MMSD Annual Report on the Strategic Framework

To raise achievement for all and close achievement gaps, schools need high quality support from central office. The five priority areas of our strategic framework define the work of central office to provide schools with the high quality resources they need to be successful and remove to institutional barriers to student success.

They also ensure that our value of excellence with equity – holding all students to high expectations and providing the unique support they need to meet and exceed that high bar – comes to life. Below you will find full inventory of progress on our five priority areas, as well as examples of excellence with equity in action.

Priority Area 1: Coherent Instruction
Priority Area 2: Personalized Pathways
Priority Area 3: Family Engagement & Community Partnerships
Priority Area 4: Thriving Workforce
Priority Area 5: Accountability
Tech Plan Status

Color Key for Progress on Launch Steps

Priority Area 1: Coherent instruction

Provide every student with well-rounded, culturally responsive and coherent instruction that leads to college, career and community readiness.

1. Develop and implement a common curriculum and assessment system starting with literacy and mathematics that is aligned to the Common Core State Standards (CCSS) using a three-year implementation plan and a repository of resources to guide schools with implementation and integration across all subject areas.

Launch and provide professional development for new K-5 Mathematics core resources in “early adopter” schools

Complete

Create a common course catalog for all high schools to increase access and transparency and continue to align core courses to standards across high schools

Complete

Support schools with the implementation of a K-5 standards based reporting system and convene a cross functional team to begin discussion and development of a new reporting system for middle schools

On track

2. Build teachers’ capacity to implement a set of strategies aligned to the district’s common definition of great teaching, which is centered around culturally and linguistically responsive instructional practices.

Extend current professional development in literacy for our highest needs Elementary Schools K-5 and implement new professional development at our highest needs middle schools in the area of literacy and adolescent development

The district’s 13 highest needs elementary schools receive the most intensive level of support from the district. These schools are 67% students of color and serve more than half of our African American students. Focusing support at these schools helps create acceleration for students who need it.

On track

3. Provide tools and resources for teachers to implement the Behavior Education Plan and social/emotional standards K-12 so that students develop essential skills, such as organization, perseverance and interpersonal skills, which students need to be successful in college, career and community.

Support schools in their understanding and use of in-school suspension within a comprehensive approach to positive behavior supports, interventions and restorative practices

On track

Provide Oasys professional development for student services staff so that schools have a systematic process to input, access and reflect upon their behavior data in order to adjust strategies and supports in an ongoing and timely manner

On track

Expand and strengthen the Intensive Support Team (IST) to increase services to students with Tier 3 needs

Complete

Develop guidance and provide support for cultivating a Welcoming School, preventing and defining bullying and harassment and communicating with families effectively around positive behavior supports

On track

4. Expand access to a continuum of high-quality services and programs for English Language Learners, Students with Disabilities and Advanced Learners.

Develop and implement bi-literacy curriculum and resources for Spanish-English 50/50 Dual Language Immersion classrooms and Hmong-English bilingual programs.

Complete

Finalize the Special Education Plan to increase outcomes for students with disabilities and realign the work of student services to strengthen support to schools.

Complete

Engage in an external review process of the Advanced Learning Department aimed at increasing access for students and improving quality of services and develop a revised Advanced Learning Plan.

Complete

5. Increase access to fine arts and world language programs at all grade levels.

Develop and implement a phased-in plan for World Language programming to increase access K-12.

Complete

Through the work of Any Given Child Madison, collect baseline data using the Arts Rich Schools rubric to increase access to Arts Education.

Complete

6. Refine and implement a multi-tiered system of support that is focused on a data-based, problem-solving process for students who are struggling with behavior and/or academics or who need an additional level of advanced learning support.

Develop tools to strengthen the transition process at critical times – 4K to 5K, 5th to 6th grade and 8th to 9th grade.

On Track

Create a “School Instructional Design Toolkit” which will include initial scheduling guidance and support to help schools equitably distribute resources to implement a seamless system of core instruction and intervention.

Not Started

 

Priority Area 2: Personalized Pathways

Engage students in charting personalized pathways to college, career and community readiness.

1. Develop multiple, clear and rigorous pathways to graduation within each high school. Research national and local models, define the model in the district, and redefine current high school coursework as appropriate. The model will include expanding dual-credit opportunities, career and technical education including career academies, online coursework, and a continuum of alternative education options.

Launch and monitor ninth grade on-track processes and protocols aligned to personalized pathways implementation to ensure 9th grade students stay on track for graduation.

On track

Continue implementation of the Comprehensive School Counseling Model focused on aligning counselor practices in supporting student academic success, personal development, and college and career advising.

Caution

Plan and implement professional learning for school staff for the first health services pathway to be implemented at each of the four comprehensive high schools in the 2017-18 school year.

On track

Establish systems for our local business, industry, labor, higher education and government partners to support school-based pathways teams through implementing curriculum that provides learning by experience.

Caution

Research and develop our plan for a comprehensive middle school reform model aligned to the personalized pathways implementation at our high schools.

On track

Pilot a process at one high school for increasing participation and performance of Advanced Placement courses for students of color.

On track

Create a long-term plan to improve and expand our alternative school options to provide enhanced post-secondary options to college and career preparedness.

On track

2. Establish an Academic and Career Plan (ACP) for every incoming high school student that outlines a clear, personalized path to graduation with frequent checkpoints along the way.

Implement ACP in grades 7 - 10.

On track

Plan for expansion of ACP in grades 6 - 11, with focus on increasing parent partnership, community engagement and student voice.

On track

3. Continue to refine, implement and expand the AVID college readiness system in grades 7 - 12 to support eligible students with the writing, inquiry, organizational and reading skills needed for post-secondary success and to support students in the college application and enrollment process.

Closely align and integrate the AVID system within the personalized pathways model in all four high schools.

On track

Design district wide expectations for the AVID system to serve a school wide framework for all middle schools with a focus on successful transitions between middle and high school.

On track

 

Priority Area 3: Family Engagement and Community Partnerships

Engage family and community members as partners.

1. Implement a strategy for improving student outcomes through family engagement, aligned to the district’s family engagement standards.

Provide support to schools to establish a core team called the FACE Action team, focused on equitable family engagement strategies.

Complete

Provide parent leadership and learning opportunities for family members with a focus on groups who have historically not been engaged to build their capacity to partner with the district and schools.

Professional Development Focus: Staff members have historically never been trained on how to communicate and partner with families around their child’s learning. This year, every school will have a Family and Community Engagement action team, focused on family engagement strategies, and across the district, schools will receive professional development on family engagement.

Complete

2. Leverage youth voice to impact school and community culture.

Develop and begin implementation of a strategic plan to enhance youth leadership, maximizing existing student groups and community partners.

Caution

3. Develop and implement the infrastructure to support and enhance school/community networks with a focus on our areas of highest need: academic tutoring, out of school time opportunities, mental health, personalized student pathways and early childhood.

Develop systems and tools that maximize community volunteers, including tutors and mentors to support schools and students that need the most support and are best-served by volunteers as identified by academic, social and emotional needs.

On track

In partnership with the City of Madison, Dane County and various community-based organizations, leverage the newly launched Madison-area Out of School Time (MOST) Program Finder and design an information system that will increase our ability to share program information with families and program providers.

On track

4. Utilize the Community Schools Framework and best practices to collaborate with families and community partners to build the capacity and conditions for partnership.

Support high quality implementation of the first two Community Schools by collecting data such as community needs, assets and integrating family and community voice into the decision making process to inform the types of activities that will be offered in the school.

On track

In partnership with key stakeholders in the community, develop a plan to enhance the District’s capacity to generate additional resources needed to support the potential expansion of Community Schools.

Caution

 

Priority Area 4: Thriving Workforce

Cultivate a work environment that attracts, develops and retains top talent.

1. Implement an approach that ensures the consistent design and delivery of high quality professional development aligned to our vision of great teaching and our values of excellence with equity.

Partner with National Equity Project to develop and implement professional learning for Principals, SBLT’s, instructional coaches, and other leaders in select schools to build a shared equity vision and set of instructional and facilitative leadership practices that support professional development on racial equity for school staff.

Complete

2. Refine the recruitment, hiring, induction and engagement processes for all roles at all levels of the system to ensure maximum retention of all employees.

Use our climate data along with a teacher of color focus group to identify and implement improvements to the work environment to ensure the engagement and retention of high quality, diverse staff.

On track

Develop a sustainability plan and conduct program evaluations of Forward Madison to ensure high quality induction of teachers, instructional coaches, principals and to ensure a thriving program for students who want to become future teachers.

On track

Expand a Mindfulness Program in MMSD to include a Train the Trainer model as part of the district’s commitment to overall staff wellness.

Complete

3. Continue implementation of new evaluation systems for teachers, principals and central office staff anchored in a common understanding of high-quality, standards-based instruction. Successful implementation will include a coherent, fair, reliable and valid evaluation process that leads to continuous improvement.

Develop a phased-in process to implement a new evaluation system for key support staff using the Educator Effectiveness Pupil Services rubric and tools, beginning implementation in 2016-17 with Nurses and expanding to psychologists, social workers and counselors.

Complete

 

Priority Area 5: Accountability Systems

Ensure accountability at every level.

1. At the system level, continue to develop tools and conduct program evaluations to guide programmatic decisions and ensure effective and equitable allocation of resources.

Conduct an evaluation of the Behavior Education Plan (BEP) to ensure the plan is implemented effectively and leads to positive results.

Caution

Support an external evaluation of the Advanced Learner Plan to ensure plan is implemented effectively and leads to positive results.

Complete

Compile a Long Range Facilities Plan to guide decisions for prioritizing facility enhancements and expansions that will accommodate the changing needs of our student demographics, instructional strategies, and our community.

On track

2. At the school level, continue to enhance the function of the School-Based Leadership Teams (SBLTs) that are responsible for the development, implementation and monitoring of their School Improvement Plan (SIP).

Develop and support the use of on-demand data tools to monitor student behavior outcomes via a new School Targeted Assistance Tool (STAT). This STAT system will help prioritize the actions of SBLTs and certain Central Office departments to support schools, student groups, and individual students identified with the greatest needs.

Complete

Establish school teams’ routines around existing STAT tools to monitor Special Education, English Language Learner, Advanced Learner, and behavior programs.

On track

Customize and better leverage existing data tools for monitoring progress and supporting equity work at the team and classroom level. These tools will support principal and SBLT actions by easily identifying inequitable outcomes within a school, within a classroom, and among student groups.

On track

 

Supporting our Framework: Technology Plan

1. Provide personalized learning opportunities with access to digital devices, resources and activities where students have a voice and a choice to meet their academic, cultural and linguistic needs to be college, career, and community ready.

Plan and facilitate group 1 (G1) professional learning opportunities aligned to coherent instruction that promotes student-centered learning.

Complete

Revise the Information and Technology plan based on what we have learned from our G1 schools and the implementation report and submit to the Board of Education for approval.

Complete

Revise and finalize instructional plan for Virtual Learning Spaces in all of our high schools to increase access to advanced coursework and/or support Personalized Pathway coursework.

On track

2. Build digital literacy capacity, including modeling best practices, digital strategies, and device integration, with all staff to implement a personalized learning environment that supports great teaching.

Prepare group two (G2) teachers with professional learning that builds teacher capacity to accelerate coherent instruction.

On track

Prepare group three (G3) 2017-18 schools for a digital culture implementation.

On track

3. Build flexible learning spaces in schools including classrooms, libraries, multi-purpose areas and virtual learning environments. Equip flexible learning spaces with modern technologies to support student learning.

Procure, prepare and implement student devices in G2 schools.

Complete

Develop and implement a plan that re-purposes devices and equipment targeted to schools based on identified instructional needs.

Complete

Update G2 classrooms with standardized display units and design flexible, mobile learning spaces.

Complete

Create a plan, based on research and best practices, for students to take home mobile, digital devices.

On track