice, self advocacy, conflict resolution, guest speakers, anger management, employment skill training and employment (Common Wealth Development), citizen rights, drugs/crime and consequences, character education, ethics, gang prevention, and financial literacy. Personal-Social Development A core value of the MMSD Mentor Academy is community building. The MMSD Mentor Academy will bolster healthy student to student and student to adult relationships in multiple ways during twice weekly meetings. It will support students as they face challenges associated with adolescent development, identify and teach leadership skills, and teach African American, Latino, and Native American history to address identity issues and knowledge of self. Participants will have the chance to explore career development using MMSDs Individual Learning Plans/Career Cruising system. Physical fitness activities will promote shared positive experiences and a healthy lifestyle. Enrichment The Academy will assist students to envision their future and help them develop a plan to reach their academic and career goals. It will provide field trips to museums of African American history as a supplement to developing identity and self-worth (e.g., DuSable, National Civil Rights Museum). Participants will exercise communal responsibility/civic mindedness by volunteering and participating in community service activities. We will establish collaborative relationships with local businesses, colleges, and communitybased organizations for civic engagement, employment experiences, and possible financial support. The Academy will implement employment skill training and assist participants in finding employment opportunities that match their interests articulated on
54
the Individual Learning Plans. We will actively involve parents in the Academy with monthly or quarterly parent meetings and other activities to help bridge communication gaps between parents and schools. The MMSD Mentor Academy Development Team, a twenty-member group of MMSD teachers, administrators, and community leaders, is developing a mission/vision statement, mentor pool, partnership/sponsorship opportunities, field trip/guest speaker ideas, parent involvement strategies, and a marketing/web development plan. A standards-based, cross disciplinary, culturally relevant MMSD Mentor Academy Curriculum is under development. Over time, we will create a set of sample lesson plans infused with the principles of cultural relevance. Committees and Chairpersons for each program development area are currently in place. In addition to academic, social, and enrichment programs for students, the MMSD Mentor Academy will create opportunities to improve communication between our schools, teachers and parents. The MMSD Mentor Academy will have monthly or quarterly parent meetings, distribute newsletters to staff and families, and have community members serving as tutors/mentors, working within the schools during programming alongside MMSD teachers. District Action Steps Mentors 1. Recruit mentors from 100 Black Men of Madison, the four African American/ Latino fraternities/sororities, UW students/athletes, community-based organizations and African American/Latino churches. 2. Place recruitment ads in The Capital City Hues and Umoja Magazine. Mission Statement 1. There is a committee charged with coming up with a mission and vision statement. 2. The statement will address student weaknesses and provide ways to develop solutions. 3. The statement will include measurable objectives/goals (e.g., attendance, passing classes, no behavioral referrals, reduced suspensions). Student Selection 1. Early warning signals (attendance, grades, behavioral referrals, suspensions, lack of engagement, and low test scores) will inform student selection. 2. Principals, teachers, school staff, and families may recommend a student. Marketing and Funding Opportunities 1. Develop brochures. 2. Write grants (e.g., Aristos Grant, Evjue Grant, and Foundation for Madisons Public Schools). 3. Communicate via letter and face-to-face meetings with businesses. 4. Create logos for each feeder area schools. 5. Partner with the Carter G. Woodson Foundation.
55
It is recommended that the Academy will be staffed by a 1.0 FTE to oversee an initial pilot program at three schools followed by district-wide expansion. Other duties of the staff member will include teaching the Academy elective, training teachers to teach the course, offering professional development with a focus on the curriculum strategies, cultural relevance, cultural immersion experiences for teachers, and mentor/teacher roundtable discussions. Other duties will include data gathering, data analysis, oversight of the budget/conferences, managing the MMSD Mentor Academy Development Team, managing the Academy Site Team at each school, recruiting mentors, establishing partnerships with local businesses/community-based organizations, and other duties as necessary to make programming effective and cost efficient. Research Anderson, K. (2007). Mentoring and Standardized Achievement of African American Males in the Elementary and Middle Grades. Middle Grades Research Journal, 21 1, 49-72. Sealy-Ruiz, Y., & Greene, P. (2011). Embracing Urban Youth Culture in the Context of Education. Urban Review, 43(6), 339-357. Wyatt, S. (2009). The Brotherhood: Empowering Adolescent African-American Males Toward Excellence. Professional School Counseling, 12 (6), 463-470. Timeline 2012 Spring Begin collaboration with community and organizations to share concepts and development of plan 2012 Summer Develop and refine professional development and outreach Provide professional development for mentors Planning, recruiting, and training Establish pilot school sites 2012-13 Academic Year Implementation at pilot schools Monitor progress of students, staff, and parents 2013-14 Academic Year Continue to improve and monitor program and outreach initiatives Progress Indicators 1. Reduce number of behavioral referrals for mentored students. 2. Improve attendance to proficiency as indicated on the districts Core Performance Measures (96% of students above 90% attendance rate). 3. All mentored students reach 100% proficiency as indicated in WKCE by 2014-2015 (NCLB metrics). 4. Reduce suspensions for mentored students. 5. Increase credit attainment for mentored students.
56
6. Increase in graduation rate among our students to meet 90% benchmark for all by 2014 (as required by NCLB). 7. 40% of students will score above 90% national percentile using ACT composite score. Budget
4. Implement MMSD Mentor Academy 2012-13
Proposed FTE
Salary & Benefits: Administrative Clerical Non Union Professional (coordinator) Permanent Teacher (salary position) BRS (salary position) Special Ed, Psych, Soc Worker, OT/PT (salary position) Teacher Hourly Extended Contract Sub Teacher Salary SEA EA Custodial Security Other (EA, SEA, LTE, etc.) Purchased Services/Support Supplies & Materials (Instructional/Audio Visual Media, etc.) Equipment: Technology (desktops, laptops, netbooks, printers, etc.) Other(Food, transportation, field trips, training, Uniforms, Mentor stipend)
2013-14
2014-15
$0 $0 $0 $167,921 $0 $0 $92,264 $0 $0 $0 $0
Proposed BUDGET
$0 $0 $0 $39,957 $0 $0 $46,132 $0 $0 $0 $0
0.50
1.00
$0 $0 $81,913 $0 $0 $46,132 $0 $0 $0 $0
2.00
$15,000
$20,000
$30,000
$84,000
$90,000
$180,000
TOTAL:
0.50
$185,089
1.00
$238,045
2.00
$470,185
5. Provide 5th Grade PEOPLE Prep Program The percentage of first-generation students of color enrolled in college is far lower than their counterparts. This section focuses on expanding an exemplary program to support 5th grade students in college preparedness. PEOPLE Program is an academic year learning adventure to encourage students to aspire to higher education and to assist them in developing the critical skills necessary to be college ready. Based on the PEOPLE Prep in the Northport/Packer neighborhood and surrounding area, MMSD will work with community partners to expand the opportunity for 5th grade students to participate in this program and increase their options for college participation. Alignment with Strategic Plan This recommendation is supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students and Relationships 2. Curriculum: Accelerated Learning, Civic Engagement, Cultural Relevance 3. Staff: Recruiting and Retaining Staff Recommendation It is recommended that MMSD collaborate with the University of Wisconsin-Madison (UW-Madison) to expand the current 6th 12th grade PEOPLE program to include a PEOPLE Prep program for 5th grade students throughout the district. The PEOPLE Program is an academic year learning experience that challenges and stimulates students in preparation for a college education. Specific areas of focus include academics, mentoring, campus visits, college and career exploration, transition to middle school, parent/student conferences, and new student recruitment. Upon
57
completion of the PEOPLE Prep program, students will transition into the middle school in the PEOPLE Program. Currently, MMSD partners with UW-Madison to provide the PEOPLE Program for 6th 12th grade students. One current site offers elementary students this opportunity. Research shows that the earlier a student begins thinking about college and postsecondary options, the more likely he or she will aspire toward higher education. As this program expands to 5th grade, younger students will benefit from college preparatory academic courses and career exploration. Of equal importance, these students will begin to internalize the message that college completion and the career of their choice are realistic goals they can work toward and achieve. Research Schools need to provide tools, information, and resources to guide students through the postsecondary planning process. The earlier the introduction and support, the more successful students are in the transition to higher education. Although most students report high educational expectations, fewer are able to make the required course pathway selections and have the preparedness to be successful in these courses without support and mentoring (College Readiness Begins in Middle School, ACT Policy Report, 2005). Timeline 2012 Spring Collaborate with University of Wisconsin-Madison PEOPLE staff to design an elementary (Grade 5) PEOPLE Prep Program based on the successful elements of the Northport model Identify host sites and secure locations 2012 Summer Develop curriculum Publicize and promote program to incoming 5th grade students in pilot elementary schools 2012-13 Academic Year Implement new PEOPLE program at pilot school(s) Celebrate successes with students Transition students from PEOPLE Prep into PEOPLE Program Evaluate PEOPLE Prep and make necessary changes 2013-14 Academic Year Implement PEOPLE Prep at additional schools Progress Indicators 1. 100% of PEOPLE Prep students will participate in all after school sessions, college campus visits, and mentoring opportunities. 2. 100% of PEOPLE Prep students will achieve proficient or advanced status in all core academic areas as measured by the Wisconsin Knowledge and Concepts Exam (WKCE). 3. 100% of PEOPLE Prep students will successfully matriculate into the middle school PEOPLE Program.
58
4. 100% of PEOPLE Prep students will demonstrate growth and interest in career exploration. 5. All students will be proficient in math and literacy as indicated by WKCE by 2014-15. Budget
5. Provide 5th Grade PEOPLE Prep Program 2012-13
Proposed FTE
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0
2014-15
Proposed FTE
$0 $0 $0 $0 $0 $0
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
$0 $0 $0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$58,992 $22,000
$60,762 $22,660
$62,585 $23,340
TOTAL:
0.00
$0
0.00
$83,422
0.00
$85,924
59
60
Chapter Three Expanding Culturally Responsive Practices Of all the civil rights for which the world has struggled and fought for 5,000 years, the right to learn is undoubtedly the most fundamental The freedom to learn has been bought by bitter sacrifice. And whatever we may think of the curtailment of other civil rights, we should fight to the last ditch to keep open the right to learn... We must insist upon this to give our children the fairness of a start which will equip themto judge what the world is and what its greater minds have thought it might be. ~ W.E.B. Du Bois, The Freedom to Learn ([1949] 1970b) 1. 2. 3. 4. Implement Comprehensive Diversity Training for All staff Implement Promising Practices Cohorts Create Cultural Practices that are Relevant (CPR) Model School Integrate Cultural Relevance into District-wide Professional Development
1. Implement Comprehensive Diversity Training for All Staff MMSD will implement comprehensive diversity training for all staff and accountability around fidelity of implementation of practices. In addition, the district will establish stronger connections with the community and national organizations (e.g. National Alliance of African American School Educators) to ensure that culturally relevant research and effective practices are incorporated into MMSD programs and initiatives. The administrators in the new positions of Chief Diversity Officer, Director of Equity and Family Involvement, and Director of African American Student Achievement will play important roles in the planning and implementation of this training. Objectives: All staff will be culturally competent and understand their role in closing gaps in student achievement All staff will understand the importance of cultural competence as it relates to the development of children All staff will understand the district vision of student social identity and cultural competence development and connections to academic achievement, school engagement, social-emotional learning, and college and career readiness Administrators will demonstrate culturally responsive instructional leadership practices Educators will demonstrate culturally responsive practices with all students Administration will establish a survey system to identify needs of schools to improve parent engagement Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students and Relationships 2. Curriculum: Accelerated Learning, Civic Engagement, Cultural Relevance
61
3. Staff: Recruiting and Retaining Staff and Professional Development 4. Organizations/Systems: Partnerships, Climate and Cooperation/Collaboration Recommendation District-wide Diversity Training and Coaching for All Staff All staff will be required to participate in culturally responsive training and will be held accountable for fidelity of implementation of practices. This includes the following Action Steps: Work with national experts (e.g., the National Coalition Building Institute) in creating and implementing a new, tiered system of diversity training for teachers, administrators, and other stakeholders, based on current best practices in the field; foundational, intermediate, and advanced training and on-site coaching will include a range of cutting-edge practices, including caucus work and experiences in diverse communities and contexts Hire Culturally Responsive Practice coaches. Provide coaching to schools through school support teams and other existing systems (2.0 FTE) Develop and integrate district vision of social identity, cultural competence, and social-emotional development for students Refine district framework of culturally and linguistically responsive practices Identify a cultural competence assessment for non-evaluative identification of staff members strengths and areas of growth related to cultural competence Hire Culturally Responsive Practice coaches. Provide coaching to schools through school support teams and other existing systems (2.0 FTE)
Develop Stronger Outreach Initiatives The district will establish stronger connections with the community and national organizations to ensure culturally relevant research and effective practices are incorporated into MMSD programs and initiatives. These partnerships will include, but will not be limited to, the National Alliance of African American School Educators, the Minority Student Achievement Network (MSAN), nationally renowned experts in culturally relevant pedagogy, University of Wisconsin System and Edgewood Schools of Education, the UW-Madison Cultural, Linguistic and Diversity Center, the UW-Madison Office of Multicultural Arts Initiatives/First Wave, and the UW-Madison Office of the Vice Provost for Diversity and Climate. This collaboration will include an exploration of integrating academic rigor with the study of balanced literacy and the lens of cultural responsiveness. Research Banks, J. A., & Banks, C. A. M. (Eds.). (2006). Multicultural education: Issues and perspectives (6th ed.). Hoboken, NJ: John Wiley & Sons. Center for Culturally Responsive Teaching and Learning. http://www.culturallyresponsive.org/ Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
62
Hammer, M. R. (2008). The intercultural developmental inventory (IDI): An approach for assessing and building intercultural competence. In M. A. Moodian (Ed.), Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations (pp. 203-217). Thousand Oaks, CA: Sage. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass. Reich, J., & and Daccord, T. (2009). Empowering teacher leaders: A cohort model of education technology professional development. OnCUE, the journal of the Massachusetts Computer Using Educators. http://masscue.org/oncue/oncuespring09/Reich.pdf Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefitting all learners. Teachers College Record, 111, 214-47. Zirkel, S. (2008). The influence of multicultural educational practices on student outcomes and intergroup relations. Teachers College Record, 110, 1147-1181. Timeline 2012 Spring Begin collaboration with community and organizations to share concepts and development of plan 2012 Summer Develop and refine professional development and outreach Begin to provide professional development for staff 2012-13 Academic Year Provide ongoing professional development for staff Establish community and national organization partnerships Monitor progress of students, staff, and parents 2013-14 Academic Year Continue to improve and monitor program and outreach initiatives Progress Indicators 1. Professional Development Satisfaction Surveys. 2. Family Satisfaction and Involvement Surveys. 3. Data from Culturally Responsive Implementation of Instructional Rounds. 4. Student/Staff Engagement Survey (Gallup). 5. Student Achievement and Behavior Data.
63
Budget
1. Implement comprehensive diversity training for all staff 2012-13
Proposed FTE
Salary & Benefits: Administrative Clerical Non Union Professional (coordinator) Permanent Teacher (salary position) BRS (salary position) Special Ed, Psych, Soc Worker, OT/PT (salary position) Teacher Hourly Extended Contract Sub Teacher Salary SEA EA Custodial Security Other (EA, SEA, LTE, etc.) Purchased Services/Support Supplies & Materials (Instructional/Audio Visual Media, etc.) Equipment: Technology (desktops, laptops, netbooks, printers, etc.) Other $95,600 $64,600 $0 $64,600 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $212,000 $218,360 $224,911 2.00 $0 $0 $0 $159,830 $0 $0 2.00 $0 $0 $0 $163,826 $0 $0 2.00 $0 $0 $0 $167,921 $0 $0
2013-14
2014-15
Proposed BUDGET
TOTAL:
2.00
$467,430
2.00
$446,786
2.00
$457,432
2. Implement Promising Practices Cohorts Developing the leadership of teachers demonstrating promising practices in culturally responsive teaching, with an emphasis on the integration of exemplary culturally responsive practices in the core content areas, will be the crux of the Promising Practices Cohorts. Cohort participants will not only hone and refine their own expertise; they will be an invaluable resource for other staff members professional learning. Action Steps: Approximately 90 teachers were identified by principals as demonstrating exemplary culturally responsive teaching practices and results with student achievement. These teachers were interviewed to help identify exemplary practices that were synthesized and used for creating interview questions. These individuals will be invited to participate in the cohorts, as well as advise the district on their implementation in year one. Teachers on teams or schools enacting Cultural Practices that are Relevant will also be invited to participate in year one. In subsequent years, cohorts will be expanded with multiple entry points for participation. Cohorts will meet face-to-face as well as collaborate online. An online video collection demonstrating exemplary literacy and culturally relevant practices in action in MMSD classrooms will be created. Observing exemplary practices is an integral part of strong teacher professional development; videos provide a 2nd best alternative to observing best practices in real time. Cohorts will interface with parent leaders, who will be developed to do peer-topeer community education work with other parents.
64
Research Banks, J. A., & Banks, C. A. M. (Eds.). (2006). Multicultural education: Issues and perspectives (6th ed.). Hoboken, NJ: John Wiley & Sons. Center for Culturally Responsive Teaching and Learning. http://www.culturallyresponsive.org/ Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Hammer, M. R. (2008). The intercultural developmental inventory (IDI): An approach for assessing and building intercultural competence. In M. A. Moodian (Ed.), Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations (pp. 203-217). Thousand Oaks, CA: Sage. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass. Reich, J., & and Daccord, T. (2009). Empowering teacher leaders: A cohort model of education technology professional development. OnCUE, the journal of the Massachusetts Computer Using Educators. http://masscue.org/oncue/oncuespring09/Reich.pdf Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefitting all learners. Teachers College Record, 111(214-47). Zirkel, S. (2008). The influence of multicultural educational practices on student outcomes and intergroup relations. Teachers College Record, 110, 1147-1181. Timeline 2012 Spring Begin collaboration with teachers and others to share concepts and development of 2013 cohorts Recruit for summer 2012, fall 2012, and spring 2013 cohorts 2012 Summer Summer cohort meetings, model lesson tapings Recruit for fall 2012 and spring 2013 cohorts 2012-13 Academic Year Fall and spring cohort meetings; professional development using model lesson videos Monitor progress of students, staff and parents Add parent cohort for peer-to-peer community education on cultural responsiveness
65
2013-14 Academic Year Continue to improve and monitor program and outreach initiatives Progress Indicators 1. Professional Development Satisfaction Surveys. 2. Family Satisfaction and Involvement Surveys. 3. Data from Culturally Responsive Implementation for Instructional Rounds. 4. Student/Staff Engagement Survey (Gallup). 5. Student Achievement and Behavior Data. Budget The budget for this recommendation is embedded in the previous section.
3. Create Cultural Practices that are Relevant (CPR) Model School The recommendation to develop an existing MMSD site as a Cultural Practices that are Relevant (CPR) Model School addresses two primary needs: the need for the creation of more and better programs and services for underserved students, and the need for a school-based hub for professional development on programs and services that integrate and balance cultural knowledge while promoting rigor and excellence in the content areas. The CPR model schools combination of culturally responsive instruction, high expectations for achievement, early and extended learning, character development, and strong community partnerships will comprise a foundation of support for district improvement efforts as well as the creation of an integrated continuum of cradle-tocareer services across the community. The vision for the model school is also based on the following additional, previously identified areas for growth for our district and our community: providing high expectations, acceleration and enrichment opportunities for students to eliminate gaps in student achievement; providing opportunities for early and extended learning; hiring for diversity through the Grow Your Own model; providing ongoing culturally responsive professional development for MMSD staff; collaborating with institutions of higher education and other community organizations; and maximizing parental involvement. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students and Relationships 2. Curriculum: Accelerated Learning, Civic Engagement, Cultural Relevance 3. Staff: Recruiting and Retaining Staff and Professional Development 4. Organizations/Systems: Partnerships, Climate and Cooperation/Collaboration Recommendation Through the model school devoted to culturally relevant pedagogical practice, all MMSD staff will have the opportunity to see how these practices impact and motivate students
66
to become academically and socially engaged learners. This will increase traction and momentum for replicating best practices across sites. MMSD joined with the Urban League of Greater Madison to establish a Parent Forum in 2011-12. In early fall, families voiced critical concerns about making a significant difference in efforts to close the achievement gaps. Among those concerns, families identified a lack of resources and commitment dedicated to students who are behind and who need acceleration, the need to improve school-community relationships, and the necessity for new practices that reflect respect for parents and the commitment to bringing families in as equal partners in their childrens success. The model school will be a focal point for MMSD to more fully embrace the redefining of family involvement in our district. Model School Objectives To increase the cultural competence of staff in an existing MMSD site so exemplary practices can be shared and replicated district-wide Provide a rigorous, college and career ready academic program that is integrated with culturally relevant curricula, instructional practices, and models for family involvement To demonstrate the effectiveness of culturally relevant pedagogy to increase achievement and engagement, and reduce behaviors that negatively impact learning To provide a model and training protocol that will better prepare staff to work with students of color and other students from underserved populations To provide a model for parents as equal partners in their childrens success Model School Components 1. Professional Development Hub that offers classroom visits and observations available to staff district-wide and to pre-service teachers 2. School-wide culturally and linguistically responsive teaching 3. African American Language Development (AAL) & Dual Language Immersion (DLI) Strands 4. Student Empowerment Groups: a. Mentoring - Project Butterfly b. AVID for 5th grade students 5. Culturally Relevant Saturday School Programs 6. Freedom Schools Summer Programs for Students 7. Parent University, Play & Learn, Parent Empowerment Groups, Parent Resource Center 8. Exploration with local colleges/universities for Certification Program for undergraduate and graduate students 9. Partnership with Madison Cultural, Linguistics and Diversity Center 1. Professional Development Hub for District Staff The school will be a hub for Cultural Practices that are Relevant (CPR) work. The Model School staff will train others in the district to become more culturally and linguistically responsive in their practice. Those who participate in this professional development will
67
assist in promoting and expanding the CPR work with the goal of increasing culturally relevant practices and student achievement throughout the district. 2. & 3. Provide School-Wide Culturally & Linguistically Responsive Teaching; African American Language Development and Dual Immersion (DLI) Strands The school-wide framework incorporates African American Language Development strands: Culturally responsive text Academic vocabulary Academic language development Family involvement Classroom management The focus of this teaching is academic literacy with some 4K sections devoted exclusively to culturally and linguistically responsive education through a strong emphasis on African American language development. Exemplary classroom management using culturally responsive RtI-based positive behavior strategies will be evident school wide. The rigorous curriculum will be aligned to the Common Core State Standards and supported with ongoing assessments. In addition, the model will include culturally responsive, visual, movement, music, and cultural protocols such as the use of morning meetings in a Harambee (coming together) format, the use of traditional African literary genres in talent development work, and regular student recognition celebrations of success. 4. After-School Empowerment Groups Empowerment, meaning providing the resources for engaging students in increasing their own internal focus and motivation, is an integral aspect of successful after-school programming. After-School Empowerment Groups will focus on academic achievement, behavior achievement, leadership training, civic engagement, student interests, and character development. These programs will include group structures for boys and girls highlighting academic enrichment, using the performing arts (e.g., drumming, hip hop), promoting service learning projects, and enriching students cultures and languages. These groups will be flexible to meet school needs, student, staff, and parent interests. In addition, After-School Empowerment Groups will provide opportunities for pre-service teachers to gain experience. 5. Culturally Relevant Saturday School Program Saturday School will be modeled after the former African American Ethnic Academy in Madison. The program will have a thematic approach integrating curriculum across the SMART (science, math, art, reading and technology) areas, and will incorporate a rotation of classes, site visits, performances, and academic and cultural activities creating an appealing environment for students to spend their Saturdays. The Saturday School will accelerate student learning and support student achievement along with providing cultural enrichment. It will propel the already high achieving students and lift up the students who are striving to succeed. The Saturday Schools will be staffed by MMSD teachers and pre-service teachers to allow for coaching and modeling opportunities and promote possibilities for diversity in hiring. All students are welcome.
68
6. Summer Freedom School Programs Freedom Schools began out of the civil rights movement in Mississippi in 1964. The goal of the program is to help students become active citizens and leaders in social change. The curriculum emphasizes student-centered learning and hands-on experiences. This program will promote leadership, character development, and service learning. MMSD staff and pre-service teachers will be trained by the Freedom School program staff through the Youth Advocate Leadership Model on site at Alex Haleys farm in Clinton, Tennessee. Once trained, teachers will return to MMSD and assist with the creation and implementation of summer Freedom School and offer training sessions to other staff that will be aligned to the schools practices as well as the districts summer school academic focus areas. The program potentially will offer an additional opportunity for a diverse group of pre-service teachers to gain expertise to prepare them for working for MMSD, thereby increasing the districts ability to hire a more diverse and culturally competent staff. 7. Parent University and On-Site Play and Learn Parent University is a district-wide initiative that will be an important part of the Model School. Parent University is an innovative model to promote family involvement within MMSD for the purpose of raising student achievement and closing the achievement gaps. The model school will design a parent survey with a focus on six types of involvement defined by the Epstein model: parenting, volunteering, communicating, learning at home, decision making, and collaborating with the community. Based on survey data, schools will implement parent involvement plans to address the identified needs of the families attending the model school. Community-based workshops will be offered in partnership with community organizations to assist the schools in improving around their identified areas for growth. This offering will take place in a conference-like setting and the ultimate goal will be for the school-based parent leadership team to leave the conference with a parent involvement plan. The effectiveness of this procedure will be assessed by analyzing goal accomplishments and improvements in parent involvement on a continuum. Play and Learn is a fun and engaging free-of-charge program offered by MMSD for children, ages birth to three, and their caregivers residing in the district. The Play and Learn sessions provide a learning environment for families who may not have access to similar opportunities and who are not currently participating in similar programs. Children learn early math, literacy, and social skills through play and caregivers learn about child development, the importance of play, and parenting skills. The model school will incorporate culturally responsive aspects to this program. Some of the strongest benefits of this program are the early childhood learning opportunities that precede the 4K program, role modeling of the developmentally appropriate practices for parents, and building the relationship between the home, school, and community. 8. Exploration with Local Colleges/Universities for a Certification Program The district and model school will partner with two-year associate degree programs and higher education agencies to create a CPR certification program for undergraduate and graduate students. Similar to the Dual Language Immersion Certification program, MMSD staff and pre-service teachers will participate in courses designed from the areas of Cultural Practices that are Relevant strands which include: African American
69
Language Development, African American Communications, Culturally Relevant Literacy Practices, Culturally Relevant Family Involvement, Teaching from a Set of Culturally Relevant Principles, and Culturally Responsive Classroom Management. Certification and/or training can also fulfill current staffs need to complete a Professional Development Plan and expand their knowledge on culturally and linguistically responsive practices. In addition, the certification will give MMSD a tool to search for job candidates with a more extensive background in culturally and linguistically responsive teaching. 9. Develop Partnership with Madison Cultural, Linguistics and Diversity Center The CPR Model School will partner with the University of Wisconsin-Madison Cultural, Linguistic and Diversity Center to create a professional development school model that will provide support to teachers in the areas of grant writing, professional development, and connections with pre-service teacher training programs. The staff will also document the journey of Cultural Practices that are Relevant within the district. The documentation will explain how this educational philosophy, pedagogy, and curriculum have grown from the initial experiences of dedicated educators, combined with national research and community input to retain an archive of this historical contribution to the community. Research A considerable amount of research and scholarship demonstrates that culturally responsive or culturally relevant teaching practices are important factors in effective teaching, particularly for culturally diverse students (Banks & Banks, 2006; Gay, 2000; Ladson-Billings, 1994; Santamaria, 2009; Zirkel, 2008). Moreover, as explained in the Hiring and Continuous Improvement Chapter, visiting model schools and classrooms are a high quality means of training and developing teachers expertise. Banks, J. A., & Banks, C. A. M. (Eds.). (2006). Multicultural education: Issues and perspectives (6th ed.). Hoboken, NJ: John Wiley & Sons. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass. Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefitting all learners. Teachers College Record, 111(214-47). Zirkel, S. (2008). The influence of multicultural educational practices on student outcomes and intergroup relations. Teachers College Record, 110, 1147-1181. Timeline 2012 Spring Begin collaboration with community to share concepts and development of plan
70
Identify host site for the model school Identify grade levels served (4K-5 or 4K-8 model) 2012 Summer Develop and refine curriculum Publicize and promote program to incoming families of selected elementary schools throughout the registration processes, Welcome Back events, and direct mailings Provide professional development for staff 2012-13 Academic Year Plan new model program Celebrate successes with students and families Provide ongoing professional development for staff Monitor progress of students, staff, and parents 2013-14 Academic Year Implement new model program Celebrate successes with students and families Provide ongoing professional development for staff Monitor progress of students, staff, and parents Continue to improve and monitor program Progress Indicators 1. Student achievement gains will meet or exceed the districts average in reading and mathematics as measured by district benchmark and summative assessment data. 2. Student behavior data (referrals, suspensions, expulsions) will be below the district average. 3. On-task learning will be increased as measured by administrator, teacher, and student input. 4. All model school staff and administrators will implement culturally and linguistically relevant practices with fidelity as measured through culturally relevant implementation walkthroughs and influence the practice of other teachers in the district. 5. Student engagement will meet or exceed the districts average as measured by the Gallup Survey. 6. Staff levels of professional engagement and satisfaction will meet or exceed the districts average as measured by the Gallup Survey. 7. Family involvement will meet or exceed the district average as measured by attendance in school/family functions and surveys.
71
Budget
3. Create Cultural Practices that are Relevant (CPR) Model School 20012-13
Proposed FTE
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0 $11,356 $20,460 $0 $0 $0 $0 $85,300 $19,574
2014-15
Proposed FTE
$0 $0 $0 $0 $0 $0 $11,697 $21,074 $0 $0 $0 $0 $85,300 $5,632
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
$0 $0 $0 $0 $0 $0 $12,048 $21,706 $0 $0 $0 $0 $85,300 $5,632
TOTAL:
0.00
$0
0.00
$123,702
0.00
$124,686
4. Integrate Cultural Relevance into District-Wide Professional Development This section focuses on integrating cultural relevance into district-wide professional development. Developing and maintaining educators expertise is heavily dependent on quality, ongoing professional development, or professional learning opportunities. Stated simply, high quality student learning requires high quality teaching, and high quality teaching requires high quality professional learning. In previous sections, foundational (or more traditional) training opportunities are highlighted. These trainings serve as a foundation for expertise areas and often provide scaffolds for more advanced training or school-based professional learning. As a reminder, this foundational training highlighted in previous sections includes 1. Comprehensive Literacy Training for teachers (chapter 1) 2. Mondo Literacy Training for teachers (chapter 1) 3. Literacy training for interventionists, cross categorical teachers, and special education teachers (chapter 1) 4. Hiring and using District and School Literacy Coaches to provide intensive followup, modeling, feedback, and support to teachers (chapter 1) 5. Diversity training for all staff (this chapter) 6. Advanced diversity training (this chapter) 7. Hiring and using District and School Culturally Responsive Coaches to provide intensive follow-up, modeling, feedback, and support to teachers (this chapter) Alignment to the Strategic Plan This recommendation is supported by the Strategic Plan in the following area: 1. Staff: Professional Development
72
Recommendations It is recommended that MMSD implement research-based professional development practices to best support, maintain, and develop expertise among administrators and teachers. Long-term learning goals include the following: 1. All staff are required to participate in culturally responsive training and are held accountable for implementation of practices and high expectations for all students. 2. Principals and leadership teams will lead for continuous improvement, systems alignment, creating a culture of professional learning and high expectations, and ultimately high quality teaching and learning for all students. 3. Schools will have sufficient and reliable time for sustained high quality professional learning, and where appropriate, for collaboration between schools. 4. Schools will have sustained professional learning embedded within the school improvement plan, which is aligned to district priorities. 5. Schools and teams will develop/enhance their abilities to effectively collaborate, progress monitor and analyze student data, problem-solve, and improve practices for all students. 6. Together, we will improve learning for all students. To meet our long-term learning goals and improve learning for students, these additional recommendations are suggested: 1. Promote optimized time for professional development, continuous improvement, and addressing achievement gaps. Time is a scarce resource necessary for educators development and learning. District and school leaders work together to ensure staff meetings, early release days, professional development days, and professional collaboration time are used effectively and aligned with district priorities. This will include time for staff to study and share their practices, examine research, learn and enhance culturally relevant practices examine underlying reasons and solutions for addressing Achievement Gaps, and reflect on successes and next steps for improvement. 2. Train school leadership team cohorts in Response to Instruction and Intervention. RtI2 is a nationally and state endorsed overarching problem-solving model that aligns all resources and systems within schools and the district. It integrates academic and behavioral supports and structures, including culturally responsive practices. At its center is a systematic problem-solving process that examines student data, defines and analyzes problems, plans and implements next steps, and evaluates effectiveness. Training in RtI2 helps schools ensure they are continuously monitoring, improving, and integrating literacy, culturally responsive practices, and other priority initiatives. 3. Continue the development and professional learning of alignment of curriculum to the common core standards, assessments, and scope and sequence. Continue the integration of cultural relevance into curriculum development. This will happen through district-wide administrator, coach, and teacher trainings, and through support and coaching within schools. 4. Enhance School Support Teams for differentiated support to schools, especially in enhancing leadership, continuous improvement, professional learning, literacy,
73
and culturally relevant practices. These school support teams will include members with culturally responsive expertise as well as literacy expertise. They provide just-in-time support for schools continuous improvement needs. 5. Focus monthly principal, assistant principal, and building coach meetings on integrating culturally responsive practices into leadership for high quality teaching and learning improvement, including supervision. 6. Hire technology coach to specialize in integrating iPads in instruction, providing coaching to schools, and training the developing district-wide instructional technology cadre for improved teaching and student engagement to help close the achievement gaps. The instructional technology coach will also be responsible for helping coordinate online training/professional learning, helping lead the district-wide instructional technology cadre, and collaborating on a plan for closing the technology gap and monitoring adherence to the District Equity Plan and best practices for increasing technology access. Research Research on professional learning (Bredeson, 2003; City, Elmore, Fiarman, & Teitel, 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001) consistently demonstrates that high quality professional learning is sustained over time, job-embedded (e.g., via coaching), coherent (i.e., aligned rather than fragmented or piecemeal), uses adult learning principles (e.g., Garmston & Wellman, 2009), and is data informed and inquiry based, among other factors. Allan Odden (forthcoming) argues that educators need at least 10 substantive professional learning opportunities per year to result in improvement. Additionally, the principal plays a crucial role in the quality of professional learning (Fink & Markholt, 2011). Research on diversity, equity, and social justice leadership and professional development demonstrates that these components of professional learning are important in improving teaching for all students (Frattura & Capper, 2007; Kose, 2009; Scheurich & Skrla, 2003). Model classrooms and schools, collaboration, and videos, as well as coaching, provide some of the most powerful forms of job-embedded and ongoing professional learning because complex practices are actually seen and not only discussed. Bredeson, P. (2003). Designs for learning: A new architecture for professional development in schools. Thousand Oaks, CA: Corwin Press. City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press. Fink, S., & Markholt, A. (2011). Leading for instructional improvement: How successful leaders develop teaching and learning expertise. San Francisco: Jossey-Bass. Frattura, E. M., & Capper, C. A. (2007). Leading for social justice: Transforming schools for all learners. Thousand Oaks, CA: Corwin. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What
74
makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945. Garmston, R. J., & Wellman, B. M. (2009). The Adaptive School: A Sourcebook for Developing Collaborative Groups (2nd ed.). Norwood, MA: Christopher-Gordon. Joyce, B., & Showers, B. (2002). Student achievement through staff development (Third ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Kose, B. W. (2009). The principals role in professional development for social justice: An empirically-based transformative framework. Urban Education, 44, 628-663. Odden, A. (forthcoming). Improving student learning when budgets are tight. Corwin Press. Scheurich, J. J., & Skrla, L. (2003). Leadership for equity and excellence. Thousand Oaks, CA: Corwin Press. Timeline 2012 Spring Plan for implementation of recommendations 2012-13 Academic Year Implement recommendations Progress Indicators 1. Improve literacy and culturally relevant teaching practices as measured by the literacy practices survey and walkthroughs. 2. Increase in staff engagement and satisfaction with professional development as measured by the Gallup survey and satisfaction surveys. 3. Improve student engagement, achievement, and behavior as measured by the Gallup survey, various academic growth and attainment measures, and discipline referrals. 4. A Department of the Chief Diversity Officer 2013 report on equity and access across systems will include recommendations on alignment with and adherence to the district equity policy and the alignment of instructional improvement with the work of the Department of the Chief Diversity Officer.
75
Budget
4. Integrate Cultural Relevance into District-wide Professional Development 2012-13
Proposed FTE
2013-14
$0 $0 $0 $81,913 $0 $0
2014-15
$0 $0 $0 $83,961 $0 $0
Proposed BUDGET
$0 $0 $0 $79,915 $0 $0
1.00
1.00
1.00
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
TOTAL:
1.00
$79,915
1.00
$81,913
1.00
$83,961
76
Chapter Four Assuring Safe and Positive Classroom and School Environments "When schools attend systematically to students' social and emotional skills, the academic achievement of children increases, the incidence of problem behaviors decreases, and the quality of the relationships surrounding each child improves. Students become the productive, responsible, contributing members of society that we all want." ~ Maurice Elias, Promoting Social and Emotional Learning (1997) 1. Support the Social, Emotional, and Behavioral Development of All Students 2. Enhance School/Community Safety and Student Engagement 1. Support the Social, Emotional, and Behavioral Development of All Students This section focuses on the systems and strategies needed to support the socialemotional-behavioral development of all MMSD students and put supports in place for underrepresented students to increase attendance, decrease suspensions, and close the achievement gaps. Because we know the link between a safe and supportive school environment and student learning is critical, we need to have systems and resources in place to make every classroom in this district a positive and productive learning environment for every student. The following recommendations help create a solid foundation for making every school a place where all students and families feel welcome, safe, respected, valued, and engaged. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Relationships 2. Organization/Systems: Climate Recommendation It is recommended that MMSD (a) increase professional development in Responsive Classrooms/Developmental Designs (RC/DD); (b) provide necessary curriculum and training to fully implementation the Social-Emotional Learning Standards and Curriculum; and, (c) provide a sufficient number of staff members to ensure successful implementation of Positive Behavior Supports (PBS) so that all staff and students develop the skills necessary to participate fully in a safe and engaging learning environment. PBS is a set of multi-tiered practices and systems for establishing the social culture and behavior supports needed to achieve academic and social success for all students. RC/DD is a research-based approach to teaching that offers elementary and middle school teachers practical strategies for community building, effective classroom management, and relationship development. It is often referred to as the classroom piece of PBS because it bridges the theoretical tenets underlying PBS to the daily
77
realities of schools and classrooms. RC/DD begins with a required five-day training by the RC/DD Institute that immerses teachers in learning about this program and gives them an opportunity to learn with their colleagues before taking these practices to the classroom. More than 400 MMSD teachers have been trained to date and this recommendation includes three summer institutes for up to 200 teachers per institute. MMSD created and adopted K-12 Social-Emotional Learning Standards in 2010-11. PBS Coaches have worked with principals to design a service delivery model for teaching the standards. Implementation is at the initial stages. A Social-Emotional Learning Curriculum (Second Step and Steps to Respect) was also adopted and purchased for each elementary and middle school, although there are not sufficient materials at each grade level. Additional curriculum materials will be purchased and related professional development will be provided. At the high school level, a pilot will be conducted using a culturally responsive social-emotional learning curriculum for adolescents and teens. The pilot will train 25 teachers and reach 750 students. Currently, MMSD provides inconsistent staff support for PBS implementation. To provide schools with the support necessary to implement PBS practices, we will staff all elementary and middle schools with .50 FTE PBS Systems Coaches. The Behavior Systems Coach role will be to focus on working closely with the principal and the PBS Leadership Team to establish systems that support positive student behavior. The position will focus on developing and aligning systems of support in collaboration with teachers and student services staff who deliver services to students. Data from elementary school principals indicates that they are unable to adequately support and coach classroom teachers due to the immediate need to respond to student misbehavior. Research A 2004 study by the University of Virginia examined educational outcomes at schools using the RC/DD approach. It found that children scored higher on reading/math tests and demonstrated better social skills. It also found that teachers in schools using the RC/DD approach felt more effective and positive about teaching than teachers in schools that did not implement RC/DD. Research shows that children enter school with varying degrees of social competence and those with lesser competence are at risk of low academic achievement. Children benefit not only socially, but also academically, when appropriate behaviors increase their access to instructional time. (Walker, et al., 1996; Vincent, C., Horner, R. and Sugai, G., 2002). In a meta-analysis performed by Horner, Sugai and Anderson in April 2010, the majority of studies of PBS implementation outcomes documented a decrease in discipline referrals. Further, implementation of PBS is associated with improved organizational health and an improved perception of school safety. (Bradshaw, Koth, et al., 2008). Timeline 2012 Summer Provide RC/DD professional development
78
Purchase Second Step and Steps to Success curriculum Hire and train PBS Systems Coaches and Behavior Response Assistants 2012-13 Academic Year Provide Second Step and Steps to Success professional development PBS Systems Coaches in place at schools 2013 Summer Provide RC/DD professional development 2013-14 Academic Year Full implementation of the Social-Emotional Learning Standards and Curriculum 2014 Summer Provide RC/DD professional development Progress Indicators 1. Increase attendance rate as indicated by the districts Core Performance Measures (96% by 2014-2015). 2. The percentage of students suspended out of school for all grades will decrease to 5% by 2014-15. 3. Increase in student engagement as measured by Gallup survey. Budget
1. Support the social, emotional, and behavioral development of all students 2012-13
Proposed FTE
2013-14
$0 $0 $0 $1,638,257 $0 $0
2014-15
$0 $0 $0 $1,679,213 $0 $0
Proposed BUDGET
$0 $0 $0 $1,598,299 $0 $0
20.00
20.00
20.00
$0 $0 $0 $165,000 $207,500
$0 $0 $0 $0 $140,000
$0 $0 $0 $0 $140,000
TOTAL:
20.00
$1,970,799
20.00
$1,778,257
20.00
$1,819,213
2. Enhance School/Community Safety and Student Engagement In order to close the achievement gap, reduce dropout rates, and ensure on-time graduation, MMSD is proposing a proactive program to decrease student behaviors that interfere with their progress towards on-time graduation. This section focuses on proactively addressing gang-related community and school incidents to keep students safe and in the classroom where learning takes place rather than out of the classroom
79
because of office referrals, suspensions, expulsions, court involvement, or juvenile detention time. By focusing on (a) building the necessary infrastructure and (b) helping students to accept responsibility for their actions and repairing the harm they have done by engaging in inappropriate choices, our district could move away from an approach that focuses largely on reactions, consequences, and punishments to a model focused on teaching and learning as it relates to student behavior. Moving toward a restorative model of student discipline seeks to decrease the instructional time students lose when they are referred to the office, suspended, or expelled. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Relationships 2. Organization/Systems: Climate Recommendations It is recommended that MMSD implement the infrastructure and practices necessary to effectively prevent and respond to school and community incidents, increase options for restorative practices in the MMSD Student Conduct and Discipline Plan, and expand Youth Courts to all middle schools. Implement K-12 Community Engagement Teams Each high school attendance area will create a Community Engagement Team with elementary, middle, and high school representatives. The purpose of the team is to develop and carry out a consistent approach to communication and mediation of potentially inflammatory community issues and incidents. The Team will identify or develop a mediation protocol to use consistently across the district. The mediation protocol will inform interventions between rival gangs, gang members, or other groups in conflict. The team will meet weekly to debrief any community events that occurred over the weekend that may have potential spillover into school, revisit any events from the past week that need to be addressed, and plan for the upcoming week regarding issues such as support that may be needed for students returning from detention. The teams will facilitate communication between families and school staff, provide family outreach, and lead related staff training on key characteristics of students involved in gangs and gang-related behaviors in school. This new structure will rely on a joint partnership between MMSD, Dane County, and the City of Madison in addition to several existing community partnerships. This recommendation includes nine positions. The Community Engagement Team Leader (1.0 FTE) will oversee the community engagement teams and coordinate systems to provide training, implement prevention/intervention strategies, and assist school staff in managing student conflicts for all 49 schools. The Leader will report to the Coordinator of Safety and Security. Eight Community Engagement Specialists (1.0 FTE each) will be assigned to one of four high school attendance areas and have a specific middle or elementary school focus. The Specialists will partner with existing and ongoing high school personnel dedicated to school safety and student engagement to participate on the Community Engagement Teams, conduct mediations, network with other K-12 teams as appropriate, and provide outreach to families.
80
Increase options for restorative practices in the MMSD Student Conduct and Discipline Plan A committee comprised of school staff, parents, and community members will work with the Student Discipline Ad Hoc Board of Education committee to restructure the current Student Conduct and Discipline Plan to reflect decreased reliance on consequences and punishment and increased focus on restorative practices such as Youth Court and circle conferencing. The committee will work with an outside consultant with expertise in designing Codes of Conduct that reflect a restorative philosophy. Implement Youth Courts at all middle schools Youth Court sends students who have engaged in problematic behavior in the school and community to a jury of their peers rather than through the court system or the traditional school discipline system. A ticket or other formal consequence may be held in abeyance while the young person is given the chance to pursue this alternate course of action. The peer jury generally sentences youth to participate in activities that can help them with long-term success. These activities can include writing letters of apology to victims, attending mentoring programs, tutoring younger children, etc. The goal is to keep young people engaged in programs they enjoy and that are of benefit to them and to support them in repairing the harm caused by their actions. Research Dane County Enhanced Gang Prevention Task Force Final Report, 2007. United States Department of Justice Juvenile Justice Bulletin, December 2010 Research supports the progression from conduct problems to gang involvement to serious and violent offending see figure 1, page 10 Timeline 2012 Spring/Summer Hire Community Engagement Team Leader The Team Leader and the Coordinator for Safety and Security generate the position description for the Specialists; post the position, interview candidates with a school/community panel, and hire the Specialists 2012 Summer Train the Specialists 2012-13 Academic Year Specialists join their assigned schools Work with a consultant to complete the revised Student Code of Conduct 2013-14 Academic Year Implement revised Student Code of Conduct Progress Indicators 1. Decrease behavioral/discipline referrals. 2. The percentage of students suspended out of school for all grades will decrease to 5% by 2014-15.
81
3. The percentage of students suspended out of school for all grades will decrease to 5% by 2014-15. 4. Decrease in expulsions. 5. Decrease expulsions for African American students. 6. Decrease expulsions for Latino students. Budget:
2. Enhance school/community safety and student engagement 2012-13
Proposed FTE
2013-14
$0 $0 $93,069 $327,651 $0 $0
2014-15
$0 $0 $95,396 $335,843 $0 $0
Proposed BUDGET
$0 $0 $90,799 $319,660 $0 $0
1.00 4.00
1.00 4.00
1.00 4.00
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
TOTAL:
5.00
$410,459
5.00
$420,721
5.00
$431,239
82
Chapter Five Enhancing Family Engagement Successful parent involvement nurtures relationships and partnerships. It strengthens bonds between home and school, parent and teacher, parent and school, school and community. ~From the Ten Truths of Parent Involvement 1. Implement a Comprehensive Family Engagement Program 2. Collaborate with the Community to Implement the Parent-Child Home Program 1. Implement a Comprehensive Family Engagement Program Family engagement is an important component of shared responsibility for learning. Schools and parents share a role in childrens educational success. Studies show that family involvement contributes to positive student results including higher achievement, better attendance, more course credits earned, and more responsible class preparation (Catsambis, 2001; Simon, 2004). Catsambis and Beveridge (2001) found that students in high-poverty neighborhoods had lower math achievement test scores, but this effect was ameliorated by ongoing parental involvement. Developmental research clearly demonstrates that children whose caregivers share responsibility for their education by becoming and staying involved are more likely to enter school ready to succeed. In addition, they are more likely to remain in school and graduate with the skills necessary to succeed as citizens, workers, and family members. MMSD believes that focusing on parents as partners in education will increase student success, create better lines of communication, and support closing the achievement gaps. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Achievement for All Students, Relationships 2. Curriculum: Civic Engagement, Cultural Relevance 3. Organization/Systems: Communication, Partnerships Recommendations It is recommended that MMSD establish a plan for engaging families and implement the necessary infrastructure, activities, and services to bring parents into the reform equation as full partners in their childs education. Parent involvement will be standard operating procedure for everything the district does. Specifically, the district will (1) implement Parent Liaisons, (2) offer Parent University, and (3) expand the Open Schoolhouse Model/Develop the Community School Model. 1. Establish Parent Liaisons It is vital that parents feel welcome at schools and that school staff can relate to parents cultural and linguistic norms, values, and experiences. To meet the goal of improving parent engagement and culturally sensitive practices across the district, we will begin by
83
hiring bi-cultural Parent Liaisons. The most important skills for a Parent Liaison to possess are knowledge about the communitys needs and concerns and an ability to hold the trust and respect of the communitys families. Parent Liaisons will be provided ongoing training, guidance, and resources leading to a Parent Liaison Certification in order to perform their job duties effectively. Parent Liaisons will work with the district to develop a comprehensive outreach strategy. Each school will convene a self-assessment team that represents a number of perspectives at each school, including the Liaisons and parents, to monitor parental involvement. The assessment team will convene twice yearly and use a parent engagement assessment tool with a focus on six types of involvement defined by the Epstein model: parenting, volunteering, communicating, learning at home, decision making, and collaborating with the community. The team will be responsible for developing a plan of action for each goal and the Parent Liaison will be responsible for taking the lead in implementation of the action plan. As we implement the action plans, the Parent Liaisons will play a critical role in working with the principals in developing strong parent networks and building social capital in our schools and neighborhoods. In addition, the Parent Liaisons will act as the communication bridge between the school, family, and community by being regularly available to answer questions, provide information, and facilitate parent involvement with school activities. Parent Liaisons will play an integral part in working with the principals to implement the districts work around parenting skills education, social and emotional skills training, and information about developmentally appropriate and bi-cultural practices. Parent Liaisons will work with school staff to provide professional development training for individual clerical staff, teaching staff, and paraprofessionals in culturally relevant practices, as well as parent empowerment practices including the following: Cultural expectations of childrens social and emotional development Education about differences and tools to embrace differences Opportunities for staff and parents to examine their own assumptions and expectations and a forum to reconcile them Accessing resources The Parent Liaison will collaborate with school staff to support families in accessing school and community resources and navigating barriers. 2. Implement Parent University The Parent University is an opportunity for parents to sharpen their skills using information on child development, academic success, communication of what children are learning at our schools, parent advocacy, leadership, and effective parenting skills. Parents will also be provided with information on how they can access online information about their childs progress, opportunities to get involved in their schools, and information on improving inter-cultural communications. Parent University will offer Saturday learning sessions during the academic year at schools, libraries, and community centers. Parent University will be free for all MMSD
84
parents, and there will be a Parent University graduation for those who have completed a set of the provided sessions. Parent University will also function as a Virtual Family Resource Center for parents and will promote a variety of communication systems to engage parents. The Parent University will be a venue to disseminate information to the school community, including those without school-age children, regarding school resources, programs, and performance. The Virtual Parent University will encompass three major components: A virtual Family Resource Center with information on community and healthcare needs including mental health. On-line training opportunities and resources for parents related to child development, academic success, communication about what children are learning in our schools, parent advocacy, leadership, and effective parenting skills. Parents will also be provided with information on how they can access online information about their childs progress, opportunities to get involved in their schools, and information on improving inter-cultural communications. On-line training opportunities and resources for staff to help them develop strategies for engaging parents in schools and involving them in shared decisionmaking, effective two-way communication techniques, customer service, creating an inclusive environment that welcomes and respects parents, collaborative partnering, sensitivity toward diverse family situations, and the creation of family involvement opportunities.
3. Expand the Open Schoolhouse Model/Develop the Community School Model Since 2011, Orchard Ridge Elementary School has been collaborating with Meadowood Neighborhood Center to operate an Open Schoolhouse. One night per week, the school is open and staffed for families to enjoy the schools resources in the Library Media Center. The Open Schoolhouse offers cooking and nutrition classes, open gym, and computer classes. The overall goals are to provide a positive bonding time for families and children and access to information and referral services for adults. The Schoolhouse becomes a hub of community activity where parents feel they are welcome participants in the life of the school. MMSD plans to expand the Open Schoolhouse model to at least one elementary school in each of the four high school attendance areas in 2012-13. Site selection will be based on community input and needs, proximity for families, and successful recruitment of school staff and community partners. Schools will be open to families and communities one evening per week hosting a variety of events for the neighborhood community to enjoy. Events include open gym, access to the library and computer lab, special topic discussions, cooking classes, and more. We will also collaborate with the city of Madison to determine how the neighborhood resource teams will be integrated into this work. In addition, MMSD will collaborate with the YMCA in the Community School Model development to determine how this work
85
can also be aligned to these efforts with the goal of expanding to more sites and with more times available for this type of programming. Research Boston Parent University Model: http://www.bostonpublicschools.org/parentuniversity Catsambis, S. (2001). Expanding knowledge of parental involvement in childrens secondary education: Connections with high school seniors academic success. Social Psychology of Education, 5, 149-177. Catsambis, S., and Beveridge, A. A. (2001). Does neighborhood matter? Family, neighborhood, and school influences on eighth grade mathematics achievement. Sociological Focus, 34, 435-457. Epstein, Joyce L., Sanders, M. G., Simon, B. S., Salinas, K.C., Jarson, N. R., and Voohis, F.L. (2002). Epsteins Model for Parental Involvement: School, Family & Community Partnerships: Your Handbook for Action (2nd edition). Thousand Oaks, CA: Corwin. Honig, M. I., Copland, M. A., Rainey, L., Lorton, J. A., & Newton, M. (2010). Central office transformation for district-wide teaching and learning improvement. Seattle, WA: Center for the Study of Teaching and Learning, University of Washington. MALDEF (2012). Parent School Partnership http://www.maldef.org/leadership/programs/psp/chse/index.html Merseth, K., Schorr, L., Elmore, R. (1999). Schools, Community-Based Interventions, and Childrens Learning and Development: Whats the Connect? The CEIC Review, Center on Research in Human Development and Education. Simon, B. S. (2004). High school outreach and family involvement. Social Psychology of Education, 7, 185-209 Walker-James, D., & Partee, G. (2003). No More Islands: Family Involvement in 27 schools and youth programs. American Youth Policy Forum. Weis, H. B., Caspe, M., and Lopez M. E. (2006). Family Involvement in Early Childhood Education. Cambridge, MA: Harvard Family Research Project. Weis, H. B., Lopez, E. M., & Stark, D. R. (2011). Breaking New Ground: Data Systems Transform Family Engagement in Education. Harvard Family Research Project. Timeline 2012 Spring Develop Parent University Modules 2012 Summer Hire, recruit, and train Parent Liaisons
86
2012 Fall Implementation of Parent Liaison roles, Parent University, and Open Schoolhouses/Community Schools in each high school attendance area Progress Indicators 1. Develop a system to track family involvement to measure yearly increases. 2. Develop a system to track yearly participation in Parent University program. 3. Climate survey indicates increased satisfaction among parent community. Budget
1. Implement a comprehensive family engagement program 2012-13
Proposed FTE
2013-14
$0 $55,827 $0 $143,347 $211,013 $47,002
2014-15
$0 $57,223 $0 $146,931 $216,288 $48,177
Proposed BUDGET
$0 $54,466 $0 $139,851 $137,244 $45,856
0.75 1.75 2.00 0.50
0.75 1.75 3.00 0.50
0.75 1.75 3.00 0.50
$0 $0 $0 $0 $13,122 $6,450
$0 $0 $0 $0 $13,122 $6,450
$0 $0 $0 $0 $13,122
TOTAL:
5.00
$396,989
6.00
$476,762
6.00
$481,742
2. Provide parent liaisons
2012-13
Proposed BUDGET
$0 $0 $1,134,992 $0 $0 $0 $0
2013-14
$0 $0 $1,163,367 $0 $0 $0 $0
2014-15
$0 $0 $2,384,902 $0 $0 $0 $0
District Wide-Targeted Tier I Schools (yr 1 & 2) roll out to Tier II & III (yr Proposed
FTE
12.50
12.50
25.00
$0 $0 $0 $0 $20,000 $85,000 $10,000
$0 $0 $0 $0 $20,000 $85,000 $8,000
$0 $0 $0 $0 $20,000 $170,000 $8,000
TOTAL:
12.50
$1,249,992
12.50
$1,276,367
25.00
$2,582,902
2. Collaborate with the Community to Implement the Parent-Child Home Program This section focuses on the prevention of the achievement gaps using learning through play for young children. Together, parents and children read books, build puzzles, stack
87
pegs, string beads, and play dominos. These activities help children build early reading skills, help develop language skills, and strengthen the bond between parent and child. Alignment with Strategic Plan These recommendations are supported by the Strategic Plan in the following areas: 1. Student: Relationships 2. Organization/Systems: Partnerships Recommendations We recommend that MMSD, in collaboration with United Way of Dane County, implement the Parent-Child Home Program (Program). The Program builds the parentchild bond and emerging literacy skills through play with interactive educational toys and activities during home visits. It is designed to reach children who may be at risk for later reading problems and school failure. The home visit curriculum supports the two critical aspects of young childrens early literacy: their social-emotional development and their language development. The Program provides intensive home visiting by a trained paraprofessional twice a week, for 30 minutes each visit to families with two- and three-year-old children. During the first visit of the week, the Home Visitor brings the family a gift of either a childrens book or an educational toy and models behaviors for parents that enhance childrens development. During the second visit of the week, parents take a more active role in playing with their child. Home Visitors help parents reinforce their role as their childrens first and most important teacher, generating enthusiasm for learning and verbal interaction using books and toys. Parents are never given homework or assignments to complete but are encouraged to continue quality play and reading between visits with the books and toys they receive each week. Each cycle lasts a minimum of 23 weeks, and the complete program spans two years. By the end of the program, parents have spent 46 sessions with their child and they have acquired a library of childrens books and a collection of educational toys. The Program will be supervised by MMSD administrators who are trained by The Parent-Child Home Programs National Center. They will recruit and train four Home Visitors and six volunteer Home Visitors. Research The Parent-Child Home Program is both research based and research validated. There is research dating back to 1965 when the program first began. Fostering verbal interaction between parents and their young children is a critical component of healthy and successful development (Bruner, 1964 and 1966; Vygotsky, 1962). The importance of this interaction has been further validated by the brain and language development research (Hart & Risley). Formative research on The Parent-Child Home Programs 1965 pilot project (then The Mother-Child Home Program) affirmed that this critical parent-child interaction could be strengthened by modeling reading, play, and conversation for parents and children in their own homes (Levenstein and Sunley, 1968). Research has continued ever since, and multiple studies continue to find positive outcomes including significant increases in
88
receptive vocabulary compared to a control group (Levenstein, 1970), significant decreases in the need for special education classes compared to a control group (Lazar & Darlington, 1982), and significant ongoing positive effects on participating parents interaction with their children in contrast to control group families examined before, during, and two years after completion of the Program. Program parents verbal interaction with their children showed a lasting superiority over that of the control group, and this parent-child interaction correlated with childrens first grade cognitive and social-emotional skills (Knickebein, 2005). Timeline 2012 Spring and Summer Planning Recruit and training staff 2012 Fall Implement the Program Progress Indicators 1. Demonstrate growth on predictors of school success over time as measured by the Teaching Strategies GOLD assessment or other developmentally appropriate assessment tool. Budget
3. Collaborate with community to implement the Parent-Child Home Program 2012-13
Proposed FTE
2013-14
$0 $0 $186,139 $0 $0 $0
2014-15
$0 $0 $190,792 $0 $0 $0
Proposed BUDGET
$0 $0 $181,599 $0 $0 $0
2.00
2.00
2.00
$0 $0 $0 $0 $11,000 $25,000
$0 $0 $0 $0 $11,000 $25,000
$0 $0 $0 $0 $0 $11,000 $25,000
TOTAL:
2.00
$217,599
2.00
$222,139
2.00
$226,792
89
90
Chapter Six Recruiting, Selecting, and Retaining a Diverse Workforce Diversity and inclusion is a business imperative in our global marketplace. -Antonio Perez 1. Recruiting, Selecting, and Retaining a Diverse Workforce 1. Recruiting, Selecting, and Retaining a Diverse Workforce This section focuses on the one-point program for hiring for diversity. As previous sections have implied, implementing the practices recommended throughout this document to close achievement gaps requires hiring and retaining dedicated, highly skilled, culturally competent, and diverse staff at all levels of our organization. The recommendation has several sub-points: determining annual hiring goals; developing a recruiting plan and three grow our own programs; making changes to hiring and evaluation infrastructure; and development of an annual hiring report. Alignment to the Strategic Plan This recommendation is supported by the Strategic Plan in the following area: 1. Staff: Recruiting and Retaining Staff Recommendations It is recommended that MMSD adopt goals and carry out activities to fulfill the Board of Educations priority to hire a more diverse workforce. Research suggests that diverse staffs often do not share a common experience within the culture of an organization; instead, each group organizes its experience with the agency in different ways (Fine, Johnson, & Ryan, 1990). In a school district, this disconnect trickles down to negatively affect student outcomes. A workforce that more closely matches the racial, ethnic, and cultural diversity of the MMSD student population will bring important perspectives and insights to organizational decisions and to students daily educational experiences. There are academic and social gains for children that may be realized when a more diverse work force is developed. The Chief Diversity Officer will collaborate with the Department of Human Resources and the Affirmative Action Officer to determine annual hiring goals. Population data from the U.S. Department of Labor will be used to track availability of applicants of color. This information will inform our hiring goals and our progress toward accomplishing the goals. The Chief Diversity Officer and Human Resources staff will review, update, and rewrite the Affirmative Action Plan on a five-year cycle so it reflects up-to-date needs and incorporates current practices. The Chief Diversity Officer, Human Resources Department, and a diverse team of MMSD stakeholders and allies will develop a recruiting plan, a Grow Our Own Students to Teachers program, and a Grow Our Own Staff to Teachers program. The Grow Our Own Students to Teachers program will target promising high school students who
91
have an interest in the teaching profession. The Grow Our Own Staff to Teachers program will target existing district employees who have an interest in the teaching profession and/or educational administration. Ideally, both programs will provide mentoring and financial assistance for participants. The Grow Our Own Principal program will be re-established to target district staff who show strong potential to succeed as a principal. All of the Grow Our Own programs will specifically seek participation by people of color. Two 1.0 FTE staff members will be hired to implement the Grow Our Own programs. MMSD will make several important changes to our hiring and evaluation infrastructure. A 1.0 FTE Human Resources staff member will be hired to identify, communicate with, and assist applicants to ensure that all application materials are completed in a timely manner and that the district maintains contact with these candidates to communicate continuing interest in employing them. Human Resources will ensure that members of underrepresented classes are referred to MMSD administrators with staff openings for an interview in order to help diversify the hiring procedure. MMSD will implement a revised evaluation system for administrators emphasizing hiring to diversify the workforce. To gauge our progress, we will develop an annual hiring report that includes information on the cultural diversity represented among our staff. The report and associated data will allow for comparison of hiring outcomes from year to year. The district will continue to prioritize recruiting, hiring, and retaining individuals of color to reach our hiring goals. Research Anner, J. (2000). Having the tools at hand: Building successful multicultural social justice organizations. In M. Adams, et al. (eds.), Readings for diversity and social justice. New York: Routledge. Fine, M. G., Johnson, F.L., & Ryan, M.S. (1990). Cultural diversity in the workplace. Public Personnel Management, 19(3), 305-319. Williams, D., & Wade-Golden, K. (2008). The complex mandate of the chief diversity officer. The Chronicle of Higher Education, Volume 55, Issue 5, Page B44. Washington, DC. Timeline 2012-2014 Plan for and implement all recommendations related to hiring for diversity 2015 Rewrite the Affirmative Action Plan Progress Indicators 1. Increased diversity in the districts hiring and subsequent staffing. 2. Annual hiring goals and staffing reports. 3. Alignment with Chief Diversity Officer recommendations through year-end reviews as well as ongoing checks.
92
Budget
1. Recruiting, Selecting, and Retaining a Diverse Workforce 2012-13
Proposed FTE
2013-14
$0 $0 $93,069 $245,739 $0 $0
2014-15
$0 $0 $95,396 $251,882 $0 $0
Proposed BUDGET
$0 $0 $90,799 $0 $0 $0
1.00
1.00 3.00
1.00 3.00
$0 $0 $0 $0 $45,000
$0 $0 $0 $0 $45,000
$0 $0 $0 $0 $45,000
$5,000
TOTAL:
1.00
$140,799
4.00
$383,808
4.00
$392,278
93
Conclusion In conclusion, building a better future for the children of Madison Metropolitan School District requires concrete action. We have identified six domains in which concrete action is particularly needed to eliminate our achievement gaps and to transform our schools and relationships with the community: 1. 2. 3. 4. 5. 6. Focusing on academic instruction and support Developing college and career readiness Expanding culturally responsive practices Assuring safe and positive classrooms and school environments Enhancing family engagement Recruiting, selecting, and retaining a diverse workforce
This preliminary plan is the first step in our journey together. It is the framework for a final plan, which will be created in concert with the community over the next few months. We look forward to the work ahead.
94
Appendix A Budget Proposal The budget proposal for The Preliminary Plan for Eliminating Gaps in MMSD Student Achievement was put together to focus on the projected costs associated with this plan over a five-year period beginning in 2012-13 through 2016-17. As with any projection over a five-year period, the figures associated with years 1 through 3 will be more accurate due to known pieces of information. As you get further into the plan budget, more assumptions become necessary. The costs for this plan each year are projected to be:
Year 2012-13 2013-14 2014-15 2015-16 2016-17 Projected Budget $12,438,935 $20,862,814 $22,908,595 $22,823,916 $26,599,736
The major increase from 2012-13 to 2013-14 is due to the implementation of extended school day at 17 of the districts 32 elementary schools, with a projected cost of over $4.6 million in that year. The funding strategies for this plan that will come forward as the plan takes shape and becomes finalized through community conversations and Board of Education input are: 1. Unused Property Tax Levy Authority (Fund 10) 2. Community Services Property Tax Levy (Fund 80) 3. Efficiencies within the existing budget to be identified 4. Grants, Donations, and Other community partnerships 5. Other Currently, MMSD has unused property tax levy authority of $10,532,568 after the 201112 budget was finalized. Under current law, this amount will carry over into the 2012-13 budget and each year after that as long as MMSD doesnt experience declining enrollment. These funds can be considered for the 2012-13 budget and can be targeted for any of the purposes outlined in this plan, or ideas that will come forward through future conversations with the community and Board of Education. Under state law, 120.13(19) Community Programs and Services - "A school board may establish and maintain community education, training, recreational, cultural or athletic programs and services, outside the regular curricular and extracurricular programs for pupils, under such terms and conditions as the school board prescribes. The school board may establish and collect fees to cover all or part of the costs of such programs and services. Costs associated with such programs and services shall not be included in the school district's shared cost under 121.07(6)." These funds are appropriated in Fund 80 or the community services fund and can be utilized to support programs such as Chapter 1, #6 Implement 21st Century Community Learning Centers in the Highest Need Elementary Schools. These activities will not only be open to students attending MMSD schools, but those attending non-MMSD schools as well.
95
Each year, we review major areas of the MMSD budget to identify more efficient ways of conducting day- to-day operations and to look for opportunities through streamlining contracts. As we undergo this process leading up to the 2012-13 school year, and if resources are identified through this process, they could be allocated to support initiatives either in this plan or from conversations with the community and Board of Education. We will look to identify opportunities for funding outside of MMSD as initiatives are approved. The MMSD grant writer will research grant opportunities for our district and we will begin to build bridges with foundations and other funding options that may be available. This strategy is intended to show openness of MMSD to listen to and respond to other ideas for funding that will come forward as we go through this process. We intend to not only be open to listening on the specific strategies to be implemented, but also funding strategies that will be most effective for this plan moving forward.
96
The Preliminary Plan for Eliminating Gaps in MMSD Student Achievement Proposed Budget
Chapter 1. 1. Ensure all K-12 students are reading at grade level 2012-13
Proposed FTE
2/3/2012
2013-14
$0 $0 $0 $1,720,170 $0 $0 $36,000 $166,349 $0 $0 $0 $0 $20,000 $1,247,000
2014-15
$0 $0 $0 $1,763,174 $0 $0 $36,000 $132,657 $0 $0 $0 $0 $10,000 $771,000
2015-16
$0 $0 $0 $1,807,253 $0 $0 $108,000 $0 $0 $0 $0 $0 $10,000 $325,000
2016-17
$0 $0 $0 $1,852,435 $0 $0 $108,000 $0 $0 $0 $0 $0 $10,000 $325,000
Proposed BUDGET
$0 $0 $0 $639,320 $0 $0 $52,380 $86,108 $0 $9,000 $0 $0 $167,900 $593,250
8.00
21.00
21.00
21.00
21.00
TOTAL:
8.00
$1,547,958
21.00
$3,189,519
21.00
$2,712,831
21.00
$2,250,253
21.00
$2,295,435
3. Extend school day (Elementary) 2012-13

Proposed FTE
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0
2014-15
$0 $94,336 $0 $3,324,221 $343,411 $544,879
2015-16
$0 $96,694 $0 $3,407,326 $351,997 $558,501
2016-17
$0 $99,111 $0 $3,492,510 $360,796 $572,464
Proposed BUDGET
Proposed BUDGET
$0 $92,035 $0 $3,243,142 $335,035 $531,589
$0 $0 $0 $0
$425,358 $0 $0 $0 $0
$435,992 $0 $0 $0 $0
$446,892 $0 $0 $0 $0
$458,065 $0 $0 $0 $0
TOTAL:
0.00
$0
0.00
$4,627,160
0.00
$4,742,839
0.00
$4,861,410
0.00
$4,982,945
Page 1
S:\CIA\Supt Plan (Jan 2012)\Final Documents\Copy of 2.2.12 - Supt Plan Budgets - Combined ejk2 EK - bkl.xlsx
3. Extend school day (Secondary) 2012-13
Proposed FTE
2/3/2012
2013-14
$0 $133,180 $0 $974,412 $0 $136,760
2014-15
$0 $136,509 $0 $998,772 $0 $140,179
2015-16
$0 $139,922 $0 $1,023,742 $0 $143,683
2016-17
$0 $143,420 $0 $1,049,335 $0 $147,275
Proposed BUDGET
$0 $129,931 $0 $950,646 $0 $133,424
$0 $0 $0 $0
$0 $0 $0 $0 $0
$0 $0 $0 $0 $0
$0 $0 $0 $0 $0
$0 $0 $0 $0 $0
TOTAL:
0.00
$1,214,001
0.00
$1,244,351
0.00
$1,275,460
0.00
$1,307,347
0.00
$1,340,030
4. Expand summer learning opportunities 2012-13

Proposed FTE
Salary & Benefits: Administrative Teacher Salary / Fringe Special Ed, Psych, Soc Worker, OT/PT (salary position) Librarian Salary / Fringe Nurse / NA Salary / Fringe Curriculum & Instruction, and Policy & Procedure PD (Training & Coaching Guidance Counselors Psychologists / Social Workers Clerical SEA BRS Reading Interventionist PBS Coaches & Interventionists Madison Virtual Campus - Summer Programming Security Educational Assistants Contracted Services Pupil Travel (non-instructional) Pupil Travel (instructional) Classroom Supplies Food Service High School Alternative (3 Teachers, 1 SEA) High School Alternative Materials
2013-14
$0 $124,487 $7,731 $3,172 $6,922 $11,950 $376 $317 $8,223 $5,214 $7,612 $2,538 $7,613 $4,895 $4,372 $754 $4,259 $218 $32,265 $11,540 $46,859 $1,205 $455
2014-15
$0 $149,384 $9,277 $3,807 $8,306 $14,340 $451 $381 $9,867 $6,257 $9,135 $3,045 $9,136 $5,874 $5,246 $905 $5,111 $261 $38,718 $13,848 $56,230 $1,446 $546
2015-16
$0 $179,261 $11,132 $4,568 $9,967 $17,208 $542 $457 $11,841 $7,509 $10,962 $3,654 $10,963 $7,049 $6,295 $1,086 $6,133 $314 $46,461 $16,618 $67,476 $1,735 $656
2016-17
$0 $215,113 $13,358 $5,482 $11,961 $20,649 $650 $548 $14,209 $9,011 $13,154 $4,385 $13,156 $8,459 $7,554 $1,304 $7,360 $377 $55,753 $19,941 $80,972 $2,082 $787
Proposed BUDGET
$0 $103,739 $6,442 $2,644 $5,768 $9,958 $313 $264 $6,852 $4,345 $6,344 $2,115 $6,345 $4,079 $3,643 $629 $3,388 $182 $26,887 $39,049 $1,004 $379
TOTAL:
0.00
$0
0.00
$292,977
0.00
$351,572
0.00
$421,886
0.00
$506,264
Page 2
5. Develop an early warning system 2012-13
Proposed FTE
2/3/2012
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0
2014-15
Proposed FTE
$0 $0 $0 $0 $0 $0
2015-16
Proposed FTE
$0 $0 $0 $0 $0 $0
2016-17
Proposed FTE
$0 $0 $0 $0 $0 $0
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
$0 $0 $0 $0 $0 $0
$0 $0 $0 $0 $250,000
$0 $0 $0 $0 $150,000
$0 $0 $0 $0 $150,000
$0 $0 $0 $0 $150,000
$0 $0 $0 $0 $150,000
TOTAL:
0.00
$250,000
0.00
$150,000
0.00
$150,000
0.00
$150,000
0.00
$150,000
6. Implement 21st Century Community Learning Centers in the highest need elementary schools. 2012-13
Proposed FTE
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0
2014-15
Proposed FTE
$0 $0 $0 $0 $0 $0
2015-16
Proposed FTE
$0 $0 $0 $0 $0 $0
2016-17
Proposed FTE
$0 $0 $0 $0 $0 $0
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
$0 $0 $0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$1,168,041
$1,334,904
$1,334,904
$1,334,904
$1,334,904
TOTAL:
0.00
$1,168,041
0.00
$1,334,904
0.00
$1,334,904
0.00
$1,334,904
0.00
$1,334,904
Page 3
Chapter 2. 1. Prepare all for life after high school 2012-13
Proposed FTE
Salary & Benefits: Administrative Clerical Non Union Professional (coordinator) Permanent Teacher (salary position) BRS (salary position) Special Ed, Psych, Soc Worker, OT/PT (salary position) Teacher Hourly Extended Contract Sub Teacher Salary SEA EA Custodial Security Other (EA, SEA, LTE, etc.) Purchased Services/Support Supplies & Materials (Instructional/Audio Visual Media, etc.) Equipment: Technology (desktops, laptops, netbooks, printers, etc.) Other (renovations with 15% cost of electrical upgrades)
2/3/2012
2013-14
$0 $0 $0 $409,564 $0 $376,017 $255,520 $42,000 $0 $0 $0 $0 $251,500 $365,000 $862,500
2014-15
$0 $0 $0 $755,646 $0 $385,418 $250,120 $42,000 $0 $0 $0 $0 $251,500 $335,000 $805,000
2015-16
$0 $0 $0 $1,118,776 $0 $395,053 $330,120 $42,000 $0 $0 $0 $0 $291,500 $40,000 $335,000 $345,000
2016-17
$0 $0 $0 $1,146,745 $0 $404,929 $310,120 $42,000 $0 $0 $0 $0 $251,500 $335,000 $345,000
Proposed BUDGET
$0 $0 $0 $79,915 $0 $0 $248,060 $42,000 $0 $0 $0 $0 $265,000 $335,000 $120,000 $621,000
0.00 1.00
5.00 4.00
9.00 4.00
13.00 4.00
13.00 4.00
TOTAL:
1.00
$1,710,975
9.00
$2,562,101
13.00
$2,824,684
17.00
$2,897,449
17.00
$2,835,295
2. Implement ACT college entrance test preparation
2012-13
$0 $0 $0 $0 $0 $0
2013-14
$0 $0 $0 $0 $0 $0
2014-15
$0 $0 $0 $0 $0 $0
2015-16
$0 $0 $0 $0 $0 $0
2016-17
$0 $0 $0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$94,815
$94,815
$94,815
$94,815
$94,815
TOTAL:
0.00
$94,815
0.00
$94,815
0.00
$94,815
0.00
$94,815
0.00
$94,815
Page 4
3. Expand AVID (2012-13 and 2013-14) 2012-13
Proposed FTE
2/3/2012
2013-14
$0 $0 $93,069 $999,337 $0 $0
2014-15
$0 $0 $95,396 $1,410,539 $0 $0
2015-16
$0 $0 $97,781 $1,514,650 $0 $0
2016-17
$0 $0 $100,226 $1,605,443 $0 $0
Proposed BUDGET
$0 $0 $0 $759,192 $0 $0
9.50
1.00 12.20
1.00 16.80
1.00 17.60
1.00 18.20
$0 $0 $0 $0 $110,400 $393,950 $70,530
0.00
$0 $0 $0 $0 $182,160 $514,750 $45,750
$0 $0 $0 $0 $193,200 $519,750 $46,250
$0 $0 $0 $0 $215,280 $499,750 $49,250
$0 $0 $0 $0 $242,880 $391,250 $51,500
TOTAL:
9.50
$1,334,072
13.20
$1,835,066
17.80
$2,265,135
18.60
$2,376,711
19.20
$2,391,299
4. Implement MMSD Mentor Academy
2012-13
$0 $0 $0 $39,957 $0 $0 $46,132 $0 $0 $0 $0
2013-14
2014-15
$0 $0 $0 $167,921 $0 $0 $92,264 $0 $0 $0 $0
2015-16
$0 $0 $0 $258,179 $0 $0 $92,264 $0 $0 $0 $0
2016-17
$0 $0 $0 $352,845 $0 $0 $184,528 $0 $199,174 $0 $0
Salary & Benefits: Administrative Clerical Non Union Professional (coordinator) Permanent Teacher (salary position) 0.50 BRS (salary position) Special Ed, Psych, Soc Worker, OT/PT (salary position) Teacher Hourly Extended Contract Sub Teacher Salary SEA EA Custodial Security Other (EA, SEA, LTE, etc.) Purchased Services/Support Supplies & Materials (Instructional/Audio Visual Media, etc.) Equipment: Technology (desktops, laptops, netbooks, printers, etc.) Other(Food, transportation, field trips, training, Uniforms, Mentor stipend)
1.00
$0 $0 $81,913 $0 $0 $46,132 $0 $0 $0 $0
2.00
3.00
4.00
$15,000
$20,000
$30,000
$40,000
$80,000
$84,000
$90,000
$180,000
$180,000
$360,000
TOTAL:
0.50
$185,089
1.00
$238,045
2.00
$470,185
3.00
$570,443
4.00
$1,176,547
Page 5
5. Provide 5th Grade PEOPLE Prep Program 2012-13
Proposed FTE
2/3/2012
2013-14
Proposed FTE
$0 $0 $0 $0 $0 $0
2014-15
Proposed FTE
$0 $0 $0 $0 $0 $0
2015-16
Proposed FTE
$0 $0 $0 $0 $0 $0
2016-17
Proposed FTE
$0 $0 $0 $0 $0 $0
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
Proposed BUDGET
$0 $0 $0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$58,992 $22,000
$60,762 $22,660
$62,585 $23,340
$64,462 $24,040
$66,396 $24,761
TOTAL:
0.00
$0
0.00
$83,422
0.00
$85,924
0.00
$88,502
0.00
$91,157
Chapter 3 1. Implement comprehensive diversity training for all staff
2012-13
$0 $0 $0 2.00 $159,830 $0 $0 $212,000 $0 $0 $0 $0 $95,600
2013-14
$0 $0 $0 2.00 $163,826 $0 $0 $218,360 $0 $0 $0 $0 $64,600 $0
2014-15
$0 $0 $0 2.00 $167,921 $0 $0 $224,911 $0 $0 $0 $0 $64,600
2015-16
$0 $0 $0 2.00 $172,119 $0 $0 $90,000 $0 $0 $0 $0 $64,600
2016-17
$0 $0 $0 2.00 $176,422 $0 $0 $90,000 $0 $0 $0 $0 $64,600
TOTAL:
2.00
$467,430
2.00
$446,786
2.00
$457,432
2.00
$326,719
2.00
$331,022
Page 6
3. Create Cultural Practices that are Relevant (CPR) Model School
2/3/2012
20012-13
$0 $0 $0 $0 $0 $0 $11,356 $20,460 $0 $0 $0 $0 $85,300 $19,574
2013-14
$0 $0 $0 $0 $0 $0 $11,697 $21,074 $0 $0 $0 $0 $85,300 $5,632
2014-15
$0 $0 $0 $0 $0 $0 $12,048 $21,706 $0 $0 $0 $0 $85,300 $5,632
2015-16
$0 $0 $0 $0 $0 $0 $12,409 $22,357 $0 $0 $0 $0 $85,300 $5,632
2016-17
$0 $0 $0 $0 $0 $0 $12,781 $23,028 $0 $0 $0 $0 $85,300 $5,632
TOTAL:
0.00
$0
0.00
$123,702
0.00
$124,686
0.00
$125,698
0.00
$126,741
4. Integrate Cultural Relevance into District-wide Professional Development
2012-13
$0 $0 $0 $79,915 $0 $0
2013-14
$0 $0 $0 $81,913 $0 $0
2014-15
$0 $0 $0 $83,961 $0 $0
2015-16
$0 $0 $0 $86,060 $0 $0
2016-17
$0 $0 $0 $88,211 $0 $0
1.00
1.00
1.00
1.00
1.00
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
TOTAL:
1.00
$79,915
1.00
$81,913
1.00
$83,961
1.00
$86,060
1.00
$88,211
Page 7
Chapter 4 1. Support the social, emotional, and behavioral development of all students
2/3/2012
2012-13
$0 $0 $0 $1,598,299 $0 $0
2013-14
$0 $0 $0 $1,638,257 $0 $0
2014-15
$0 $0 $0 $1,679,213 $0 $0
2015-16
$0 $0 $0 $1,721,194 $0 $0
2016-17
$0 $0 $0 $1,764,223 $0 $0
20.00
20.00
20.00
20.00
20.00
$0 $0 $0 $165,000 $207,500
$0 $0 $0 $0 $140,000
$0 $0 $0 $0 $140,000
$0 $0 $0 $0
$0 $0 $0 $0
TOTAL:
20.00
$1,970,799
20.00
$1,778,257
20.00
$1,819,213
20.00
$1,721,194
20.00
$1,764,223
2. Enhance school/community safety and student engagement 2012-13

Proposed FTE
2013-14
$0 $0 $93,069 $327,651 $0 $0
2014-15
$0 $0 $95,396 $335,843 $0 $0
2015-16
$0 $0 $97,781 $344,239 $0 $0
2016-17
$0 $0 $100,226 $352,845 $0 $0
Proposed BUDGET
$0 $0 $90,799 $319,660 $0 $0
1.00 4.00
1.00 4.00
1.00 4.00
1.00 4.00
1.00 4.00
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
$0 $0 $0 $0
TOTAL:
5.00
$410,459
5.00
$420,721
5.00
$431,239
5.00
$442,020
5.00
$453,070
Page 8
Chapter 5 1. Implement a comprehensive family engagement program
2/3/2012
2012-13
$0 $54,466 $0 $139,851 $137,244 $45,856
2013-14
$0 $55,827 $0 $143,347 $211,013 $47,002
2014-15
$0 $57,223 $0 $146,931 $216,288 $48,177
2015-16
$0 $58,654 $0 $150,604 $221,695 $49,382
2016-17
$0 $60,120 $0 $154,370 $227,238 $50,616
0.75 1.75 2.00 0.50
0.75 1.75 3.00 0.50
0.75 1.75 3.00 0.50
0.75 1.75 3.00 0.50
0.75 1.75 3.00 0.50
$0 $0 $0 $0 $13,122 $6,450
$0 $0 $0 $0 $13,122 $6,450
$0 $0 $0 $0 $13,122
$0 $0 $0 $0 $13,122
$0 $0 $0 $0 $13,122
TOTAL:
5.00
$396,989
6.00
$476,762
6.00
$481,742
6.00
$493,457
6.00
$505,465
2. Provide parent liaisons
2012-13
Proposed BUDGET
$0 $0 $1,134,992 $0 $0 $0 $0
2013-14
$0 $0 $1,163,367 $0 $0 $0 $0
2014-15
$0 $0 $2,384,902 $0 $0 $0 $0
2015-16
$0 $0 $2,444,525 $0 $0 $0 $0
2016-17
$0 $0 $5,111,502 $0 $0 $0 $0
District Wide-Targeted Tier I Schools (yr 1 & 2) roll out to Tier II & III (yr Proposed
FTE
12.50
12.50
25.00
25.00
51.00
$0 $0 $0 $0 $20,000 $85,000 $10,000
$0 $0 $0 $0 $20,000 $85,000 $8,000
$0 $0 $0 $0 $20,000 $170,000 $8,000
$0 $0 $0 $0 $20,000 $170,000 $8,000
$0 $0 $0 $0 $20,000 $346,500 $8,000
TOTAL:
12.50
$1,249,992
12.50
$1,276,367
25.00
$2,582,902
25.00
$2,642,525
51.00
$5,486,002
Page 9
2/3/2012
3. Collaborate with community to implement the Parent-Child Home Program
2012-13
$0 $0 $181,599 $0 $0 $0
2013-14
$0 $0 $186,139 $0 $0 $0
2014-15
$0 $0 $190,792 $0 $0 $0
2015-16
$0 $0 $195,562 $0 $0 $0
2016-17
$0 $0 $200,451 $0 $0 $0
2.00
2.00
2.00
2.00
2.00
$0 $0 $0 $0 $11,000 $25,000
$0 $0 $0 $0 $11,000 $25,000
$0 $0 $0 $0 $0 $11,000 $25,000
$0 $0 $0 $0 $0 $11,000 $25,000
$0 $0 $0 $0 $0 $11,000 $25,000
TOTAL:
2.00
$217,599
2.00
$222,139
2.00
$226,792
2.00
$231,562
2.00
$236,451
Chapter 6 1. Recruiting, Selecting, and Retaining a Diverse Workforce
2012-13
$0 $0 $90,799 $0 $0 $0
2013-14
$0 $0 $93,069 $245,739 $0 $0
2014-15
$0 $0 $95,396 $251,882 $0 $0
2015-16
$0 $0 $97,781 $258,179 $0 $0
2016-17
$0 $0 $100,226 $264,634 $0 $0
1.00
1.00 3.00
1.00 3.00
1.00 3.00
1.00 3.00
$0 $0 $0 $0 $45,000
$0 $0 $0 $0 $45,000
$0 $0 $0 $0 $45,000
$0 $0 $0 $0 $45,000
$0 $0 $0 $0 $45,000
$5,000
TOTAL:
1.00
$140,799
4.00
$383,808
4.00
$392,278
4.00
$400,960
4.00
$409,859
Page 10
2012-13
2/3/2012
2013-14
2014-15
2015-16
Proposed FTE Proposed BUDGET Proposed FTE
2016-17
Proposed BUDGET
TOTAL Superintendent's Plan
67.50 $ 12,438,935
96.70 $ 20,862,814
118.80 $ 22,908,595
124.60 $ 22,823,916
152.20 $
26,599,736
TOTAL FIVE YEAR FORECAST Funding Recommendations 1. General Fund (Fund 10) 2. Community Services Fund (Fund 80) Total $11,270,894 $1,168,041 $12,438,935 $19,527,910 $1,334,904 $20,862,814 $21,573,691 $1,334,904 $22,908,595 $21,489,012 $1,334,904 $22,823,916
105,633,996
$25,264,832 $1,334,904 $26,599,736
Page 11

MMSD - The Plan For Building Our Future 020612

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

MMSD - The Plan For Building Our Future 020612

Hochgeladen von

Copyright:

Verfügbare Formate

CLOSING THE ACHIEVEMENT GAP

Daniel A. Nerad, Superintendent

Our Past they could pursue.

Recommended activities and practices

Research citations and examples that support recommended activities

Chapter One Focusing on Academic Instruction and Support

3. Extend school day (Elementary) 2012-13

AVID Sections to be offered Grade 1 1 1 1 1 1 47 # of sections

AVID Sections to be offered Grade 1 1 3 1 1 1 1 1 1 1 2 # of sections

AVID Sections to be offered Grade 3 2 2 2 48 10 th 11 th 12 # of sections

AVID Sections to be offered Grade 9 th 10 th 11 th 12 th 9 th 10 th 11 th 12 th 9 th 10 th 11 th 12

Allocation covered from existing high school allocation

Middle School Black Hawk

Middle School Spring Harbor Toki Whitehorse Wright

AVID Sections to be offered Grade 7 th 8 th 7 th 8 th 7 th 8 th 7 th 8

Note: New sections for 2013-14 are shaded

.20 (remaining allocation covered from existing high school allocation)

$0 $0 $0 $0 $110,400 $393,950 $70,530

$0 $0 $0 $0 $182,160 $514,750 $45,750

$0 $0 $0 $0 $193,200 $519,750 $46,250

0.75 1.75 2.00 0.50

0.75 1.75 3.00 0.50

0.75 1.75 3.00 0.50

2. Provide parent liaisons

$0 $0 $0 $0 $20,000 $85,000 $10,000

$0 $0 $0 $0 $20,000 $85,000 $8,000

$0 $0 $0 $0 $20,000 $170,000 $8,000

3. Extend school day (Elementary) 2012-13

4. Expand summer learning opportunities 2012-13

2. Implement ACT college entrance test preparation

$0 $0 $0 $0 $110,400 $393,950 $70,530

$0 $0 $0 $0 $182,160 $514,750 $45,750

$0 $0 $0 $0 $193,200 $519,750 $46,250

$0 $0 $0 $0 $215,280 $499,750 $49,250

$0 $0 $0 $0 $242,880 $391,250 $51,500

4. Implement MMSD Mentor Academy

Chapter 3 1. Implement comprehensive diversity training for all staff

4. Integrate Cultural Relevance into District-wide Professional Development

2. Enhance school/community safety and student engagement 2012-13

0.75 1.75 2.00 0.50

0.75 1.75 3.00 0.50

0.75 1.75 3.00 0.50

0.75 1.75 3.00 0.50

0.75 1.75 3.00 0.50

2. Provide parent liaisons

$0 $0 $0 $0 $20,000 $85,000 $10,000

$0 $0 $0 $0 $20,000 $85,000 $8,000

$0 $0 $0 $0 $20,000 $170,000 $8,000

$0 $0 $0 $0 $20,000 $170,000 $8,000

$0 $0 $0 $0 $20,000 $346,500 $8,000

3. Collaborate with community to implement the Parent-Child Home Program

Chapter 6 1. Recruiting, Selecting, and Retaining a Diverse Workforce

TOTAL Superintendent's Plan

$25,264,832 $1,334,904 $26,599,736

Das könnte Ihnen auch gefallen