Margarita Muñiz Academy School Innovation Plan January 2018

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Margarita Muñiz Academy

School Innovation Plan

January 2018

SY 2017-

2018

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Submitted on: May 25, 2017

Submitted by: Dania Vázquez for Margarita Muñiz Academy

Table of Contents

Section Section Title Page Number

I School Information Sheet 2

II Executive Summary 4

III Mission, Vision, and Statement of Need 9

IV Curriculum, Instruction, and Assessment 24

V Operations ● Building

● Schedule & Calendar ● Leadership, Staffing & Professional Development ● Policies & Procedures ● Projected Budget

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VI Capacity of Applicant Group 63

VII Timetable for Expansion 72

VIII Measurable Goals 74

IX Attachments 78

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I. School Information Sheet

Current School Name Margarita Muñiz Academy

Proposed School Name (if changing)

Current Grades 9 to 12

Proposed Expansion 7 to 12 Contingent on Facility Approval

Current School Address 20 Child Street, Jamaica Plain, MA

Proposed School Address 20 Child Street, Jamaica Plain, MA

Primary Contact Name/Address/Phone/Fax/Email

Dania Vázquez, Headmaster 20 Child Street, Jamaica Plain, MA 781-424-8640 Cell 617-635-8198 School 617-635-7835 Fax

Proposed School Expansion Year(s) September, 2019-20

Expansion Plan Overview

School Year Grade Levels Total School Enrollment

Total Number of Staff

2017-2018 2019-2020 2020-2021

9 to 12 7 and 9 to 12 7 to 12

300 380 to 390 460 to 470

28.5 FTE 39.9 FTE 45 FTE

Will this school serve students from multiple districts? Yes √No

Attachments

Item

Dual Language Policy

School Profile

Grade Guide for Universities

Sample Schedule

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Budget Planning

Administrator Resumes

Letters of Support

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II. Executive Summary

A. Current School Mission

The Margarita Muñiz Academy is the first dual-language high school in the Boston Public

Schools dedicated to preparing citizens and leaders who are fluent in English and Spanish. Every

student will be ready for college and contribute to the community and beyond. Muñiz Academy

partners with families and community to realize our mission together.

Margarita Muñiz Academy implements a college preparatory, culturally relevant two-way

bilingual curriculum that provides students with the 21st century skills necessary for success in

higher education and beyond. The Muñiz Academy has three critical platforms for dual

language: Expeditionary Learning (formerly known as Expeditionary Learning and now EL

Education), the arts, and technology. Our collective work as a community is grounded in the

shared values of diversity, inclusion, community, citizenship, scholarship, and creativity.

Key details about the innovation plan

Planning is underway by the school for the innovation plan to include grades 7 and 8, tentatively proposed to begin with expansion to grade 7 in September 2019. This timeline is contingent upon the district solving the school's facility need that would provide the space necessary for expansion. Facility approval and grade expansion will be accomplished through a separate vote of the Boston School Committee. The current school enrollment of 300 students in grades 9-12 will expand by 80-90 students each year, reaching 460-470 students by the 2019-2020 school year. There are no entrance requirements for enrollment in Muñiz, making it unique as a two-way, bilingual, arts focused school within the Boston Public Schools. Muñiz Academy is currently located in Jamaica Plain, central to the school’s student population that is largely drawn from Jamaica Plain, Roxbury, Dorchester, South Boston, and Mattapan. The current demographic makeup of the student body is expected to continue:

English language learners 83% 47% are designated as ELL levels 1 to 5;

36% are formerly ELL

Students with disabilities 12%

Overage 1 year or more 40%

Innovation plans are based on current experience at the school and needs identified by the

Boston Public Schools:

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Boston’s Need for Muñiz 7-12 Grade Configuration

Boston is in the process of reconsidering grade pathways, moving toward aligning more schools in a binary system of K-6/7-12 and K-8/9-12 grade configuration models. In addition, Boston is in need of additional elementary seats for dual language students. Expanding Muñiz Academy to grades 7 and 8 will free elementary seats at the current district K-8 dual language schools, increasing needed capacity for Boston students, and will offer another school beyond the current exam schools in the district with a grade 7-12 configuration model. Adding grades 7 and 8 will also provide expanded educational opportunities for students and families who are recent immigrants in an instructional model that embraces language and diversity and empowers students as citizen leaders. All references to a 7-12 school are contingent upon finding a facilities solution as part of the BuildBPS process and will require a separate vote by the School Committee.

Muñiz Academy’s Need for a 7-12 Grade Configuration

In its first five years, teachers and administrators have found that students enter with skills that

are well below grade level. Intensive supports provide a pathway to success, but having

students enter in grades 7 and 8 will enable an earlier start on language and skill acquisition

and college preparation.

Key Changes with Expansion

A continued progression towards more rigorous college-going culture bolstered by

starting to focus students at earlier grades on both mindset and academic skills.

A focus on both skills and mindset with targeted academic interventions in both

language and math literacy for incoming students.

Increased focus on developing strong learning habits framed as RAICES, our school

values (responsibility, advocacy, integrity, compassion, excellence and stretch); strong

learning habits are a clear correlate to student success.

Increased access in the arts and deepening art-making skills, considered another

language frame at Muñiz Academy.

Improved staffing patterns benefitting school-wide instructional supports with

additional staff for English as a second language, Spanish as a second language, and a

new position for a math interventionist.

Continued partner development to establish a college-going culture starting with

incoming our 7th grade, supported activities.

A newly formed leadership team that fully supports a two-house design – Lower House

with grades 7 to 9 and an Upper House with grades 10 to 12; the new leadership team

allows for a more sustainable leadership model over time.

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Key Anticipated Challenges

Three core challenges are identified at this time yet all three do have potential solutions as we

collaborate with the district and school partners. These challenges include:

1. We have been able to sustain our growth over the first five years largely on the BPS district

allocated budget, even in difficult budget years. The current budget models need to be further

developed to reflect the needs of a dual language high school using the complex design of

Muñiz Academy that includes an extensive arts program and is structured to make the school

sustainable over time. Our autonomies have been key in ensuring budget sustainability to this

point in time. The BPS budget office has worked with Muñiz Academy to develop a preliminary

budget framework attached in this document.

2. The expansion would require additional space central to the population we serve in Boston.

3. The enrollment processes in BPS would need to support our expansion, ensuring

communication with families for this new and exciting opportunity. Our deep collaboration and

the benefits to our partner dual language K-8 schools will facilitate changes that support

benefits to many school communities and Boston as a whole.

Key prior successes

Dual Language Instructional Model: Our dual language model embraces what students bring

as much as it strives to deepen and enrich their skills and knowledge in both language and

subject matter. Learning in both languages and across content is designed to engage students

as they construct meaning from their experiences and become bi-literate. Students learn in a

dual-language model, with classes taught in Spanish and English in a 50-50 split.

Expeditionary Learning: Muñiz Academy draws on EL Core Practices to inform our model for

curriculum development, assessment, instruction, and school culture. Authentic learning

encompasses a depth of content and an approach for engaging in new ideas and skills

development. Authentic learning at Muñiz Academy incorporates strategies to ensure students

own their learning and progress.

The Arts: The arts are a daily component of each student’s schedule. Students choose from an

array of offerings, including visual art, technology, theatre, instrumental instruction/band, and

choir. The Venezuelan model called El Sistema is used as a basis for instruction; music is a daily

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class, with approximately 160 of 280 current students playing an instrument. Visual arts,

theater, and technology follow a sequence of learning throughout the four-year program and

are also scheduled daily.

Knowing Students Well: We believe that an important element in every student’s success is

knowing each well as learners and members of the community. Knowing students well happens

through an ongoing focus on cultural competence and structures that support personalization.

Three key school structures support knowing students well: relationships with Crew leaders,

grade team meetings, and the Student Support Team. Through the formation of personal

relationships as well as team dialogue, we come to know each student and their needs and

interests.

Academic impact

The implementation of a comprehensive program at Muñiz has supported considerable

academic success by students, as measured by two years of MCAS data provided below.

Additional data can be found in the full application.

2015

98% ELA MCAS pass rate: 80% advanced/proficient; student growth percentile of 62

90% math MCAS pass rate: 62% advanced/proficient; student growth percentile of 68

65% physics MCAS pass rate

66th percentile for student growth on the WIDA/ACCESS for English language learners

2016

92% ELA MCAS pass rate: 80% advanced/proficient; student growth percentile of 63.5

81% math MCAS pass rate: 55%% advanced/proficient; student growth percentile of 47

AP Spanish Language: 81% scored 3 or better; AP Spanish Literature: 5 of 6 Scored 3

68.5% physics MCAS pass rate


First graduating class, June 2016: 63 of 65 Graduated

Summary of any autonomies requested – current and future.

Margarita Muñiz Academy has waivers from the collective bargaining agreement between the

Boston Teachers Union and the Boston School Committee and autonomy from district policies

in the following areas:

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Governance and Policies: Muñiz Academy has its own governance structure based on

effective structures used at high performing schools.

Curriculum and Assessment: Muñiz Academy has autonomy from district curricular

requirements, allowing the school to offer a two-way bilingual curriculum and

determine graduation, promotion, and homework requirements.

School Calendar: Muñiz Academy has autonomy from district scheduling requirements

and collective bargaining agreements pertaining to length of school year and day,

summer programming, and professional development. The school has modified the

weekly schedule to ensure additional common planning and professional development

time for teachers, expanded learning time for students, and a summer institute for

students in need of interventions and course completion.

Staffing: Muñiz Academy has the freedom to hire and excess staff based on the needs of

students and mission of the school. The school may hire staff regardless of their current

status and has waivers from BTU collective bargaining agreements related to seniority

and attachment rights. Compensation for core teachers mirrors the district salary

structure, however, teacher’s job descriptions and responsibilities are significantly

expanded. Working conditions also differ from conditions stipulated in collective

bargaining agreements. The school seeks to continue the SY2012-13 agreement with the

Guild to ensure a bilingual secretarial position.

Budget: Muñiz Academy receives a lump sum per pupil budget based on the school’s

agreement with the district and determines the best use of its budget resources,

planning for staffing and instructional materials and supports. The school may decline

certain discretionary services and receive compensation from the district, to be used

towards staffing or materials as designated by the school.

Autonomies that will be requested with innovation plan

The district assigns students to Muñiz based on their choice form and the district lottery

process. Muñiz Academy requests control of student enrollment processes, specifically access

to waitlists and the ability to manage waitlists, and call students and confirm student

assignments in real time.

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III. Mission, Vision, & Statement of Need

A. Mission Statement

The Margarita Muñiz Academy is the first dual-language high school in the Boston Public

Schools dedicated to preparing citizens and leaders who are fluent in English and Spanish.

Every student will be ready for college and contribute to the community and beyond. Muñiz

Academy partners with families and community to realize our mission together.

Margarita Muñiz Academy implements a college preparatory, culturally relevant two-way

bilingual curriculum that provides students with the 21st century skills necessary for success in

higher education and beyond. The Muñiz Academy has three critical platforms for dual

language: expeditionary learning, the arts, and technology. Our collective work as a community

is grounded in the shared values of diversity, inclusion, community, citizenship, scholarship, and

creativity.

B. Vision Statement

Margarita Muñiz Academy is a college preparatory high school providing a two-way, bilingual

high school education aimed at fostering community consciousness and preparing students for

success in higher education. It is the only school of its kind in Boston. The two-way bilingual

model is supported through a program built on EL, the arts, and the use of technology. Classes

in the Expeditionary Learning (EL) curriculum are student centered, standards based, and

taught in both Spanish and English. All students participate in visual art or music instruction

that is given using the El Sistema model. With a maximum enrollment of 300 students, Muñiz

offers graduates of Boston’s public bilingual middle schools a continued dual language pathway.

Admissions priority is currently given to students who graduate from one of the K-8 dual

language schools (Sarah Greenwood, Rafael Hernández, Joseph Hurley, and John McCormack).

What is unique about the current school practices?

Highlights of our School

● Muñiz Academy is a college preparatory high school.

● Students learn in a dual-language learning model – Spanish and English.

● Learning is student-centered, designed around expeditions and inquiry projects that are

about social change and real connections to the community.

● Students and staff use technology as a core tool for learning.

● Every student is engaged in the arts as part of their core learning experience, including

music, visual arts, and media arts. Students in our music program learn music through

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the internationally recognized El Sistema program. Muñiz Academy is the recipient of

the 2015 Grammy Signature School Enterprise Award - one of 13 schools in the country.

● The Muñiz Academy Debate Team members are recipients of JV City Wide

Championship in both English and Spanish in our first year in the league!

● Full enrollment at 300 students, grades 9 through 12.

● The school day is from 8:30 a.m. to 3:30 p.m., Monday to Thursday; 8:30 a.m. to noon

on Fridays.

● Innovation school status is used to support a creative learning and teaching model.

Describe the key achievements of the school and the reasoning behind a request for

expansion.

Family Demand – Enrollment by the Numbers

Muñiz Academy enrolls students through the district lottery/assignment process.

Inaugural year, 2012-13 399 student applied in total for grade 9 only

School year 2013-14 408 students applied in total for grades 9 and 10

School year 2014-15 558 students applied in total for grades, 9, 10, & 11

School year 2015-16 431 students applied to all grades:

183 applied to grade 9 (50 ranked #1; 39 ranked

#2; 37 ranked #3)


#2; 28 ranked #3)


#2; 6 ranked #3)


#2; 6 ranked #3)

Student Demographics

Students are not selected by Muñiz Academy:

English language learners 83%: 47% are designated as ELL levels 1 to 5;

36% are formerly ELL



Free/reduced lunch 83%

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Progress Data

2013

80% Physics MCAS pass rate

2014





2015





2016

92% ELA MCAS pass rate: 80% advanced/proficient; student growth percentile of 63.5

81% math MCAS pass rate: 55%% advanced/proficient; student growth percentile of 47

AP Spanish Language: 81% scored 3 or better; AP Spanish Literature: 5 of 6 Scored 3

68.5% physics MCAS pass rate


First graduating class, June 2016: 63 of 65 Graduated

Summer College, Internships, and Job Placements:

Harvard Crimson Summer Academy, Boston University Upward Bound, Summer Search, UMass

Boston TAG, Bridge to Calculus

C. Statement of Need

The effort to expand the grade levels offered at Muñiz is based on current experience at the

school and needs identified by the Boston Public Schools.

Boston’s Need for Muñiz 7-12 Grade Configuration

Boston is in the process of reconsidering grade pathways, moving toward aligning more schools

in a binary system of K-6/7-12 and K-8/9-12 grade configuration models. In addition, Boston is

in need of additional elementary seats for bilingual students. Expanding Muñiz Academy to

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grades 7 and 8 will free elementary seats at the current district K-8 dual language schools,

increasing needed capacity for Boston students, and will offer another school beyond the

current exam schools in the district with a grade 7-12 configuration model.

Muñiz Academy’s Need for a 7-12 Grade Configuration

In its first five years, teachers and administrators have found that students enter with skills that

are well below grade level. Intensive supports provide a pathway to success, but having

students enter in grades 7 and 8 would enable an earlier start on skill acquisition and college

preparation. The additional two grades would total 160 to 180 students (minimum of 80

students and up to 90 students per grade).

Key Goals of the Innovation Plan

The innovation plan will facilitate:

the creation of needed elementary seats in Boston by providing a placement for students

who would currently attend existing dual language K-8 schools;

expanded educational opportunities for students and families who are recent immigrants in

an instructional model that embraces language and diversity and empowers students as

citizen leaders;

intensive academic supports for grade 7 and 8 students, including support to reach grade

level academic skills, and intensive language, literacy, and arts immersion at an earlier grade

level than currently possible, with the goal of college preparation and academic success;

the introduction of college readiness activities in grades 7 and 8, providing a longer

continuum of support with a goal of college persistence beyond the first year of

postgraduate experience in both college and career pathways; and

a deepening of our alumni support program to ensure students are successful in their

college and career pathways.

What are the key components of the current academic program (curriculum, school schedules,

other unique supports), and how will the innovation plan affect those components?

Muñiz Academy’s design is based on fieldwork, experience, and research regarding effective

models for learning and teaching. The following core principles guide our design and are critical

to ensure an effective school model for all students:

Dual Language Instructional Model: Our dual language model embraces what students bring

as much as it strives to deepen and enrich their skills and knowledge in both language and

subject matter. Learning in both languages and across content is designed to engage students

as they construct meaning from their experiences and become bi-literate. A critical feature of

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our dual language model is a focus on integrating cultural proficiency throughout our learning

and teaching experiences, a central component of success for students learning language and

content. Students learn in a dual-language model, with classes taught in Spanish and English in

a 50-50 split. Students take core courses in either English or Spanish to achieve this split and the

school designates a ‘language of the day’ for all other interaction. Students take four years of

humanities in English and four year of humanities in Spanish; math, science and arts classes are

taught in both languages in alternating units. The community language and the designated

course language create a bridge for language learning that allows students to access content

while learning Spanish and English in a seamless and culturally relevant experience.

Expeditionary Learning: Muñiz Academy draws on Expeditionary Learning (EL) Core Practices

to inform our model for curriculum development, assessment, instruction, and school culture.

Authentic learning encompasses a depth of content and an approach for engaging in new ideas

and skills development. Authentic learning at Muñiz Academy incorporates strategies to ensure

students own their learning and progress.

Teachers build expeditions and inquiry projects that are focused on social change and real

connections to the community. After five years, the school has made significant progress

toward teaching the majority of core content through learning expeditions.

Students are expected to develop RAICES, essential habits as citizen scholars: responsibility,

advocacy, integrity, compassion, excellence and stretch. We believe these habits are

essential to becoming fully prepared and well-rounded citizens and scholars at Muñiz

Academy and beyond.

Standards-based grading is our platform for assessments and is aligned to core EL practices.

Progress on academic mastery and progress on developing RAICES is accessible to all

students and families throughout our on-line grading platform.

‘Crew,’ the EL term for advisory, meets twice a week in small groups of 10-12 with a

teacher. Crew provides students will additional support in a small group setting, including

character and social support, and academic support. Crew leaders serve as the primary

contact for a student’s family throughout the year. We believe that students and families

are partners in creating a community culture of engagement and excellence. Families

engage in their child’s progress in a wide variety of ways, including access to ongoing

progress data, student-led conferences, individual family meetings, and school events.

The Arts: The arts are a daily component of each student’s schedule. Students choose from an

array of offerings, including visual art, technology, theatre, instrumental instruction/band, and

choir. Students who choose music pick an instrument within the first two weeks of school,

receive music instruction in small groups, and play in ensembles. The Venezuelan model called

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El Sistema is used as a basis for instruction; music is a daily class, with approximately 160 of 280

current students playing an instrument. Visual arts, theater, and technology follow a sequence

of learning throughout the four-year program and are also scheduled daily. At the end of grade

10, students choose two arts courses as their focus for grades 11 and 12. Although technology

courses focus on specific skill development such as basic skills, coding, and media

communications, content courses use technology applications such as Google Classroom to

support learning. Currently, a Chromebook cart is available to every academic content teacher

and our technology teacher; arts teachers share computer carts with their grade team partners

as needed.

Knowing Students Well: We believe that an important element in every student’s success is

knowing each well as learners and members of the community. Knowing students well happens

through an ongoing focus on cultural competence and structures that support personalization.

Three key school structures support knowing students well: relationships with Crew leaders,

grade team meetings, and the Student Support Team. Through the formation of personal

relationships as well as team dialogue, we come to know each student and their needs and

interests.

Targeted supports are provided through our Learning Block time with opportunities for

students across our wide continuum of learners. Students are grouped and staffing aligned to

address needs and interests. During this period, students are scheduled in one of the following

for three days each week:

honors classes in Spanish and/or English for students who demonstrate advanced skills;

academic interventions across content for students who demonstrate need for additional

supports; and/ or

targeted academic supports with special education staff in our Learning Center for students

with deeper learning needs.

Innovation Status: Innovation status allows the school to set independent graduation,

promotion, and homework requirements. In order to be promoted to the next grade level,

students need to demonstrate proficiency in all core classes by earning a minimum of 70%.

Students who earn below this minimum in three or more courses are slated to repeat the year.

Homework may exceed the district recommended amount of 2.5 hours, especially on weekends

and during school vacations.

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As an innovation school with autonomy from district scheduling requirements, Muñiz has

expanded the length of the school day in order to offer a comprehensive, college preparatory

education. The expanded schedule allows for additional common planning for teachers and

expanded learning time for students. The school day is from 8:15 a.m. to 3:30 p.m., Monday

through Thursday and 8:15 a.m. to 12:30 p.m. on Fridays.

Expected Impact of Innovation Implementation As a dual language high school focused on college and career readiness and serving students with exceptionally high needs, we will expand our learning framework with more intensive academic and social-emotional wrap-around supports aligned to 21st century skills to ensure that every student is college and career ready. Expansion planning includes:

additional staffing for English as a second language (ESL), Spanish as a second language

(SSL), and special education will allow for additional learning supports during a recast

Learning Block. Supports will be offered to both students with IEPS and those who do not

have an IEP, but are struggling learners.

an intensive focus on literacy across content, starting at lower grades, that will be aligned to

upper grade courses and advanced learning opportunities;

reconceptualization of our arts schedule to allow increased access to the pursuit of

intensive arts, dual enrollment and/or career pathway opportunities for students at the

upper grades while ensuring that all students experience a rich arts education. Students in

the early grades of 7 and 8 will experience an exposure approach to the arts; students in

grades 9 to 12 will have the option to pursue either a specialized arts track in one or two

arts courses in a four year sequence or a specialized focus on one art form and continued

exposure in the other arts offerings.

Expansion of our dual enrollment programs with our current partners to strengthen our

college-readiness goals (Harvard Crimson Summer Academy, Boston University Upward Bound,

Summer Search, UMass Boston TAG, Bridge to Calculus, 826 Boston) will include:

college and career readiness beginning at grade 7 and continuing through all student

experiences at Muñiz Academy;

college essay support in collaboration with 826 Boston during our first week of school in

September (starting Sept. 2017); 826 Boston Writer’s Room;

alumni support for our students in their post-graduate experiences in both college and

career. Additional partners will be identified to strengthen our emerging alumni support

program; and

establishment of a Family Resource Center will offer full support services as a strategy to

increase family and community engagement.

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What is the current leadership structure at the school?

Muñiz is currently led by a Headmaster, Dania Vázquez, and Assistant Headmaster, Dan

Abramoski. The headmaster has overall responsibility for the school, for developing and

managing the budget and staffing plan, as well as working with the school’s board and

managing the ongoing relationship with the Boston Public Schools. The Assistant Headmaster

leads the focus on developing curriculum and the instructional platform based on the

Expeditionary Learning (EL) platform. He guides professional development planning and

delivery guided by the instructional leadership team. He partners with the headmaster to lead

the ongoing development and refinement of the school culture through a focus on grade,

content teams, and Crew groups as well as operations.

An informal teacher leadership model currently exists. Teachers with interest in leadership

roles and with demonstrated instructional expertise are engaged to support colleagues and to

co-lead common planning time. Teachers volunteer to represent content and grade teams on

the school’s Instructional Leadership Team.

How will the innovation plan affect the leadership structure?

The school will be organized in a lower (grades 7, 8, and 9) and upper (grades 10, 11, 12) house

model. The upper house will be led by our current assistant headmaster. We will hire an

Instructional and Curriculum Design Leader with expertise in middle school curriculum and

instructional practices to lead the lower house. Teacher leaders will be formally identified for

content and grade teams as well as for our college and family programs. The newly formed

leadership model will ensure continuity across all grades by focusing on school culture and

instruction while developing a sustainable leadership model that capitalizes on teacher

knowledge and voice. Teacher leaders will focus on curriculum development, instructional

strategies, and school goals in their work with designated grades and content areas. Grade

team and content team leaders will be selected by the respective teams. District operational

issues and development work will remain with the headmaster and assistant headmaster to

ensure that the wider team focuses on culture and instruction. The key school-wide teams will

be maintained: ILT, Content and Grade Teams, Student Support Team, Family Council, and

Governing Board.

What is the current staffing structure at the school?

The current administrative staff includes the headmaster and assistant headmaster, secretary,

nurse, mental health coordinator/counselor, university coordinator, and family coordinator.

The current instructional staff includes two teachers, providing instruction in either English or

Spanish for each grade level in humanities, math, and science staff for each grade level. The

staff also includes 1.5 special education teachers, three music teachers, two visual arts

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teachers, a media/technology teacher, one teacher for English as a second language for all

grades, one Spanish as a second language teacher for all grades, and a part-time physical

education teacher.

How will the innovation plan affect that staffing structure?

The addition of grades 7 and 8 will allow the school to increase key areas of staffing aligned to

the goal of increasing instructional supports and interventions on both the academic and arts

platforms. The following staff will be added:

lower and upper house school structure (Lower House - Grades 7, 8, 9; Upper House -

Grades 10, 11, 12):

8 core academic staff for grades 7 and 8 (2 English, 2 Spanish, 2 math, and 2 science);

3.5 additional arts teachers will support a reorganization of the offerings from grades 7

through 12 with increased opportunities for students at the upper grades to deepen

their skills in the arts they select to pursue; our current arts partners will continue to

support the school’s arts programming:

o 1 additional visual arts teacher;

o 2 additional technology teachers; and

o one .5 music teacher;

an additional ESL and an additional SSL teacher will allow reorganization of scheduling,

grouping and interventions. Each ESL and SSL teacher will work with three grades (7, 8,

9 and 10, 11, 12) and will offer additional interventions focused on language and

literacy skills in English and Spanish during the learning blocks for their respective

grades;

1 FTE for a math Intervention teacher to focus on students in grades 7, 8, and 9 for

targeted skills and knowledge development to build a solid foundation prior to entry to

the upper school grades;

1 FTE for an Instruction and Curriculum Design Leader for the Lower House grades

an additional .5 FTE for special education, bring the FTE to 2, will allow reorganization of

how interventions are delivered. With 2 special education teachers working full-time,

each teacher will offer targeted group classes for students in need of additional

instructional supports in literacy and math during learning time blocks;

a full-time physical education teacher will ensure that students are offered health and

wellness learning opportunities across grades; and

additional partnerships will be identified to expand our current alumni support program.

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What is the school’s location?

Muñiz Academy is currently located in Jamaica Plain, central to the school’s student population

that is largely drawn from Jamaica Plain, Roxbury, Dorchester, South Boston, and Mattapan.

Muñiz Academy shares the current building with the Mission Hill K-8 Elementary School. Muñiz

Academy is currently located on the first and third floors:

first floor – main office for administration, counseling, shared nurse, teacher room; six

classrooms for grade 9, ESL, and technology;

third floor: grades 10, 11, and 12 as well as the arts classes.

The headmaster is working with the Boston Public Schools’ central office to identify facilities

within the system that accommodate the expanded school, however, Muñiz is committed to its

current neighborhood and strongly prefers to stay in the same area of Boston.

How will the physical space need to change in order to support the plan?

In order to house the additional two grades as well as additional programs, the following

additional space is required to serve new grades and offer expanded services for all grades:

8 classrooms for core academics in grades 7 and 8 (humanities English, humanities

Spanish, math, science);

3 additional classrooms for arts courses in grades 7 and 8;

1 additional ESL classroom and 1 additional SSL classroom;

2 special education classrooms;

high school library;

increased and improved rehearsal and performance spaces for the approximately 300

students who will be in our bands; band ensembles will represent beginner,

intermediate, and advanced groups as well as wind, brass, and percussion ensembles;

an auditorium that can house our performance needs and seat the entire school

community;

1 classroom for an 826 Boston Writer’s Room;

1 classroom for a Language Lab managed by SSL and ESL staff;

1 classroom for expanded college and career counseling and classes for current students

as well as for our alumni support program;

1 room for a full Family Resource Center to house partners and offer classes to family

and community members;

mental health counseling office suite (3 small meeting rooms) to provide adequate

counseling spaces for our current partner service providers;

teacher leader offices.

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The additional space is aligned with our instructional priorities: providing targeted

intervention support at earlier grades to ensure college ready upper house students and

graduates. The space design supports a continued focus on strengthening the pillars of our

current model:

Expeditionary Learning (EL), with a literacy focus across all content in a dual

language model, along with an integration of the arts;

a focus on family and counseling, strengthening our current model of strategies that

focus on the social emotional learning that is key to our current success;

collaboration with BPS Food Services to re-imagine food and nutrition with a focus

on cultural and age appropriate models;

better use of the external space of the school that offers many rich opportunities for

environmental learning such as sustainable gardening and solar energy projects.

C. Statement of Need

How will the school innovation plan continue to support the community where the school is

located?

Our innovation goals are aligned to the ongoing district work of building cross-cultural

understanding, especially critical in our current social-political context:

Muñiz Academy is interested in diversifying our student body and offering more

opportunities to a cross section of students from different cultural backgrounds. Our

goal is to create students who are bilingual/bi-literate global citizens, ready to

contribute and seek a wide range of post-secondary opportunities.

Our extensive arts program serves students in a bilingual/bi-literate and multicultural

model as one of the few schools in the district with expansive arts offerings that does

not require an audition or an entrance portfolio; 95% of our students have not

experienced rigorous arts instruction. Our model is replicable for other schools and

based on open enrollment.

We have developed an Expeditionary Learning model that supports the current district

effort to establish EL in more schools.

Our emerging alumni support program is a model for other district schools interested in

collaborative partnerships focused on ensuring first generation college-going students

succeed in their first one to two years, post high school graduation. We participate in

ongoing work with Success Boston.

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Cite evidence of need when applicable.

The following evidence supports the need for our plan and how it would contribute to the

broader Boston community:

• supports the district potentially moving toward K-6 & 7-12 grade configurations;

• creates a model for the district of a college-going/career pathways school with support

for alumni, serving students who are first generation, and who come with a wide range

of learning, linguistic, and social needs;

• opens seats for current K-8 schools (Hernandez & Hurley) so they can serve a growing

population of elementary students;

• opens more dual language seats to serve growing immigrant communities and families;

• creates a pathway across dual language schools as we build more opportunities district-

wide;

• establishes Muñiz Academy as one of two open enrollment high schools serving grades

7-12 – all other 7-12 high schools have an application process;

• establishes Muñiz Academy as the only open enrollment high school with expansive arts

opportunities for all students throughout their six-year experience.

Collaboration with district dual language K-8 Schools

The dual language school leaders form a unique collaboration in Boston Public Schools. The

dual language leaders supported the early stages of proposal planning of the Muñiz Academy.

Today, the group meets 3 to 4 times a year to share concerns, progress and new ideas. As

Muñiz Academy expands and deepens its innovative practices, our collaboration with our dual

language partner schools and others will continue with the shared goal of creating pathways

and aligned instructional practices. For example, this year, we participated in Instructional

Reviews for each other’s schools to share best practices and consider places for improvement.

Over the years, the Muñiz Academy, the Hurley and the Hernández communities have agreed

that expanding Muñiz Academy would create a ‘win-win’ for all the schools and the larger

Boston community. The Sarah Greenwood and the Umana are at very early stages of rolling out

full dual language programs through grade 8. Currently, both the Hurley and Hernández loose

many middle school students after grade 6 to charter and exam schools straining their budgets

and in turn the capacity of continuity of their instructional models offered in the lower grades.

In particular, due to budget constraints, each school has one teacher for both English and

Spanish literacy and one for math and science, challenging instructional capacity and intended

design. For example, the Hernández starts off with a class of approximately 60 grade 6

students yet graduates 20 to 25 students in grade 8; the Hurley graduates between 15 and 20

students. Families and students seek a 7-12 school to ensure continuity in a rigorous program

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through high school years – exactly what Muñiz Academy will offer in a newly designed dual

language model. Given the enrollment realities at both K-8 schools, we would also recruit

students district wide from the large pool of SEI and general education programs in K-8 and

middle schools throughout BPS and Boston. We currently recruit in a similar fashion for our

grade 9 students, receiving students from the Hurley and Hernández who choose Muñiz

Academy and recruiting students district wide. Our current efforts include presentations as

every K-8 and middle school, school visits and tours, and student shadow days. On the average,

our incoming 9th grade classes have approximately 15 students from both schools and the

remaining students from district schools. We anticipate a similar pattern for entering 7th grade

classes.

Are there any current partnerships the school engages in?

Current Partnerships at Muñiz Academy 2016-17

Partner Level of Activity Managed by

Instructional Partners

Boston Debate League:

Debate Team

Evidence Based Argumentation (school-wide)

826 Boston:

Supports our EL curriculum model for senior year

College Essay Boot Camp – starting Sept. 2017

Exploring establishment of a Writer’s Room and collaboration across dual language schools

Instructional partners share instructional practices, opportunities for site visits.

Codman Academy Charter School

Expeditionary Learning (EL)

Inquilinos Boricuas en Acción

Headmaster Asst. Headmaster 2 Teacher Leaders

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BPS Dual Language schools meet during the year for collaborative learning walks and to discuss specific needs and interests as a group:

Hurley K-8 School

Rafael Hernández K-8 School

Sarah Greenwood K-8 School

Umana K-8 School

College/ Career and Alumni Partners

Provide on-site college readiness support:

Bottom Line

Hyde Square Task Force

Sociedad Latina

Success Boston

Higher Education Resource Center provides a full time counselor for college readiness and specifically for alumni support; 3 year commitment.

Boston University College Advising Corp Full Year Intern 2016-17 and 2017-18

Asst. Headmaster Post graduate transition counselor and college team:

Post Grad. Transition Counselor

BU –CAC Intern

HERC Counselor

Dual Enrollment Partners

Boston University Upward Bound; currently 2 cohorts of students – 20 total

UMass Boston Honors Program – establishing an MOU by June 2017

Crimson Harvard Summer Academy; annual applicants

Asst. Headmaster Asst. Headmaster 12th Grade Teacher

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Afterschool and Summer Programming

Summer Search

Center to Support Immigrant Organizing

Private Industry Council provides an onsite coach one day per week; she assists in coordinating our Career Fair and senior internship placements.

Asst. Headmaster, Headmaster Asst. Headmaster and 12th Grade Team

Arts Partners

Music partners provide on-site interns, rehearsal space, concert opportunities, and shared student learning opportunities:

Boston Philharmonic Orchestra

Boston Symphony Orchestra

Conservatory Lab Charter School

Longy School of Music

New England Conservatory

Roland Hayes School of Music provides concert space; provides on-site band teacher 1 hour 3x per week

Company One Theater provides two onsite teaching artists

Museum of Fine Arts provides ongoing professional support for Visual Thinking Strategies and visual arts supports (annual Muñiz Art Show at the MFA).

Music Team Headmaster Headmaster and visual arts team

Family and Counseling Partners

South End Community Health Center provides on-site mental health counselor.

Headmaster and Mental Health On-site Coordinator

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Organizational Foundation Support Partners

BARR Foundation Klarman Foundation Mass Cultural Council Nellie Mae Education Foundation The Boston Foundation

Headmaster and respective teams based on grants funded.

Will there be any additional partnerships formed, or greater depth to current partnerships to

support the school expansion?

We are currently deepening the partnerships that support our alumni, focusing on improving

our relationships with alumni and support activities. We are seeking to increase partnerships in

the following areas:

to support our counseling and family resource needs;

to increase college/dual enrollment opportunities for students in grades 10, 11, and 12;

to increase afterschool and summer programming opportunities for all students;

to establish a cadre of in-school tutoring fellows focused on overall literacy skills; and

to re-engage 826 Boston, a non-profit youth writing and publishing organization, to

establish a Writer’s Room serving all grades.

IV. Curriculum, Instruction, and Assessment

A. Curriculum: What are the core curriculum components in the current school?

Margarita Muñiz Academy implements a college preparatory, culturally relevant dual language

curriculum that provides students with the 21st century skills necessary for success in higher

education and beyond. Our model has four intersecting features:

learning in two languages across content areas;

Expeditionary Learning (EL) as the approach to skills and knowledge in both arts and

academic domains;

an intensive arts programs for all students; and

a focus on character education through shared values around habits of character which

we have identified as RAICES: responsibility, advocacy, integrity, compassion, excellence

and stretch (going beyond).

Dual Language Learning and Literacy: Our model embraces what students bring as much as it

strives to deepen and enrich their skills and knowledge in both language and subject matter,

incorporating a focus on 21st skills including critical thinking, creativity, innovation,

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communication, and collaboration. Learning in both languages and across content is designed

to engage students as they construct meaning from their experiences while still learning a

second language – our experience shows that learning is enhanced through second language

acquisition. The school’s comprehensive Dual Language Policy (Attachment A.) ensures that

students receive an exemplary dual language education as evidenced by our spring 2016 data:

ELA MCAS 92 % pass rate and 80% proficient advanced;

ACCESS data – Student Growth 66;

70% met a 3 or above on AP Spanish Language; and

73% met criteria for Seal of Biliteracy recognition by senior year.

Evidence-based Argumentation (EBA): As a first year EBA school, we are learning how to

implement the core EBA concepts through a focus on instructional strategies and meaningful

activities that support deep learning. This instructional approach aligns with both our dual

language and Expeditionary Learning model, supporting conceptual and linguistic development

in authentic learning contexts. In addition, students engaged in both class debates and the

Debate League are demonstrating increased motivation and focus on their core habits overall.

This year, staff will have engaged in 8 EBA professional learning sessions and weekly coaching

opportunities with an EBA coach on-site. In addition, two teacher leaders have continued our

Debate League participation started last year with a team of approximately 20 students

debating in both Spanish and English.

Expeditionary Learning (EL): Curriculum is organized around the principles of EL, framing units

in projects that include case studies, field research, and field experts, culminating in

presentations to the class and/or broader learning community. Key to the EL curriculum is

ensuring that content is designed around real world connections. Students experience these

skills in band, visual arts, technology, and theater classes as much as they do in their

humanities, math, and science classes.

Classes in the school’s college preparatory program are standards-based and taught in both

Spanish and English. Muñiz Academy aims for 50-50 language use, balancing both Spanish and

English across the curriculum. As students journey through their four years, they experience

learning academic content as well as learning social expression in both languages.

Small School with A Big Arts Program: The inclusion of the arts into the school and the school

day are a unique characteristic of the program at Muñiz. Arts block, scheduled by grade level,

happens throughout the school day. During this time, students in grades 9 and 10 participate in

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two arts classes that are rotated over their first two years at Muñiz, so they can experience a

variety of arts experiences including music, theater, visual arts, and technology/media

communication. At the end of sophomore year, students choose two arts courses they will

continue through senior year. Our well-regarded El Sistema band program is visited by many

schools that want to learn and share best practices. Our visual arts, theater, and technology

programs have created partnerships to showcase student work such as the Museum of Fine

Arts and a variety of BPS Arts Festivals.

Character Education – RAICES and College/Career-Readiness: All students are members of

Crew groups at each grade level. Crew groups have 10 to 12 students and are led by a grade

level teacher. Crew leaders work with students to create success plans that focus on both

academic goals as they review quarterly grades and progress. Student-led conferences offer an

opportunity to share progress and plans with families. Crews focus on both academic and

social supports as well as a college-readiness curriculum at all grade levels. RAICES

(responsibility, advocacy, integrity, compassion, excellence and stretch (going beyond)), our

core values, are framed as key skills to be college and career ready. All students in grades 9 and

10 engage in college-readiness content during their weekly Crew meetings supported by grade

team lessons focused on college-readiness ranging from specific academic and character skills

development, understanding the meaning of grade point averages, and the college application

process. Every student school-wide visits 2 to 3 colleges annually as an important part of the

college-readiness curriculum experiences.

Crew leaders are also key liaisons for families and among grade level colleagues, the Student

Support Team, and service providers. They offer supports for all levels of student needs and

interests, including referrals for additional resources as well as letters of recommendation for

students seeking specialized learning opportunities beyond our school such as BU Upward

Bound and Crimson Summer Academy at Harvard. Students are required to present their work

to families in student-led conferences held in November and April of each year. Ongoing

progress is shared with families through mailed interim reports and family meetings, when

necessary.

What are the core classes offered? What are currently the graduation and promotion

requirements?

Core classes include the following and meet the school’s graduation requirements:

4 years of passing credits in science (physics, biology, chemistry, integrated science);

4 years of passing credits in mathematics (algebra, geometry, pre-calculus, calculus,

statistics);

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4 years of passing credits of humanities in English or humanities ESL (English as a second

language) - learning English literacy through history content;

4 year of passing credits of humanities in Spanish or humanities SSL (Spanish as a second

language) - learning Spanish literacy through history content;

11th grade Spanish courses are AP level; students take the AP Exam;

an optional AP Spanish Literature course; students take the AP Exam;

4 years of participation and credits in arts courses including music, visual arts,

technology, theater, and choir;

college readiness class: 11th grade/spring semester and 12th grade full year;

20 hours of community service prior to graduation; and

Senior Portfolio, assessed using the school-wide rubric of the Qualities of the Muñiz

Graduate.

In addition to core classes, the following classes and supports are also included in the

curriculum and are rolling out over the next 2 years:

Internship Program (12th grade)

This year, we are piloting our first set of internships for qualifying seniors. Internships are a key

authentic real-world experience as a transitional bridge between high school and college/career

choices. Students are eligible for internships based on passing courses, evidence of school

values – RAICES, and completion of the college application process. Students are working with

Crew Leaders to identify areas of interest that will drive internship placements for up to 30

students. Placements are identified in collaboration with staff and community contacts and are

being coordinated by our Private Industry Council counselor. Students who are not participating

in internships will continue preparing their portfolio presentations and final course work.

Career Certifications

During school year 2017-18, we will be piloting a medical interpreters course for eligible

students based on academic standing. Students will earn a medical interpreters certificate

enabling them to seek positions immediately after high school. Other areas of certification we

are exploring include technology and the arts.

College Prep Opportunities Through Dual Enrollment

We currently have two cohorts participating in the Boston University Upward Bound Program

for eligible students based on meeting BU acceptance criteria. We also have 10 to 12 students

engaged in Summer Search programs that include college experiences. In addition, we match

individual students to specific college/university dual enrollment opportunities such as Crimson

Harvard Summer Academy, Smith College, and some two-year community college programs.

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What are the supplemental classes or learning opportunities offered?

Crew Groups and mentoring (advisory model)

Restorative justice practices – circle groups managed by teachers

Individual or small group tutoring

Honors seminars - (see page 22)

Challenge group – intervention groups (see page 22)

Guided study hall

Computer based tutorials

Fieldwork related to core classes

On-site counseling

Leadership groups: HER Project, HIS Project, Peer Leaders, Caballeros, Student Council

What other key programming supports students in the school? Are there any unique practices

the school has employed?

Assessing Student Language, Skill, and Interest Levels

During the first two weeks of school, entering 9th graders and any new students at 10th and

11th grade are assessed for academic skills and interest and prior exposure to the arts. We look

at a variety of data to determine supports for students including:

MCAS, prior middle school report cards;

IEP information;

Muñiz Academy Spanish Language Assessment;

English language learner/WIDA data, in-school arts surveys; and

In-class teacher assessments such as writing prompts and math assessments.

Based on this data, students are grouped with the following key drivers that align to a schedule

designed to support learning for all students, who represent a broad continuum of learners.

Language levels in English and Spanish to ensure access to appropriate courses -

humanities English, humanities English as a second language (ESL), humanities Spanish,

or humanities Spanish as a second language (SSL). Over time, students in ESL or SSL

classes are transitioned to the general humanities English and Spanish courses based on

student skill levels.

Muñiz Academy serves only students with Resource Room classifications. Students are

placed across cohorts to ensure full inclusion; students with IEPS are not in separate

classes.

Math skill levels are assessed and considered in our grouping strategy.

Gender balance and prior middle schools are final considerations in forming groups.

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How does the school support all students, including students who arrive at the school below

grade level as well as specific student populations, including ELLS and students with

individualized education plans?

At the end of the academic year, students are grouped for academic, arts and Learning Center

cohorts. Incoming 9th graders and any new students in other grades are evaluated for learning

needs during the first 3 weeks in September. Another group focused on for instructional

supports includes our students who are over-age by one or more years, common among English

learners who are often placed in earlier grades as a strategy to remedy language learning.

Currently, 40% of our students are over-age by 1 or more years. The additional supports of

Crew groups, success planning, integration of the arts, and student supports such as counseling

and leadership groups are designed to ensure that our overage learners experience success.

Student Support Team

Throughout the year, grade teams can make referrals to the Student Support Team (SST) for

any additional students who should be included in the Learning Center and/or who should be

evaluated to determine any special education needs. Our SST monitors academic and

attendance progress for those students with the highest risk indicators, using academic

progress data, attendance data, and social/emotional indicators. The SST creates support plans

using a menu of options including: academic contracts, attendance plans, family meetings,

home visits, truancy plans, specialized programming, in-school counseling, and in-home family

counseling. The SST determines additional interventions prior to any special education referral.

The SST includes the Headmaster, Asst. Headmaster, special education teacher, Special

Education Coordinator, Family Coordinator, Mental Health Coordinator, and School

Psychologist. Teachers are invited on an as-needed basis.

Learning Block: Learning Center, and Challenge and Honors Classes

Students in all grades are also organized to address diverse needs based on skill levels. A subset

of students receive grade level support during the “learning block” that is a part of the daily

schedule.

Learning Center: The Learning Center (LC) serves both students with IEPs and those without

IEPs who need academic supports and is currently staffed by 1.5 FTE special education teachers.

LC staff also provide additional targeted support through pull-out individual and group tutoring

throughout the day. In addition, LC staff support students who may need to pass state

assessments because they did not pass at the time of grade level testing or because they are

newcomers to the country entering at upper grades.

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The Learning Center team and administration meet quarterly to assess student progress using

key indicators including course grades, attendance, and behavior. Grade teams review student

progress every week, focusing on students of most concern as well as opportunities for

enrichment for students in the middle and upper academic range; grade teams review course

grades quarterly using the data to assess progress, determine additional interventions, develop

enrichment opportunities, and gauge overall progress. Key questions explored through progress

monitoring include:

are students getting on track?;

are the interventions the ‘right fit’?; and

what other interventions or enrichments are needed?

Challenge Classes and Honors Seminars: Remaining cohort students on both ends of the

learning continuum in each grade are organized to participate in either Challenge Classes

designed to provide targeted academic course support or Honors Seminars designed to engage

students for extended learning experiences. Challenge and Honors classes are offered by grade

level core content teachers throughout the week. For example, a student might participate in

Honors Spanish Seminar and Challenge English both led by their content teachers. Another

student might be scheduled for two days of learning center and one day of an honors seminar.

A third student might participate in two days of Math Challenge class and one day of physical

education.

What are the key components of lesson design that are consistent across the school?

(i.e., direct instruction, class discussion, independent work, group work, use of

technology, etc.)

Key Components of Lesson Design:

Courses are based on Common Core Standards with course goals framed around yearlong and

short term (supporting) learning targets. Guided by the principles of EL, course content is

designed around authentic learning opportunities framed through case studies, projects,

fieldwork, and presentations. Formative and summative assessments are designed by teachers

and aligned to units for each of four quarters throughout the year.

All classes are taught in a model of facilitated learning. Lessons start with a warm-up activity

followed by short direct instruction focusing on specific learning targets. Students engage in

collaborative learning groups while teachers provide ongoing learning supports to individuals

and small groups. Students are engaged in presenting work and ideas throughout the lesson as

well as developing key anchor charts. Technology is used in every course with most academic

content organized through Google Classroom and other on-line applications. Technology

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applications are used to document student work and offer ‘live,’ ongoing feedback to students

as well as develop basic skills in using a variety of technology tools such as Powerpoint,

GoogleDocs, Google Tools, Excel, Voice Thread, and Microsoft Word.

Key instructional strategies across both academic and arts learning platforms include

Evidenced-based Argumentation, a deep focus on vocabulary development in both languages,

and a focus on both spoken and written language. Teachers focus on developing process skills

as well as quality products.

What are the school’s key successes and learnings regarding the curriculum? Cite appropriate

data and research when applicable.

We have two key events that capture evidence of the positive impact of our curricular

approach: Achievement Zone and our Senior Portfolios. One of the key learnings regarding our curriculum work is the recognition that the power of presenting to authentic audiences is an important motivator for students to engage in their own learning. A second learning has been the deep professional development work necessary to plan and implement a project-based learning platform. Both events described below capture evidence of our curriculum work through projects and full expeditions demonstrating relevant social justice themes by content and/or grade.

Achievement Zone, student exhibitions held in late June, is an event that honors and celebrates the students’ learning and high quality work. All students in grades 9, 10, and 11 participate,

beginning preparation by mid-March. Students collect quality work samples in every academic and arts course and prepare a written analysis to explain the artifacts and why each is representative of their learning. The Qualities of the Muñiz Graduate serves as the rubric guide across grades. Preparation occurs during Crew meetings with Crew leader guidance. Students are graded on the quality of preparation and presentation by their Crew leader; the quality of the selected work artifacts is graded by their respective content teachers.

Exhibitions also bring our “RAICES” values to life through the students’ achievements, written reflections, and oral presentations.Achievement Zone provides students the opportunity to showcase their work in an open exhibition to the community in both English and Spanish. By presenting to an authentic audience, students connect more deeply with their learning experiences and have a stronger sense of accomplishment about their work. The exhibition

experience is designed as a lead up to Senior Portfolios.

Achievement Zone gives the community a chance to participate in the academic learning process of our students. Attendees expand their knowledge and gain a deeper understanding of our school’s unique educational heritage and vision. They witness the purposeful learning, collaboration, and rigorous academic experiences happening at the school. The students share their achievements in a variety of ways.

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All seniors present a senior portfolio at the end of their 12th grade year to show that they have

the knowledge and skills to graduate. During the month of May, students collect two quality

artifacts from each of their six classes and complete a written analysis of these artifacts as

evidence of their mastery of the Qualities of a Muñiz Graduate, the rubric used to evaluate

portfolio work. Students are regrouped by level of support overall so that artifact selection and

reflections can be reviewed and edited with teacher support prior to their presentation. Crew

leaders also weigh in on student readiness to present (See Attachment B).

Once students complete the written component, they work on creating a slideshow to present

their work. Students present an artifact from each of their classes to a panel of staff, fellow

students, and community members. During the presentation, students use their work to make

an argument about why they are ready to graduate. In keeping with our mission, students

present in Spanish and English. At the end of the presentation, students answer questions and

receive feedback based on our rubric. Students who do not pass the portfolio presentation are

required to address the feedback and present again; a second presentation requires sign-off by

the Assistant Headmaster and Crew leader.

Other specific evidence that points to our curricular successes includes:

a unique dual language model allows students to access content in their dominant

language while developing skills in the second language;

strong examples of projects and expeditions:

Senior Project 2016 - High School Redesign, recognized across the city; Senior

Project 2017 - Changing Boston;

10th grade Stand-up for Your Rights Expedition;

11th grade case studies on race and diversity;

emerging math projects;

Band Projects: Hair, Revolution

curriculum maps vertically aligned across grades for each academic and arts content;

established rubric for the Qualities of the Muñiz Graduate re-assessed and updated by

our Instructional Leadership Team;

63 of 65 seniors of the 2016 graduation class presented their portfolios to qualify for

graduation; 10 students were required to improve their presentation, including artifacts

and analysis, and present their work a second time;

all students in grades 9, 10, and 11 participated in the Achievement Zone exhibitions in

June, 2016;

ongoing formative and summative assessments that guide instruction;

integrated character education focusing on school culture and values as implemented

through habits of character (RAICES), Crew, and the Peer Leaders Program;

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college readiness curriculum and practices across all grade levels as implemented

through Crew college readiness activities, college visits, college readiness classes.

How will the school plan impact the core curriculum components stated above? What will the

school need in order to continue best practices in curriculum?

The school will develop core curriculum for grades 7 and 8 prior to the implementation of the

lower school and maintaining the balance of language instruction and use. Prior to

implementation, content teams, working with administrators, will review skills and content for

the current grade span to create vertical alignment that can then be extended to the new grade

levels. Similarly, the arts, and college and career curricula will be restructured and aligned. The

goal for the arts is to create a pathway by which upper house students may choose a

concentration that could become an arts major in college. The college and career curriculum

will be tailored for younger students, establishing expectations and supports that continue into

the upper house. The senior portfolio rubric, Qualities of a Muñiz Graduate will also be

evaluated and modified for use in the lower school.

Dual Language and Literacy Curriculum: We focus on language and literacy in both Spanish

and English throughout all content areas. Curriculum is designed by teachers based on Common

Core Standards as the guide for skills and content knowledge embedded in current social justice

themes. Curriculum design will be aligned for grades 7 and 8, with our existing platforms

focused on:

instruction in both Spanish and English in all content areas;

project-based learning experiences that include intensive vocabulary development,

research, authentic novels and literature, writing, and oral presentations;

unit maps that include formative assessments and culminating projects;

unit maps that include evidenced-based argumentation strategies to support language

and literacy across content;

year-long planned curriculum maps vertically aligned across grades and content that

identify standards, learning targets, assessments, projects, field work, and

presentations.

Schedule and Interventions: The schedule and staffing will be redesigned to support our

diverse learners across both language and skills levels. We will maintain our current Learning

Block to support both Honors and Challenges classes. Students in grades 7, 8, and 9 who are

ready for honors seminars or need additional support will be programmed for additional honors

or challenge seminars throughout the week for extension work. Students in grade 7, 8, and 9

who require more intensive additional learning supports will be programmed for additional

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intervention block classes in math and language /literacy development with our math

intervention teacher and our ESL and SSL staff each day. Instead of 2 arts classes each day,

these students will participate in one arts class and one intensive intervention support class. As

students solidify their foundational skills and knowledge, their overall course program will be

evaluated and adjusted to reflect both progress and interest.

Literacy and Language Interventions Curriculum: The Common Core Standards and the WIDA

Language Proficiency Standards currently frame our humanities curriculum. The humanities

team will work on vertical alignment including grades 7 and 8 with a focus on the following

anchor standards:

Reading -Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas;

Range of Reading and Level of Text Complexity

Writing – Range of Writing, Research

Speaking and Listening – Collaboration; Presentation

Language – Conventions; Vocabulary Acquisition, Knowledge of Language.

The humanities team will consider the Ramp-Up to Literacy program as one resource for grades

7, 8 and 9. Ramp-Up to Literacy is designed for middle school and 9th grade students who are

reading two years below grade level and has a specific focus on English Language learners. The

program has five explicit anchors which are consistent with our instructional model: motivation,

explicit instruction and modeling, vocabulary instruction, differentiated monitoring and

instruction, authentic reading and writing experiences.

Math Literacy Curriculum: Math instructional strategies for grades 7 and 8 will include a focus

on key Common Core Standards in areas that students in middle schools show the most

challenges and gaps in particular: the number system, ratios and proportions, expressions and

equations, functions number and quantity. Math across all grades will follow the following

common set of practices and principles:

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics to show your thinking.

Use appropriate tools strategically and attend to precision.

See patterns and connections.

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The curriculum will build solid foundational skills and knowledge and to ensure students are

ready for our course sequence ending in Pre-Calculus and Calculus in Senior Year. The following

programs are preliminary resources that will be reviewed by the math team to determine

implementation:

First in Math and Ten Marks – both online programs

Transition to Algebra – currently being explored by BPS

Summit Learning

Expeditionary Learning (EL): The core practices of EL will be implemented in the lower school,

informing curriculum maps and themes with adjustments to the design of expeditions for the

differences in grade level. Expanded staffing allows for additional time to spend with small

groups and individuals.

Arts Instruction: In the current configuration, students are unable to reach levels of expertise

and experience in the arts that would qualify them to choose the arts as a major in college.

With the addition of the lower house, arts instruction can provide essential skills at an earlier

age and students will be able to make focused choices in the upper house, allowing them to

pursue the arts in college, even as a major. Students who require additional intervention

support in math and language/literacy will be scheduled for one arts class with increased arts

courses as they progress each year.

Character Education: Our CREW Calendar will be designed for grades 7 and 8 to both align with

our current practices and include a focus on new key areas. The CREW Calendar will map the

following curriculum throughout the year:

Community Building – building a sense of community;

Academy Supports – building ownership for learning and teaching students how to

monitor their progress;

College and Career readiness lessons – building foundational skills for college and

career readiness;

Mindset and Character – building strong learning habits for both academic and

leadership success.

To create relationships across the school, upper house students will mentor younger students,

supporting their success through our Peer Leaders Program. Restorative Justice principles are

currently used as the approach for conflict resolution, in combination with RAICES, the

character education curriculum. Crew will expand to the lower grades, providing academic and

social/emotional supports to students, creating success plans, and involving families.

36

Crew leaders will monitor student progress and also play a role in student academic and

social/emotional success. During professional development, teachers will work to ensure

alignment of expectations across the expanded grade span. New teachers will successfully

implement EL practices in their classrooms, supported by mentor teachers and the addition of a

teacher leader for each house. The college and career readiness curriculum will also be

expanded to begin in grade 7 and continue through the upper house.

What is the plan for implementing the school plan to support student learning?

What is the timeline for the following needs to support a strong curriculum for students?

What are the key goals relating to curriculum in the plan?

What is the timeline for these goals? How will you know you have been successful?

KEY GOALS, TIMELINE AND MEASURES FOR CURRICULUM DURING IMPLEMENTATION

(Goals for Grades 7 and 8 - Pending Approval for Expansion)

Key Curriculum Goals Timeline Measures

Curriculum Across Content

All core curricula in both

academic and arts courses will

be vertically aligned for content

and indicate language balance

from 7th to 12th grade, with

shared curriculum maps, revised

annually.

Curriculum will be heavily

focused on math and literacy

development in foundational

grades 7, 8, and 9.

Content curriculum will be

aligned to the Qualities of the

Muñiz Graduate rubric.

1. Align all curriculum maps in grades 9 through 12 by June 2017.

2. Vertically align 7th

grade curriculum through grade 12 by June 2019 and key revision June 2020.

3. Vertically align 7th and

8th grade curriculum through grade 12 by June 2021.

1. Evidence of completed curriculum maps for each course.

2. Vertical maps for

humanities English and Spanish, math, science, visual arts, music, technology.

3. Student work / final

products at each grade level as exhibited in our Zona de Logros/ Exhibition Day and Senior Portfolios.

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Debate and Evidence-based

Argumentation:

Curriculum maps will reflect EBA

skills and practices across all

grade levels.

By the end of 8th grade, 95% of

students will have participated

in one season (half a school

year) of English OR Spanish

debate.

By the end of 11th grade, 95% of students will have participated in one debate season of BOTH English AND Spanish.

Student Participation in both English and Spanish Debates

Intensive Math and Literacy

Supports

1. The schedule will be

organized to ensure staffing and

interventions blocks for

additional supports.

2. Curricular resources and

programs will be reviewed and

identified to support grades 7, 8

and 9.

1. By spring 2019, staffing and schedule will be finalized reflecting intervention blocks and criteria for student selection for additional supports or honors classes. 2. Respective math and humanities teams will select resources and programs aligned with our current curriculum and anticipated middle school student needs.

1a. Schedule completed 1b. Criteria developed by ILT. 2. Math and Literacy programs identified.

College-going Culture: 1. Crew curriculum will be revised to deepen focus on college and career lessons across grade levels and aligned to the Qualities of the Muñiz Graduate rubric.

1a. 70% of students will have participated in at least one college prep summer program by senior year. 1b. 10 College readiness lesson plans delivered to every student in CREW each year. 1c. Increase dual enrollment opportunities by June 2020 2d. “Career Pathways” will be developed to expand postgraduate plans. 100% of students will have a college and career plan by graduation.

1a. Student participation in college prep programs by senior year. 1b. College readiness lessons archived and implemented; student reflections. 1c. Additional 4 dual enrollment partnerships. 1d. College and Career plans for every student by graduation

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2. Focus on executive functioning skills through our character education model based on RAICES

2a. Crew lessons will be developed to focus on executive functioning skills and habits based on RAICES.

2a. Crew Calendar and Lessons

Key Curriculum Infrastructure

Goals

Timeline Measures

1. Staff for each additional

grade will be identified and

engaged in professional

development focused on

curriculum planning and

instruction/assessment

practices by March of the prior

year to opening the new grade.

1a. Staff identified by March of the year prior to opening the new grade. 1b. Professional development sessions for new staff will begin the spring and summer prior to opening the new grade.

1a. Staff identified by March 2019. 1b.Professional development sessions planned and implemented between March and August, 2019.

1. Curriculum materials included

additional technology hardware

ordered by July prior to new

grade opening.

Classrooms and classroom

equipment ordered by July of

prior to opening of new grade

opening.

1. All materials and equipment ordered by July of year prior to opening; all materials received by August prior to opening (this is as per BPS ordering protocols).

1. All materials received by August, 2019.

1. Facilities for adequate

classroom space will be

identified by spring, 2018 in

collaboration with BPS.

1. Facilities for expanded Muñiz Academy will be identified by spring, 2018 and voted on by Boston School Committee; renovations will be planned by January 2019 and implemented prior to opening in Sept. 2019.

1. All renovations are completed prior to August 2019.

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B. Instruction

What is the current instructional philosophy of the school? What are the core components of

instructional practice that lead to student results, academic and non-academic?

Instructional Philosophy

Dual Language and Literacy: Our instructional model embraces what students bring as much as it strives to deepen and enrich their skills and knowledge in both language and subject matter. Learning in both languages and across content is designed to engage students as they construct meaning from their experiences. We welcome a wide range of language learners including students who are learning English or Spanish at a beginning level along with students who have a high level of proficiency in both languages. As well, some of our students speak Spanish, but are learning the language in a formal, academic context for the first time. Our experience confirms that student success is related to learning in a dual language/bi-literate model.

Classes in the school’s college preparatory program are standards-based and taught in both

Spanish and English. Muñiz Academy aims for 50-50 language use, balancing both Spanish and

English across the curriculum. Students are given the appropriate level of academic support and

intervention at their instructional and language levels. As students journey through four years,

they experience learning academic content as well as learning social expression in both

languages. The school’s comprehensive language policy ensures that students receive an

exemplary dual language education.

Across all our students’ language groups, they hold in common a need to explore their cultural

identity as young people and as future citizen-scholars. The themes of identity, purpose, and

culture are critical aspects of language learning. Students entering Muñiz Academy need to

explore the value of living and learning in two languages in the context of an environment that

encourages risk-taking and confidence in language learning. Our Dual Language Policy has

several key features that address instruction, assessment, and cultural competence for

students, teachers, and the community at large. (See Dual Language Policy in attachments.)

Evidence-based Argumentation (EBA): The three key anchors that define EBA include critical

thinking, collaboration, and student voice. As a first year EBA school, we are learning how to

implement the core EBA concepts through a focus on instructional strategies and meaningful

activities that support deep learning. This instructional approach aligns with both our dual

language and EL model, supporting conceptual and linguistic development in authentic learning

contexts. In addition, students engaged in both in class debates and the Debate League are

demonstrating increased motivation and focus on their core habits overall.

40

This year, staff will have engaged in 8 EBA professional learning sessions and weekly coaching

opportunities with an EBA coach on-site. In addition, two teacher leaders have continued our

Debate League participation started last year with a team of approximately 20 students

debating in both Spanish and English.

Expeditionary Learning (EL) Implementation means that teachers use a mix of direct

instruction, class discussion, independent work, and group work. Teachers at Muñiz Academy

invite students to take risks, ask questions, and work together to further their understanding

and the understanding of their peers. Teachers design purposeful lessons working backward to

ensure that lessons flow from the design of the investigation and associated standards. Each

lesson includes daily learning targets and each component of the lesson aligns with the

specified targets. The majority of lessons include an assessment to gauge student mastery of

the daily learning target. The school’s instructional philosophy is deeply rooted in the EL

Education Schools Active Pedagogy Core Practice Benchmark.

An important feature of our instructional model is to ensure access to both strong academic

and arts programs. Our school design incorporates a focus on both arts and academics as equal

entry points to the 21st century skills demanded by employers, such as critical thinking,

creativity, innovation, communication, and collaboration. Students experience these skills in

their band, visual arts, technology, and theater classes as much as they do in their humanities,

math, and science classes.

The core practices of EL lesson design are built around the idea of active pedagogy. Lessons are

developed with the purpose of asking students to take risks, ask questions, and work together

to further their understanding and the understanding of their peers. A lesson or investigation

may start with a complex or provocative problem and build skills, vocabulary, and concepts on a

‘need to know’ basis. A lesson may also start from what students bring as life experiences and

they are then invited to make sense of them. Each student is responsible for producing

something that shows his or her thinking. The goal is for teachers to talk less and for students

to talk more. The majority of lessons contain an assessment mechanism to gauge student

mastery. All of these features are rooted in the EL Education Schools Active Pedagogy Core

Practice Benchmarks:

using effective instructional practices school-wide;

teaching reading and writing across the disciplines;

teaching inquiry-based math, science and social studies;

learning in and through the arts; and

using effective assessment practices.

41

Teachers are currently working to document expeditions and other curricular components

using a uniform planning document that includes alignment to standards. EL practices are

aligned to our Evidenced-based Argumentation strategies that focus on student voice,

collaboration, and critical thinking.





pursue the arts in college, even as a major.

Character Education – RAICES: Throughout all of their experiences at Muñiz Academy, students

are expected to develop RAICES, the essential habits of citizen scholars. We believe these

Habits are essential to becoming fully prepared and well-rounded citizens and scholars at Muñiz

Academy and beyond. Our RAICES are: responsibility, advocacy, integrity, compassion,

excellence, and stretch.

Every class incorporates attention to RAICES as part of the instructional experience. Crew is a

key space where students engage in deeper conversation and reflection around RAICES.

Every student is assigned to a grade level Crew group with 10 to 12 other students.

Students meet with their Crew twice a week for a forty-five minute block on Wednesdays and Fridays.

Crews focus on character and social support (RAICES, college readiness, community service, teambuilding) as well as on academic support (study skills, reflecting on grades).

Crew Leaders support students by creating an individual plan for success, especially with those who may be struggling.

Crew leaders are the primary contact with families; they contact families at least 1-2 times per month. Teachers may also call home at their discretion.

Crew is graded as Pass/ Fail.

The Crew Advisor may advocate on a student’s behalf and helps students learn how to effectively advocate for what they need.

What is the online platform for sharing?

An ongoing goal has been to equip every academic classroom with a Chromebook computer

cart as well as 1 shared cart for our arts team. At this point, we are three carts short of reaching

this goal. Teachers use Google Classroom as a key online platform for teaching and providing

live feedback to students as well as sharing documents with other staff. The school uses

JumpRope as our online platform for standards-based grading. Students identified as needing

42

additional support may receive individual tutoring or use computer based instructional

software to further develop skills. Every content classroom has a set of computers so that

technology is completely accessible at all times to all students and staff. Additional online

sharing platforms and applications are used by teachers and selected based on content and

student need.

What are the key successes that have resulted from these practices?

A key example of our curriculum and instruction success is the senior team’s work on their

2015-16 expedition that resulted in a published collection of essays on high school redesign,

entitled “Attendance Would Be 100%.” This year, the senior team is working on a collection of

essays entitled “Changing Boston.” Other grade level teams are also developing expeditions

related to course content and moving towards integrated models. Expeditions include studies

on “The American Dream” in grade 9, “Stand Up for Your Rights” in grade 10, and on social

movements in grade 11. This approach to curriculum and instruction is yielding more student

engagement as well as development of student activism as citizen-leaders. As well, these

examples are evidence of implementation of key strategies including implementation of

Evidenced-based Argumentation – Year One School, focused use of vocabulary development

across content areas, and increased focus on reading and writing in math, science, and the arts.

Other evidence of our success includes learning walk observations by internal staff and district

teams, data on state testing as well as increased quality in student work as evidenced by our

looking at student work sessions. Standardized test data is also additional evidence of our

success as cited on page 6 of this proposal (see Attachment B., School Profile).

Finally, our staff engaged in a mid-year review of our EL core practices. Highlights include:

48% rate us at a moderate to high level for implementation of expeditions and 32% rate

us at a strong to exemplary level for implementation of expeditions;

32% rate us at a moderate to high level of effective lesson practices and 76% rate us at

strong to exemplary level for effective lesson practices;

72% rate us at strong to exemplary on supporting all students and 16% rate us at

moderate for supporting all students.

58% rate us at strong to exemplary in our Crew practices and 37% rate us at moderate

to high on our Crew practices.

72% rate us at strong to exemplary in our practices around positive school culture and

20% rate us as moderate to high in our positive school culture practices.

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How do these practices support all students, including students below grade level as well as

special populations, including ELL and students with an individualized education plan?

Our instructional practices are designed to meet the needs of a wide continuum of learners:

English language learners 83% 47% are designated as ELL levels 1 to 5;

36% are Formerly ELL



English Language Learners

Given the fact that our school serves a population that includes 83% English learners, our dual

language model is designed to create a learning environment focused on language and literacy

development across content and grades, ensuring that all students can continue to access

content regardless of language and literacy development. Research on bilingual education and

our own practice affirm that teaching students in their language of dominance, L1, strengthens

their learning of a second language, L2, creating an assets based model. The Guiding Principles

of Dual Language Education by Howard, Sugarman, and Christian, published by the Center for

Applied Linguistics, offers a clear research-based explanation for the benefits of dual language

education:

Research consistently demonstrates the advantage of a dual language education

program that is sustained and consistent (e.g., August & Hakuta, 1997; Cazabon,

Lambert, &Hall, 1993; Christian & Genesee, 2001; Christian et al., 1997; de Jong, 2002;

Howard, Christian, & Genesee, 2003; Howard, Sugarman, & Christian, 2003; Kirk

Senesac, 2002; Lambert & Cazabon, 1994; Lindholm-Leary, 2001; Lindholm-Leary &

Borsato, 2001, 2006; Ramirez, 1992; Ramirez, Yuen, & Ramey, 1991; Thomas & Collier,

2002; Willig, 1985). For example, in a review of the peer-reviewed, empirical research on

effective programs for English language learners by Lindholm-Leary and Borsato (2006),

the studies converged on the conclusion that educational success is positively influenced

by sustained instruction through the student's primary language. In both the descriptive

and comparative program evaluation studies, almost all results showed that by the end

of elementary school and into middle and high school, the educational outcomes of

bilingually educated students (in late-exit programs and dual language programs) were

at least comparable to, and usually higher than, their comparison peers who did not

participate in bilingual education. No study that included middle school or high school

students found that bilingually educated students were less successful than comparison

students. In addition, most long-term studies reported that the longer the students

44

stayed in the bilingual program, the more positive the outcomes. These results were true

whether the outcomes included reading achievement, mathematics achievement, grade

point average, attendance, school completion, or attitudes toward school and self (page

29).

Effective schools have faculty who share the commitment to “breaking down

institutional and community barriers to equality” (Stedman, 1987, p. 219); they

demonstrate awareness of the diverse needs of English language learners, have staff

trained in multicultural understanding, use multiethnic materials and curriculum,

integrate students’ cultural values into the classroom, and celebrate and encourage non-

English languages. In addition, the shared belief that “all children can learn” is a central

operating principle that empowers students, especially English language learners

(Garcia, 1988, 1991; Lucas et al., 1990; Tikunoff, 1983).

This vision of bilingualism and multiculturalism for a dual language program

necessitates the concept of additive bilingualism—that all students are provided the

opportunity to acquire a second language at no cost to their home language (Cloud et

al., 2000). Additive bilingual programs are associated with content area achievement

and proficiency in the second language and the home language (Lindholm-Leary, 2001;

Ramirez, 1992; Thomas & Collier, 2002) and improved self-esteem and cross-cultural

attitudes (Cazabon, Nicoladis, & Lambert, 1998; Kirk Senesac, 2002; Lindholm, 1994;

Lindholm-Leary, & Borsato, 2006) (page 24-25).

Our dual language model goes beyond ensuring that every student is proficient in English and

aims to ensure that every student is proficient in two languages regardless of entry point.

As well, 40% of our students are over age by one or more years, common among English

learners, who are often placed in earlier grades as a strategy to remedy language learning. In

many cases, our overage students have had difficult transitions as immigrants and/or difficult

transitions in their educational experiences. In the process of developing a dual language

model, we have learned that culture, ethnicity, and heritage are key to identity development

and must be rooted in the curriculum and school culture as a key strategy for success. The

additional supports of Crew groups, success planning, integration of the arts, and student

supports such as counseling and leadership groups are designed to ensure that our overage

learners experience success in a variety of ways. Our instructional strategies focused on

vocabulary, argumentation, engagement, and collaboration allow students at different skill

levels to engage in the work across content taught in both languages (see Attachment A., Dual

Language Policy).

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Scaffolding Use of Language in Content Areas at each Grade Our language model intentionally scaffolds language development with attention to cultural

identity and adolescent development. Students engage in a series of manageable steps no

matter where they begin in their journey towards proficiency in two languages.

9th Grade

• Students entering 9th grade are assessed for their language proficiency in both English and Spanish and are placed at the appropriate level of language support.

• Students take Humanities Spanish and Humanities English courses. • Grade-level activities focus on exploring the value and purpose of learning in two languages, with a focus on identity and culture.

• Courses in math, science, and the arts are taught in Spanish and English, scaffolding learning in both languages over the 9th grade year with the goal to teach units alternately in

each language.

• Curriculum topics are taught in English with a topic summary in Spanish from September through December. Beginning in January, students transition to alternating

curriculum units taught in Spanish or English with the summary in the other language.

Where necessary, small group work occurs in the language of dominance for that

small group to ensure that students have learned the content concepts.

• Intensive vocabulary development as well as multiple opportunities for student discourse are two key strategies to ensure language learning in both Spanish and

English.

10 to 12th Grades

All students are assessed yearly for their language progress. Students entering at any time after 9th grade are assessed for their initial language proficiency in both English and Spanish.

Students take Humanities Spanish and Humanities English courses, intensified English ESL or intensified Spanish SSL classes according to their language needs.

Grade-level activities continue to focus on exploring the value and purpose of learning in two languages with a focus on identity and culture.

Courses in math, science, and the arts are taught in Spanish and English beginning in September. Curriculum units are taught in Spanish or English with the summary in the other language. For example, a science unit is taught entirely in Spanish with a summary in English. The next unit in science is taught in English with the summary in Spanish.

Where necessary, small group work occurs in the language of dominance for that small group to ensure that students have learned the content concepts.

Intensive vocabulary development as well as multiple opportunities for student discourse are two key strategies to ensure language learning in both Spanish and

English.

46

English Language Learners in All Grades

Students with ELD Levels 1 and 2 receive 60 minutes of daily instruction from our ESL teacher. In addition, the content subjects of math, science, and arts are taught in alternating languages providing the additional required hours of instruction in English.

Students with ELD Levels 3, 4, and 5 receive instruction in English from their Humanities English teachers. In addition, the content subjects of math, science, and arts are taught in alternating languages providing the additional required hours of instruction in English.

In addition, we ensure that our students are serviced by qualified teachers who are trained to meet their language learning needs.

Students in 11th and 12th grade are required by the school to pass one of the following assessments in Spanish as evidence of their language learning in addition to MCAS requirements:

a) the Muñiz Academy Spanish Assessment measuring proficiency in listening, speaking, reading, and writing

b) Advanced Placement exam in Spanish

Students with Diverse Learning Needs

Students in all grades are also organized to address diverse needs based on skill levels. A subset

of students receive support during the “learning block” for their grade with our Learning Center

(LC) staff currently comprised of 1.5 special education teachers and/or with their content

teachers in Challenge Classes and/or Honors Seminars. (Described in full detail on Page 20)

The following principles guide our work around students participating in the Learning Center:

The schedule is driven by student needs: Learning Center, Challenge, and Honors

Classes.

Our work is based on collaboration with a focus on student needs and strengths.

Support is provided in both push-in and pullout formats.

How will the school plan impact the current instructional philosophy? What will need to

change due to the plan and what is the plan to successfully implement these changes?

Implementation of the innovation plan at Muñiz allows the school to bring the educational

philosophy to younger students, giving them strong preparation for grades 10-12. In particular,

the plan allows for focused intervention at an earlier age and allows students to acclimate to

the dual language, bi-literate focus of the school. Because acquisition of bi-literate skills

supports learning across the curriculum, the expectation is that students are better prepared

for future learning if they enter this environment at an earlier age. In its first five years, the

school has experienced the significant challenge of working with students whose basic skills are

years behind their grade in school or who are overage as they enter. To address this issue,

interventions will be redesigned and foundational courses will be added for students in grades

47

7 - 9, to address the needs of students entering with low skills. The highest levels of

intervention will be focused on the 7th and 9th grade, as the two entry points into the school.

Dual Language and Literacy Instruction: Strategies focused on language and literacy will be

designed for grades 7 and 8 in alignment with our existing platforms focused on:

instruction in both Spanish and English in all content areas;

intensive vocabulary development in all content areas;

writing across content areas with partnership support of 826 Boston Writer’s Room;

Evidence-based Argumentation (EBA) for critical thinking, collaboration, and student

voice in both English and Spanish.

Dual Language and Literacy Intervention Instruction: The schedule and staffing will be

redesigned to support our diverse learners across both language and skills levels. The revised

school schedule will be structured to allow ESL, SSL, and Learning Center staff to do both push-

in and pull out services for students. Data will be used to identify students at risk during the

August professional development period and additional screening during student orientation

will facilitate early identification and services. Expanded staffing allows for additional time to

spend with small groups and individuals.

Expeditionary Learning (EL): The core practices of EL will be implemented in the lower school,

informing instruction, with adjustments to the design of expeditions for the differences in grade

level. Core EL practices include instructional strategies based on inquiry, critical thinking,

problem-solving and collaboration in the context of effective lesson design, differentiated

instruction, writing across content.

Schedule and Interventions Instruction: The schedule and staffing will be redesigned to

support our diverse learners across both language and skills levels. We will maintain our current

Learning Block to support both Honors and Challenges classes. Students in grades 7, 8, and 9

who are ready for honors seminars or need additional support will be programmed for

additional honors or challenge seminars throughout the week for extension work. Students in

grade 7, 8, and 9 who require more intensive additional learning supports will be programmed

for additional intervention block classes in math and language /literacy development with our

math intervention teacher and our ESL and SSL staff each day. Instead of 2 arts classes each

day, these students will participate in one arts class and one intensive intervention support

class. As students solidify their foundational skills and knowledge, their overall course program

will be evaluated and adjusted to reflect both progress and interest.

48

Language Literacy Instruction: The Common Core Standards and the WIDA Language

Proficiency Standards currently frame our humanities curriculum. The humanities team will

work on vertical alignment including grades 7 and 8 with a focus on the following anchor

standards:

Reading - Key Ideas and Details; Craft and Structure; Integration of Knowledge and

Ideas;

Range of Reading and Level of Text Complexity;

Writing – Range of Writing, Research;

Speaking and Listening – Collaboration and Presentation; and

Language – Conventions; Vocabulary Acquisition, Knowledge of Language.

Consistent with the CCSS and WIDA, our instructional strategies for grades 7 and 8 will be

aligned with our current practices including:

authentic reading and writing experiences;

explicit vocabulary instruction;

differentiation; and

collaboration and presentation skills.

Math Literacy Instruction: Math instructional strategies for grades 7 and 8 will include a focus

on key Common Core Standards in areas that students in middle schools show the most

challenges and gaps in particular: the number system, ratios and proportions, expressions and

equations, functions number and quantity. Math across all grades will follow the following

common set of practices and principles:

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics to show your thinking.

Use appropriate tools strategically and attend to precision.

See patterns and connections.

The instruction will build solid foundational skills and knowledge and to ensure students are

ready for our course sequence ending in Pre-Calculus and Calculus in Senior Year. The following

programs are preliminary resources that will be reviewed by the math team to determine

implementation:

First in Math and Ten Marks – both online programs

Transition to Algebra – currently being explored by BPS

Summit Learning.

49





pursue the arts in college, even as a major.

Character Education: Our CREW Calendar will be designed for grades 7 and 8 to both align with

our current practices and include a focus on new key areas. The CREW Calendar will map the

following curriculum throughout the year:

Community Building – building a sense of community;

Academy Supports – building ownership for learning and teaching students how to

monitor their progress;

College and Career readiness lessons – building foundational skills for college and

career readiness;

Mindset and Character – building strong learning habits for both academic and

leadership success.

Grade 7 and 8 Students will be required to take and pass the following courses each year prior

to moving up to the high school years:

Math, Humanities English, Humanities Spanish, 2 Arts Courses, Physical Education, and

additional intervention supports as needed.

School building space, technology, staffing, professional development needs, other tools

SEE TABLE BELOW

Instructional Goals and Infrastructure Timeline (Goals for Grades 7 and 8 - Pending Approval for Expansion)

Key Instructional Goals Timeline Measures

Redesign Intervention Instruction for All Diverse Learners Redesign Interventions to focus on foundational skills, knowledge and habits that support

learning for diverse learners.

Redesign Interventions

1. Our intervention strategies will be fully developed to included a focus:

Math curriculum and instructional strategies

1a. Key instructional strategies for both language literacy and math literacy will be identified by November 2018.

1a. Instructional strategies agreements document; Identified curriculum resources

50

for grades 7, 8, and 9;

English and Spanish language Intervention strategies for grades 7, 8, and 9 focused on language and literacy development.

EBA practices and strategies are evident and consistent across all content areas and in both English and Spanish.

2. The schedule and staffing deployment will be redesigned to meet needs of diverse learners with more intensive supports focusing on academic skills in math and literacy with emphasis in grades 7, 8, and 9 to strengthen foundational years.

1b. Professional development sessions focused on instructional strategies for new and current staff will be designed and delivered by June 2018 in preparation for the launch of Year One, including our spring 2019 PD plan and our August 2019 Learning Institute for all staff. 2. By January, 2019, the schedule for grades 7 through 12 will be finalized and will reflect intervention classes for groups of students; staff will be identified for intervention support including a math intervention teacher for grades 7 and 8 and redeployment of our ESL and SSL staff.

1b. Professional Development Calendar 2017-18; 2018-19 and 2019-20. 2. Student Schedule; Staff Schedules; Learning Center Schedule.

Deepen Instructional Strategies Across All Content High leverage instructional practices that support diverse learners across all content areas and grades.

Executive Functioning Skills and Mindset 1. Integrate executive functioning skills and mindset practices as part of all instruction with emphasis in grades 7, 8, and 9 to strengthen foundational years:

habits of character: RAICES

time management

developing stamina

developing grit

1. By October, 2018, Crew calendar and curriculum will include student vision and success plans in all grades. 2. By June 2019, Crew calendar and curriculum will be developed for grades 7 and 8. 3. Professional development for new staff will include a focus on CREW practices.

Crew Calendar Crew Lessons Crew Curriculum

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Key Instruction Infrastructure

Goals Timeline

Measures

Staff for each additional grade will be identified and engaged in professional development, focused curriculum planning, and instructional practices by March of the year prior to opening the new grade.

Staff identified by March of the year prior to opening the new grade.

Staff identified by March 2019. Professional development sessions planned and implemented between March and August 2019.

Curriculum materials include additional technology hardware ordered by July prior to new grade opening. Classrooms and classroom equipment ordered by July of year prior to opening of new grade.

All materials and equipment ordered by July of year prior to opening; all materials received by August prior to opening (this is as per BPS ordering protocols).

All materials received by August 2018.

Facilities for adequate classroom space will be identified by spring 2018 in collaboration with BPS.

Facilities for expanded Muñiz Academy will be identified by voted on by Boston School Committee spring 2018; renovations will be planned by January 2019 and implemented prior to opening in Sept. 2019.

All renovations are completed prior to August 2019.

C. Assessment

What specific (internal and external) assessment tools does the school use?

How does the school currently use research-based summative and formative data to inform

instructional practices that lead to improved student outcomes?

At Muñiz Academy, we believe that all students are capable of excellence as scholars and

citizens. We also believe that students and families are partners in creating a community

culture of engagement and excellence.

Muñiz Academy implements a model of standards-based grading, measuring student progress

on specific academic learning targets as well as habits of character. Families and students

understand student progress in a wide variety of ways.

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Student Level Evidence of Progress

A student’s ongoing work in class, homework, and course assessments is used as evidence of

learning and growth on content and skills and is separate from learning habits. Assessments are

aligned to the Common Core Standards and to course unit content and skills. Teachers and

grade teams develop both formative and summative assessments. Formative assessments are

used throughout the semester in each course as evidence of student progress. Formative

assessments include classwork, quizzes, homework, short-term assignments, student-

conferencing data, and steps towards final products. Summative assessments are used at the

end of projects and long-term units as well as at the end of the semester to describe student

progress towards mastery of learning targets. Summative assessments include products

developed based on the unit work and are evidence of student mastery of learning targets.

In general, students will have at least two formative assessments per week and a

minimum of two summative assessments during a quarter to demonstrate mastery of

each Learning Target.

Some assessments and learning targets may be “weighted” more heavily than others.

Semester grades are a combination of a student’s assessment marks.

The final course grade is the average of the entire year’s academic assessments.

A scale of 1 to 4 is used to assess student mastery of each Learning Target. Each numeric

score reflects the student’s level of mastery. For each major assessment, teachers

develop rubrics (often with student input) that make clear the criteria that a student will

have to meet in order to receive a 1-Beginning, 2-Approaching, 3-Accomplished or 4-

Exemplary (see Attachment C, Grade Guide for Universities).

Grades 9 through 11 organize exhibitions of student work in each content area for our annual

Achievement Zone exhibition. Families, community members, and our partners are invited as

our authentic audience to celebrate and honor student learning and our work as a community.

Seniors organize and archive their work in a portfolio. The portfolio rubric is based on our

Qualities of the Muñiz Graduate and linked to learning targets, teacher feedback, and student’s

reflections. Students and teachers use the portfolio as a key graduation tool to demonstrate

learning to families and the community as a whole.

All incoming 9th grade students complete a language assessment test, reading test, and

numeracy skills test during the summer induction program. All students are retested at least

once per year using the same assessments to evaluate growth over time.

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Assessments measure student progress on learning and are separate from their progress on our

schoolwide habits of character. Students earn two grades for every course: a content grade and

a RAICES/habits of character grade.

Academic levels of achievement are used to communicate student progress on meeting

learning targets focused on skill and content understanding. Teachers use the Common Core

State Standards to identify long term learning targets for each content area. Learning targets

clearly set the expectations for skills and understandings that students must achieve in order to

demonstrate mastery of content. Each course has 12 to 20 Learning Targets (specific content

and skill goals) for students to master during the year. Teachers share with students and

families the course expectations and Learning Targets at the beginning of each year.

Students receive a second grade to reflect their progress in developing their habits of character,

framed as RAICES: responsibility, advocacy, integrity, compassion, excellence, and stretching.

Throughout all of their experiences at Muñiz Academy, students are expected to develop

RAICES, the essential habits. We believe these habits are essential to becoming fully prepared

and well-rounded citizens and scholars at Muñiz Academy and beyond.

Standardized assessments are also required and form part of our ongoing progress data for each student, for each grade and as a school:

Each year, students designated by the district with an English Language Development

level are required to be assessed, using the WIDA ACCESS in English.

Students in 9th grade take MCAS Physics and students in 10th grade take the MCAS

English and math.

Students in 11th and 12th grade are required by the school to take the SAT or the ACT at

the end of each term.

Students in 11th and 12th grade are required by the school to pass one of the following

assessments in Spanish:

the Muñiz Academy Spanish Assessment measuring proficiency in listening,

speaking, reading, and writing or

Advance Placement Exam in Spanish Language.

Data Analysis

As the school has developed, we have constructed a layered approach to data analysis that

consists of the following:

The Headmaster and Asst. Headmaster do an initial review of data in August including

MCAS, ACCESS, incoming student data, course pass rates, and summer school

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completions. A data packet is prepared for staff.

Staff review school level data at the annual Professional Learning Institute.

The 9th grade team does a deep dive into incoming student data: MCAS, IEPS, grades,

attendance.

Grades 10 through 12 teams review student groups; grade teams share information for

rising student groups.

Grade teams review student progress weekly using our standards-based grading system

that provides access to attendance, behavior, IEP, and course assessments.

At the end of each quarter, grade teams do an in-depth analysis of student progress and

course pass rates.

Bi-weekly, the instructional leadership team plans our professional development

sessions, reviews progress on school goals as well as progress on policy implementation.

In May and June, grade teams review student progress to determine promotion and

summer school needs as well as to form groups for the next year.

Communicating Progress

Students and families receive a progress report by the middle of the each semester. Progress

reports are the interim grades that reflect progress on academic content and progress on

RAICES. Every student has a transcript, the official record of the course work completed by the

end of each academic year.

Students have a key role in sharing their progress with their families. Teachers support

students in selecting work and preparing reflections to share with families. Student-led family

conferences are held in November and April. Students must take responsibility for their

learning and see themselves as the key leader in their success. Students must:

maintain a portfolio of work;

reflect on their work and progress; and

discuss their learning during family conferences.

What evidence do you have (formal and informal) that the current assessment strategy is

effective?

Over time, our progress data supports the effectiveness of our program. One area for growth continues to be in mathematics instruction as indicated by the dip in progress as shown in our spring 2016 MCAS scores. In addition to student course grades and progress, we use the following key indicators of academic progress: MCAS, WIDA/ACCESS, and AP Spanish Language and Literature.

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Our progress on these key state and national assessments is: 2013 80% Physics MCAS pass rate

2014 92% ELA MCAS pass rate 69% Advanced/ Proficient; Student Growth Percentile of 51

90% Math MCAS pass rate 66% Advanced/ Proficient; Student Growth Percentile of 72



2015

98% ELA MCAS pass rate 80% Advanced/Proficient; student growth percentile of 62

90% Math MCAS pass rate 62% Advanced/ Proficient; student growth percentile of 68



2016

92% ELA MCAS pass rate 80% Advanced/Proficient; student growth percentile of 63.5

81% Math MCAS pass rate 55%% Advanced/Proficient; student growth percentile of 47

68.5% Physics MCAS pass rate


AP Spanish Language – 81% Scored 3 or better; AP Spanish Literature – 5 of 6 scored 3

Founding graduating class – 63 of 65 students graduated in June 2016

What would you like to improve about your assessment strategy?

Assessment practices have continued to evolve each year as we learn to implement a

standards-based grading model and understand our student needs and ongoing progress data.

This year, we have engaged in weekly learning walks with staff. In addition, we have invited

district staff and colleagues to give us feedback on our instructional work. Universally, student

engagement during class work is noted as very high. Yet, our course progress data continues to

pose a slightly different picture. While students are engaged in class, we continue to see about

20 to 25% of students struggling with course work completion indicating a need to focus on

student engagement and how they ‘own’ their work and progress. Our deep work has surfaced

three key areas for continued growth for teachers and students.

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1. We plan to continue refining our collective understanding and implementation of

standards-based grading with a focus on continuing to calibrate our grading system with

greater fidelity across grades and content. While we have done work to calibrate what we

mean by each grade point, we will continue to refine our practice to emphasize quality work.

2. In our analysis of student progress, we have clearly identified the explicit importance of

student habits of character as directly correlated to levels of progress. Approximately 15% of

our students who are marginally struggling – ‘just passing’ classes - show ample evidence of

tenuous learning habits, specifically responsibility (attendance, work completion) and advocacy

(participation, seeking support), and excellence (quality work). Approximately 10% of our

students are on the far end of intensive needs with the primary indicator of attendance.

While students currently receive a grade for their habits of character- RAICES - this grade does

not determine passing a course. While RAICES are addressed both in course work as well as in

Crew learning experiences, we are considering strategies to further elevate the importance of

learning habits, including considering RAICES grades for course passing decisions, additional

Crew lessons, and other schoolwide strategies to focus on the importance of learning habits.

3. We are considering strategies to recapture earlier work focused on mindset with students.

Staff engaged in professional development on mindset principles and later engaged in dialogue

with students. Given the analysis on student progress, we believe that a combined approach of

focusing on RAICES and mindset principles will support our goal to improve overall student

engagement in their progress. We are especially interested in reviewing and organizing our

strategies to meet the needs of diverse learners on both ends of the learning continuum.

How will the school plan impact your assessment strategy? What is your plan for

implementing a strong assessment strategy?

Our assessment strategy will be aligned to a primary goal for implementation of the innovation

plan – working with students at earlier grades in order to strengthen their academic skills and

habits of character as we prepare them to be college and career ready. A strong assessment

strategy will include a focus on entry assessments, ongoing academic progress including habits

of character/RAICES, and mid-point (9th grade) and senior graduation portfolios. The overall

assessment strategy follows.

Entry Assessments

an entry assessment of all incoming students focusing on attendance, prior grades, IEP data, language proficiency, standardized testing data (MCAS/WIDA Access);

Muñiz Academy language proficiency and math assessments to determine language and skill levels;

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family intake meetings to assess family engagement needs; and

arts assessments to determine interest and initial placements for scheduling.

Academic Progress Assessments

continuation of our standards-based grading system;

deeper calibration of our grading and assessment practices across grades and content;

increased focus on habits of character/RAICES through targeted lessons in Crew and measured on our standards-based grading system;

consideration of raising the bar on current passing grade from a 2.0 to a 2.5.

Portfolios and Exhibitions

seniors will continue the graduation requirement of a portfolio presentation;

students in grades 7 through 11 will engage in student exhibitions of work – Zona de Logros;

students in grade 9 will present a passage portfolio as a mid-point assessment and learning experience as they transition to the upper school.

What specific (internal and external) assessment tools will the school need, and how will they

be implemented?

We will continue to use our external, standards-based grading system, JumpRope. JumpRope is

developing an integrated application to address data regarding students with special needs.

Muñiz Academy is working with developers to create and pilot the application.

Staff have begun to engage in reviews of sample test items and practice tests for MCAS 2.0 to

deepen our understanding of shifts in state testing.

How will you know that implementation of the plan has been successful? What are the

targets and the timeline to meet those targets?

In order to remain focused and consistent with our measures, please see the Chart on Pages 52

and 53: Goals Focusing on Academic Progress and School Culture and Alumni Support.

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V. Operations A. Building

What is the current school’s location? Describe the building space.

Muñiz Academy is currently located in Jamaica Plain, central to the school’s student population,

which is largely drawn from Jamaica Plain, Roxbury, Dorchester, South Boston, and Mattapan.

Muñiz Academy shares the building with the Mission Hill School; Muñiz Academy is located on

the first and third floors, and shares common areas such as the cafeteria, auditorium, and the

gym with Mission Hill.

How will the building needs change for the school due to implementation of the plan for

students and staff?

Implementation brings with it the need for additional classrooms for grades 7 and 8, as well as

additional spaces for arts, special education, ESL, SSL, counseling, language labs, and offices.

Students would be organized into an upper and lower house configuration. While Muñiz

Academy is ideally located serving students from surrounding communities, the space as

currently configured would not serve the needs of a 7-12 school.

Facilities Needs with Approval of Expansion

Administrative Office Suite: Headmaster, Secretary, Nurse,

Grades 7, 8, and 9 – 12 classrooms

Grades 10, 11, and 12 – 12 rooms

2 Special Education/Learning Center Classrooms

1 Math Intervention Classroom

2 ESL classrooms

2 SSL classrooms

3 Visual Arts classrooms

3 Technology classrooms

2 theater rooms/other arts partners

4 Larger Rooms - The music programs housed in larger rooms, storage, and address

sound impact during rehearsals.

Auditorium for band and other performances

School Library

Language Lab

826 Writers Room

1 Restorative Justice/Peer Mediation - small room

Student Space for Clubs

Assistant Headmaster Office

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Teacher Leaders Office

Instructional and Curriculum Design Leader’s Room and teacher leader office

1 College and Career Readiness classroom/partner space

2-3 Counseling small rooms

2 Copy Rooms to ensure sufficient access

2 Conference Rooms for Parent and Staff Meetings

Family Resource Center

1 Staff Break Room – small room

B. Schedule & Calendar

What is the current annual, weekly, and daily calendar for students and staff?

School begins for students at 8:30 a.m. and ends at 3:30 p.m., Monday through Thursday.

Students are released at 12:30 p.m. on Fridays to provide professional development time for

teachers. Classes are taught in grade level sections that last 45 minutes for Arts Block and

Learning Time Block, and 58 minutes for core academic classes. Humanities courses are taught

in separate English and Spanish sections for all students. Arts Block is offered either in the

morning for 11th and 12th grade students or in the afternoon for students in grades 9 and 10.

Learning Time Block provides flexible time during which students may participate in

intervention and honors classes for humanities and math, participate in Learning Center

supports, physical education, electives, or study hall.

How many classes/hours are teachers required to teach?

Teachers at Muñiz are contracted to work thirty-four hours per work-week, which is 40 minutes

above the Boston Public Schools contract. Humanities teachers are responsible for three

academic blocks, three learning blocks, and one additional administrative duty. Math and

science teachers are contracted to offer one elective or one study hall on Monday, Tuesday,

and Thursday each week. All staff serve as Crew leaders for small groups of 10-13 students.

Crew meets during the school day twice each week for forty-five minutes. Each teacher is

responsible for one administrative period per week during which coverage might be needed for

a classroom due to staff absence. If coverage is not needed, the staff member can use the time

for classroom preparation. All staff receive 60 minutes of prep and common planning time

daily, Monday through Thursday, and must participate in weekly grade and content area team

meetings. All staff participate in professional development on Fridays from 1:00-3:00 p.m.

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Is there any other required or optional programming for students?

Students can participate in the following optional programming:

Afterschool tutoring with teachers

Debate League Team and Clubs

Dual enrollment opportunities – BU Upward Bound, Summer Search, Youth Leadership

Activities

Student government

Sports teams in collaboration with English High School

How will the schedule and calendar change for students, school leaders, and administrators,

and other school staff?

The school will be organized into two houses:

a lower house for grades 7, 8, and 9 focused on foundational academic and arts

learning experiences, college and career readiness, RAICES/habits of the Muñiz

Graduate.

an upper house for grades 10, 11 and 12 focused on academic courses, arts

specialization, RAICES in action, college and career planning.

The school calendar will continue to ensure significant staff professional learning time including

our August Professional Learning Institute, mid-year and end of year retreats, and weekly grade

and content team meetings. The overall daily schedule structure will remain the same with a

school day from Monday to Thursday from 8:30 to 3:30 and 8:30 to 12:30 on Fridays for

students. However, the new house structure and staffing will facilitate key scheduling

modifications:

a focus on interventions for students in grades 7 through 9; and

a focus on arts specialization or continued exposure courses in grades 10 through 12

(see Attachment D., Sample Schedule).

C. Leadership, Staffing & Professional Development

1. Leadership & Support

Who is the school leader? How have they demonstrated success in their current role? Why are

they the right person to lead implementation of the innovation plan?

Dania Vazquez, the Headmaster of the Margarita Muniz Academy, is dedicated to educating

students in a dual language immersion model coupled with a focus on the arts. Dania’s prior

work as an educator for over 34 years, serving urban children and families and as an artist,

serves as the platform for this new work. In May, 2011, Dania was hired by the founding board

of the school as they were engaged in planning the initial proposal to open a dual language high

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school. The founding board members included Margarita Muñiz with whom Dania spent

considerable time during the planning process.

Dania has diverse experiences serving grades K-12 as a bilingual special education teacher, staff

developer, facilitator, and principal of small schools, primarily in New York City for over 21

years. As a lead school coach in Boston Pilot Schools, and Associate Director, Dania’s work at

the Center for Collaborative Education focused on a number of key initiatives including principal

preparation, leadership development, school governance and whole school transformation

efforts in Boston, throughout the state, and nationally.

Dania has been the Headmaster of Muñiz Academy through the planning process and founding

years, leading the effort to envision the school’s next five years. She values the partnership with

the school’s Assistant Headmaster, teacher leaders, and the staff. As the only dual language

public high school in the region, the school’s early progress data has established solid success

across a number of key indicators. Given her experiences in school development and

transformation and her deep commitment to the values of dual language education, Dania is

well-positioned to lead the school through this important opportunity.

Dan Abramoski joined Muñiz Academy in July of 2014 as our Assistant Headmaster. Dan has

over ten years of experience as a teacher, staff developer, and school leader both in New York

City and Boston. Dan brings a wealth of expertise in curriculum development and instructional

strategies and currently leads much of our work in these areas across grades and content

teams. Dan also brings his passion for student voice and leadership establishing our Peer

Leaders Program and a robust set of summer and afterschool opportunities with partners such

as Summer Search and BU Upward Bound as examples. In addition, Dan has lead the

establishment of our College and Career curriculum delivered through CREW. He has led the

development of infrastructure to support our Juniors and Seniors through the college

application process through their first two years of college and career experiences.

Dan has strong leadership skills with an ability to collaborate with a wide range of students,

teachers, families and partners. He offers a unique lens on excellence as we strive towards our

vision and mission. As a team member with the Headmaster, Dan has build a strong foundation

for our future growth as a school community intent on contributing to the wider Boston

Community. He is uniquely positioned to co-lead the school’s future development given his

experiences and investment at Muñiz Academy.

What is the current leadership structure at the school? What are the roles of the school

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leader(s), administrators, teaching staff, and support staff?

Leadership Structure: The school is currently structured with a Headmaster and Assistant

Headmaster who share responsibility for curriculum and instruction and day-to-day operations.

The Headmaster reports to the board of trustees and is also responsible for budget

development and management. The Assistant Headmaster takes the lead in designing

professional development for teachers and coordinating the school’s student support services

and discipline system. Administrative staff also includes an office manager, ELL/special

education coordinator, college advisor, guidance counselor, part-time social worker, and a

development associate, although this position is currently not filled. Teaching staff includes

core subject teachers, arts partners, and wellness/athletics staff.

An informal teacher leadership model currently exists. Teachers with interest in leadership

roles and with demonstrated instructional expertise are engaged to support colleagues and to

co-lead common planning time. Teachers volunteer to represent content and grade teams on

the school’s Instructional Leadership Team.

The Instructional Leadership Team (ILT) focuses on achieving our school mission through the

lens of annual instructional priorities. The ILT is the primary group that determines our annual

school goals and aligns our professional development to those goals. Decisions are made based

on data and collaborative dialogue as we problem solve key questions and dilemmas. The team

is designed to have a representative membership of faculty and staff. All meetings are open to

all staff regardless of official membership on the ILT.

Content Teams focus on vertical alignment of curriculum, expedition planning, and content

specific instructional strategies. Grade Teams focus on student progress using quarterly data, as

well as grade level curriculum and expedition planning. The Student Support Team focuses on

students who may be struggling as demonstrated through their academic progress, social

emotional needs, and attendance.

The Administrative Team focuses on the overall mission of the school with a central focus on

instruction and excellence. The Administrative Team also manages all school operations. The

Headmaster and Assistant Headmaster are responsible for all staff evaluations. The

administrative team includes the Headmaster, Assistant Headmaster, the Family Coordinator,

the Post Graduate Transition Coordinator, and our School Secretary.

A Family Council represents the voice of our families throughout our community. The Family

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Council has a leadership group that meets prior to each whole community meeting with

families. Muñiz Academy has its own governance structure based on effective structures used

at high performing schools. The school’s governance structure allows for increased autonomy

over selection, supervision, and termination of the leadership team, with final approval coming

from the Superintendent. The school’s Governance Board is responsible for budget approval,

program design, and school policies (attendance, promotion, discipline). The Board meets 4 to 5

times per year and all meetings are open to the public.

Capacity of Applicant Group

How did the innovation plan come about?

What is the demonstrated support from the school and the community for the school plan?

District leadership began a dialogue with school leaders across the district regarding the more

than 20 current grade configurations that exist in the Boston Public Schools. Superintendent

Chang has proposed a move towards a K-6 and 7-12 grade configuration model in order to

address a range of issues including enrollment patterns, quality, and equity. In the spring of

2016, district leadership engaged Muñiz Academy’s headmaster in a conversation to consider a

7-12 model. Conversations with the Boston Schools Fund laid the groundwork for further

exploration of an innovation model for Muñiz Academy. In September 2016 Muñiz Academy

was asked to present key ideas for an innovation plan to the high school headmasters along

with the Headmaster of New Mission.

Since these early conversations, Muñiz Academy was awarded a planning grant by the Boston

Schools Fund. District leadership continues to be very supportive of an expansion opportunity

encouraging the school leadership to proceed with a planning process. The Headmaster

continues to engage district leadership to resolve the key issue of facilities as well as consider

budget, enrollment, and staffing needs.

Who are the key members of the current staff or other supporters who will be involved in the

implementation, their current roles, and future roles?

The larger Muñiz Academy community of staff, governing board, and families are very excited to

envision the next five years, including an expansion of the school. In addition, the principals of

the Hernández Dual Language School and the Hurley Dual Language School are very supportive

of the Muñiz expansion in light of the positive impact on their school communities with the

opportunity to open more elementary seats at their respective schools.

A planning team has been organized, representing a cross section of the school community.

The progress on planning is shared in whole staff professional development meetings. During

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the school’s June 2016 reflection retreat and the more recent January mid-year retreat, staff

have been engaged to generate principles and ideas that are guiding the planning work. Subsets

of the planning team are working on detail-level issues for the proposal:

● The arts team is working on the redesign of the programming to include grades 7 and 8.

● Learning Center staff and planning team staff are discussing key strategies to ensure a

focus on intervention strategies supported by schedules and staffing.

● The Headmaster and Asst. Headmaster are developing the next phase of school

leadership to include formalized teacher leader roles.

● The governing board and family council are tasked to engage district leadership

regarding specific operational needs such as facilities, enrollment, budget, and staffing.

2. Staffing How will implementation of the plan affect the leadership structure?

The school will be organized in a lower (grades 7, 8, and 9) and upper (grades 10, 11, 12) house

model. The upper house will continue to be led by our current assistant headmaster. We will

hire an Instructional and Curriculum Design Leader with expertise in middle school curriculum

and instructional practices to initially lead grades 7 and 8 as these roll out. This new position

will be focused on aligning core instructional practices in the new 7th and 8th grades to our

current school practices. This new school leader will support instruction and curriculum

development with a strong lens on building a seamless culture aligned to the rest of our

community. The careful roll out of grades and shared responsibilities will ensure attention to

the needs of younger students focused both on academics, RAICES/learning habits, school

norms and expectations.

The Headmaster will continue to lead grades 9 and 10 until we have a transition with full roll

out and systems in place to sustain our new model. At full implementation, the Headmaster’s

role will shift to overall instructional leadership supporting both the Assistant Headmaster and

the Instructional Curriculum Design Leader. The shift in role allows the Headmaster to focus on

big picture work, school-wide instructional goals, professional development and external

opportunities. The recent addition of a Director of Development increases overall school

capacity for grant writing, marketing, and cultivation of donors – all rolls currently held by the

Headmaster. By full implementation, the Asst. Headmaster will have deepened much of his

current work, refining systems and increasing our capacity to welcome a new instructional

leader and new cohorts of students. The newly formed instructional leadership/administrative

team - the Headmaster, current Assistant Headmaster and the Curriculum Design Leader - will

be able to plan and support the additional grades while maintaining our current efforts and

systems. In addition, we are currently ‘grooming’ teachers to assume leadership roles through

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professional development opportunities (such as Lynch Leadership) that will prepare them as

they step-up in the community.

Year One of Expansion

the Headmaster will support grades 9 and 10; overall instruction, curriculum and

professional development, district/external work, and operations;

the Asst. Headmaster will lead grades 11 and 12, CREW development, College and

Career, operations;

the Curriculum Design Leader will lead grade 7 – instruction, curriculum planning,

culture development.

Year Two of Expansion

the Headmaster will support grades 9 and 10; overall instruction, curriculum and

professional development, external work, and operations;

the Asst. Headmaster will lead grades 11 and 12, CREW development, College and

Career, operations;

the Curriculum Design Leader will lead grades 7 and 8– instruction, curriculum planning,

culture development.

At full roll out:

the Headmaster will support grade 10, overall instruction, curriculum and professional

development, external work, and operations;

the Asst. Headmaster will lead grades 11 and 12; CREW development, College and

Career, operations;

the Curriculum Design Leader will lead grades 7, 8, and 9 – instruction, curriculum

planning, culture development.

Teacher leaders will be formally identified for content and grade teams as well as for our

college and family programs. The newly formed leadership model will ensure continuity across

all grades by focusing on school culture and instruction while developing a sustainable

leadership model that capitalizes on teacher knowledge and voice. Teacher leaders will focus

on curriculum development, instructional strategies, and school goals in their work with

designated grades and content areas. Grade team and content team leaders will be selected by

the respective teams. District operational issues and development work will remain with the

headmaster and assistant headmaster to ensure that the wider team focuses on culture and

instruction. The key school-wide teams will be maintained: ILT, Content and Grade Teams,

Student Support Team, Family Council, and Governing Board.

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The leadership structure will:

ensure capacity and focus on our primary areas of curriculum, assessment and

instruction, and ongoing professional development as measured by meeting our annual

data goals;

ensure increased ownership of the work by staff, which would be measured by survey

data;

ensure that overall school leadership is sustainable as measured by stable leadership

over a five year period;

provide opportunities for staff advancement within the organization as a means of

continued staff retention.

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Proposed Leadership Structure

Representative Structures

Board of Trustees

Family Council

Student Council

School Leaders

Headmaster

Assistant Headmaster- Lower House Instruction/ Curriculum Design Leader – Lower House

Grade Team Leaders Content Team Leaders

Support Staff

Family Coordinator, Mental Health Coordinator, School Secretary, Nurse

Director of Development

Instructional Leadership Team

Headmaster, Asst. Headmaster, Instructional/Curriculum Design Leader, Content Team Leaders

(math, science humanities, arts, special education), other staff as needed

How will the current staffing structure need to change in order to support the expansion?

The addition of grades 7 and 8 will allow the school to increase key areas of staffing aligned to

the goal of increasing instructional supports and interventions.

Additional Staffing (Goals for Grades 7 and 8 – Pending Approval for Expansion)

Timeline

Academic staff will be hired for Grade 7: math, humanities English, humanities Spanish, science.

Hired by March of 2019

Academic staff will be hired for Grade 8: math, humanities English, humanities Spanish, science.


An additional ESL and an additional SSL teacher will allow reorganization of scheduling, grouping, and interventions; each ESL and SSL will work with three grades (7, 8, 9 and 10, 11, 12) and will offer additional intervention focused on language and literacy skills in English and Spanish during the


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3. Professional Development

What is the current time for and content of professional development provided to staff?

Professional Development for Leadership:

Professional learning for our school leaders will focus on creating an effective team committed

to our vision and mission. Learning opportunities will be designed to focus on collaboration,

decision-making, and accountability in the areas of instruction and professional development

school-wide. Guiding questions will include:

What instructional areas do we need to continue to refine?

How can we support staff in their individual and collective learning?

What are effective strategies that balance accountability and growth for both students

and staff?

learning blocks for their respective grades.

A math interventionist for grades 7, 8, 9 focusing on targeted supports

Hired by March 2019

An instruction and curriculum design leader with experience in middle grades leading the Lower House.

Hired by March 2019

An additional .5 FTE special education teacher will allow reorganization of how interventions are delivered; each teacher will offer targeted group classes for students in need of additional supports in math literacy during learning time blocks.


One additional visual arts teacher, 2 additional technology teachers, and one .5 music teacher will support a reorganization of the offerings from grades 7 through 12 with increased opportunities for students at the upper grades to deepen their skills in arts they select to pursue; our current arts partners will continue to support school’s arts programming.


3rd Tech Teacher: Hired by March 2020

A full time physical education teacher will ensure that students are offered health and wellness learning opportunities across grades.

Increase in FTE for SY 2019-20

Additional partnerships will be identified to expand our current alumni support program. 826 Boston will be re-engaged to establish a Writer’s Room serving all grades.

Ongoing

Established for SY 2019-20

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How can we use data better to inform our collective work?

Opportunities for learning will include:

Weekly check-in meetings as a leadership team including the headmaster, assistant

headmaster, instruction design leader, teacher leaders;

Continued instructional leadership team meetings with rotating facilitation;

Co-constructed opportunities to visit other schools that can inform our practice;

Leaders’ team retreat – mid-year and planned with the team, focused on a mid-year

reflection time on goals and progress; and

Opportunities for conferences and district level meetings that can inform practice.

Current school-year professional development time for all staff is allocated as follows:

Extended day 24 Hours

Classroom setup 12 Hours

August institute 25 Hours

Midyear retreat 7 Hours

Student led conferences 30 Hours

TOTAL 98 Hours

All staff are expected to participate in a weekly professional development as follows:

content team meeting (1 period)

grade team meeting (1 period)

Friday whole staff professional development – 2 hours, 1 to 3 p.m.

Additional professional development opportunities include:

Support for new teachers by new teacher developers and/or lead teacher;

Content team district meetings for math, science;

Classroom observations of colleagues;

School visits; and

Conferences.

What is the vision for professional development at the school? How will this professional

development shift in order to accommodate the innovation plan?

Ensuring a vibrant professional learning culture is a core value for Muñiz Academy. As new staff

are identified for grades 7 and 8, professional learning and planning opportunities will begin the

spring prior of each year to opening the new grade. Teacher leaders will participate in designing

and delivering core professional development and planning sessions.

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Schedules for every grade level will maintain planning time that includes content and grade

team meetings weekly for all staff. Year-long professional planning time including the August

Institute, the mid-year retreat, and student-led conferencing will continue to be key anchors of

our professional learning community. A formalized teacher leadership structure will ensure that

teacher expertise and voice create a sustainable leadership model that taps school leader

resources beyond the two administrators.

D. Policies & Procedures

1. How is the school currently governed?

As a district Innovation School, Muñiz Academy has the autonomy and flexibility to offer an

extended school day and annual calendar as well as autonomy from district policies related to

curriculum, staffing, budget, and governance. Our innovation plan includes annual measurable

goals that assess factors such as student achievement and school performance. In exchange for

the authority to operate the school with increased autonomy, we are held responsible for

advancing student learning and meeting these annual benchmarks. As an Innovation School,

Muñiz Academy receives the same per pupil allocation as any other school in the district and its

operators can also secure grants or other types of supplemental funding to implement the

innovation plan.

What autonomies and flexibilities does the school already have? For example: Collective

bargaining agreement between Boston Teachers Union and The Boston School Committee,

autonomy in district policies including, but not limited to: staffing, compensation, school and

professional development calendar, curriculum and assessment, governance, budget.

Margarita Muñiz Academy has waivers from the collective bargaining agreement between the

Boston Teachers Union and the Boston School Committee and autonomy from district policies

in the following areas:

Governance and Policies: Muñiz Academy has its own governance structure based on

effective structures used at high performing schools. The school’s governance structure

allows for increased autonomy over selection, supervision, and termination of the

leadership team, with final approval coming from the superintendent. The school’s

governance board is responsible for budget approval, program design, and school

policies (attendance, promotion, and discipline).

Curriculum and Assessment: Muñiz Academy has autonomy from district curricular

requirements, allowing the school to offer students a two-way bilingual curriculum

based on EL design principles. Additionally, the school may determine graduation,

promotion, and homework requirements.

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School Calendar: Muñiz Academy follows the Boston Public Schools yearly calendar.

The school has modified the weekly schedule to ensure additional common planning

and professional development time for teachers, expanded learning time for students,

and a summer institute for students in need of interventions and course completion.

Teachers have an additional 98 hours that enables the school to offer the following:

o a school day from 8:30 to 3:30, Monday through Thursday;

o student schedule on Friday from 8:30 to 1:00 and full staff professional

development from 1 to 3pm;

o a four day summer professional learning institute for all staff;

o a mid-year staff retreat;

o a year end, two-day staff reflection and planning retreat; and

o weekly grade and content team meetings for every staff member;

o Crew meetings twice weekly for every Crew group.

o Grade teams and individual teachers have the flexibility to change the daily

and/or weekly schedule to facilitate special events and programming related to

the curriculum.

o The school has autonomy from district scheduling requirements and collective

bargaining agreements pertaining to length of school year and day, summer

programming, and professional development.

Staffing: Muñiz Academy has the freedom to hire and excess staff based on the needs of

students and mission of the school. The school may hire staff regardless of their current

status and has waivers from collective bargaining agreements related to seniority and

attachment rights with the BTU, though it is possible that teachers could continue to

accrue district seniority during their term at Muñiz Academy. While compensation for

core teachers mirrors the district salary structure, teacher’s job descriptions and

responsibilities are significantly expanded. Working conditions also differ from

conditions stipulated in collective bargaining agreements. The school will seek

continuance of the agreements of SY 2012-13 with the Guild to ensure we maintain a

bilingual secretarial position.

Budget: Muñiz Academy receives a lump sum per pupil budget based on the school’s

agreement with the district. The school determines the best use of its budget resources,

planning for staffing, instructional materials, and supports. The school may decline

certain discretionary services and receive compensation from the district, to be used

towards staffing or materials as designated by the school. The school has complete

discretion to spend the budget in a way that best serves the school’s students and

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furthers the mission of the organization as long as state and federal requirements are

met, such as Title I.

Will there be any changes to the governance structure, autonomy, or flexibility with the plan?

If so, detail these changes.

Muñiz Academy does not select its students. The district assigns students based on their choice

form and the district lottery process. The current assignment process creates delays in how

students are assigned and does not ensure that students on the waitlist indeed have the

opportunity to opt into our school. In order to ensure that our seats are filled on time, Muñiz

Academy will request control of student enrollment processes specifically:

access to waitlists;

ability to directly manage and call students on the waitlists; and

ability to confirm student assignments in real time.

We will work with the enrollment/assignment offices at BPS to ensure that all processes are

followed as agreed upon.

Current budget, Projected Budget in implementation years, Projected Budget at full

capacity (see Attachment E., Budget Planning).

VI. Timetable

When was the planning grant awarded?

The planning grant was awarded to Muñiz Academy in November 3, 2016.

When was the application submitted? Who was the primary author(s)?

The planning grant was submitted July 2016 to the Boston Schools Fund. The primary author of

the plan is the Headmaster, reflecting the work of the planning team as a cross section of the

school community.

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What is the anticipated timetable, from year one to capacity?

(Goals for Grades 7 and 8 - Pending Approval for Expansion)

Planning Year

January to May 2018: Innovation Plan proposal planning.

Seeking School Committee (SC) and District approval of

Innovation Plan; Seeking SC approval of proposed

expansion; facilities location determined and approved by

District /SC.

September to December 2018- Student and staff recruitment (Pending Approvals).

January 2018: Students apply for 7th and 9th grade seats for year one.

Staff retreat with focus on expansion planning work.

All school-wide space - facilities needs identified; timeline

planned for any repairs/ renovations.

January to March 2019: Staff identified for hiring for year one(Pending Approvals).

March/ April to August 2019: Professional development and planning for Grade 7

expansion; curriculum development; professional

development focus on instructional practices for new

staff including dual language, EL,

assessment, Evidenced Based Argumentation.

June 2019 Materials/equipment ordered.

July to August 2019 School-wide space needs prepared.

August 2019 Full staff professional learning institute - special focus on

alignment of work and practice.

September 2019: Welcome first 7th grade cohort and 9th grade cohort.

Implementation Year One

September to December 2019: Student and staff recruitment for Grade 8.

January 2020: Students apply for 7th, rising 8th graders and last

year of full open enrollment for 9th grade seats.

January 2020: Staff retreat with a focus on refining expansion rollout.

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January to March 2020: Staff identified for hiring for year two.

March/ April to August 2020: Professional development and planning for Grade 7 and

new grade 8 staff.

June 2020 Materials/equipment ordered; space needs prepared.

Implementation Year Two

August 2020 Full staff professional learning institute

September 2020: Welcome first 7th grade cohort and 9th grade cohort.

January 2021: Students apply for 7th, rising 8th graders and

open enrollment for any open 9th grade seats.

Staff retreat with a focus on refining expansion rollout.

May - June 2021: Staff evaluate goals and measures accomplished after

completion of year two; new goal setting

process.

VII. Measurable Goals

In a table, detail the category, goal, and target year for meeting the goal.

Include the following:

At least one academic goal, based on formative or summative academic data

At least one school culture goal, based on data.

Include relevant data on which you are basing your goals and timeline for achieving

them.

Data might include the following:

Formative Academic: interim assessments

Summative Academic: MCAS, PARCC, other standardized tests (SATs, ACTs, AP exams)

Other: Survey data, Enrollment or attrition data, staff attrition and retention, data

regarding specific student populations, (i.e., male/female, first-generation,

race/ethnicity,

ESL, Special Education)

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Goals Focusing on Academic Progress and School Culture and Alumni Support (Goals for Grades 7 and 8 - Pending Approval for Expansion)

Category Goal SY

2019-20

Goal SY

2020-21

Measures

School Culture

Key school culture framework will be aligned to incoming grade 7 students and grade 7 staff team including:

Crew

College-readiness focus

Mindset and Learning Habits

Peer Mentoring

Health and Wellness

A Family Resource Center is established with partners who provide varied supports to families.

Key school culture framework will be aligned to incoming grade 7 and 8 students and grade 7 and 8 staff team including:

Crew

College-readiness focus

Mindset and learning habits

The Family Resource Center provides ongoing supports to families.

Course pass rate

RAICES grades

Student surveys

Student attendance: 95% or higher

Student safety/discipline: Out of school suspension rate is 8% or lower

By the end of senior year, 80% students will have participated in one summer college prep program.

Family Resource Center participation and services are tracked annually.

Instruction, Curriculum, Assessment

Improved intervention supports, scheduling, and staffing will be implemented across all grades focusing on math and literacy for range of diverse learners.

Student cohorts will be designed to support range of diverse learners with

Improved intervention supports, scheduling and staffing will be implemented across all grades focusing on math and literacy for range of diverse learners.

Student cohorts will be designed to support range of diverse learners with an

1. Course pass rates: 80% and 90% - all grades

2. 2 ELD level increases between grade 7 and 9.

3. Lower grade level retention 4. Increased % of students

earning Seal of Bi-literacy from current 70% to 80% by senior year

5. By the end of 8th grade, 95 % of students participating in one season of debate in English or Spanish; by the

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an emphasis on intervention supports in grades 7 and 9.

A language lab managed by the ESL and SSL team is established to support literacy and language development.

Arts Programming allows for 100% student engagement in the arts in a model that offers flexible/choice opportunities as

emphasis on intervention supports in grade 7, 8, and 9.

Language lab use is evaluated based on both AP Spanish Language Exam and MCAS results and refined, focusing on resource materials, scheduling, and student use.

Arts Programming allows for 100% student engagement in the arts in a model that offers flexible/choice opportunities as students move from 7

end of 11th grade 95% of students participating in one season of both English and Spanish debate.

6. Student promotion, graduation, and dropout rates:

Promotion: 90% or greater;

Graduation (4 year rate): 70% or greater

Dropout: 5% or less

MCAS:

ELA: 95% pass rate; 80%

Advanced/ Proficient

Math: 90% pass rate; 75%


Science: 80% pass rate; 65%


WIDA ACCESS SGP 68

or better

AP Spanish Language

pass rate at a minimum

of 80% at level 3 or

better

90% College

Acceptances

60% College

Persistence up from

current 45%

ARTS:

Visual Arts and Media

Communication

Continued exhibitions

at the MFA and BPS

Arts Shows

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students move from 7 through 12th grade.

through 12th grade. Expansion of arts

exhibitions to at least 3

other venues in Boston.

BAND

4 Band Concerts per

year

Continued participation

in multiple band

performances across

different venues

throughout Boston

Continued participation

in the New England El

Sistema work

Alumni Support

Coordinated partnerships provide ongoing support to alumni in college and career pathways as measured by number of contacts for each student and persistence rates.

Coordinated partnerships provide ongoing support to alumni in college and career pathways as measured by number of contacts for each student and persistence rates.

Minimum of 1 contact per quarter for each alumni by partners

Increased persistence of freshman year in college from current 55% to 65%

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VIII. Attachments

A. Dual Language Policy

B. School Profile

C. Grade Guide for Universities

D. Schedule Samples

E. Budget Planning

F. Administrator Resumes

G. Letters of Support

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Attachment A., Current Dual Language Policy; To Be Amended To Include

Grades 7 and 8 Upon Approvals

Dual Language Policy at Muñiz Academy

“A student can read Shakespeare in English and the poems of Pablo Neruda

in Spanish. A student can study science in Spanish and mathematics in

English, crisscrossing concepts and vocabulary in two languages to make a

tight weave. Students do not travel back and forth across a bridge. The entire

school experience takes place on the bridge. Students can camp out and

make it a home, internalizing two languages to own them for the rest of their

lives—the true meaning of language acquisition.” Diana Lam, Founding

Member of Muñiz Academy

Margarita Muñiz Academy implements a college preparatory, culturally

relevant dual language curriculum that provides students with the 21st

century skills necessary for success in higher education and beyond. Our

model embraces what students bring as much as it strives to deepen and

enrich their skills and knowledge in both language and subject matter.

Learning in both languages and across content is designed to engage

students as they construct meaning from their experiences.

Classes in the school’s college preparatory program are standards-based

and taught in both Spanish and English. Muñiz Academy aims for 50-50

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language use, balancing both Spanish and English across the curriculum.

As students journey through their four years, they experience learning

academic content as well as learning social expression in both languages.

The school’s comprehensive language policy ensurew that students receive

an exemplary dual language education.

Our Dual Language Policy has several key features:

o Community Language

o Developing Cultural Proficiency

o Scaffolding Use of Language in Content Areas at each Grade

o Assessment Practices

o Crew

o Family and Community

o Public Events

o Professional Development

Community Language

We believe that our community language is an important opportunity for

students and staff to practice both Spanish and English in a social context.

Community language includes our social language used during non-

instructional time (e.g. hallways, announcements, communication with

teachers outside of class) On Monday, Tuesday, and Wednesday our

community language is Spanish. On Thursday and Friday, our community

language is English with the exception of our Spanish teachers who uses

Spanish regardless of the language of the community. During lunchtime,

both students and staff have the choice of using their preferred language.

Developing Cultural Proficiency

Culture is central to student learning language and content. Culturally

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responsive education recognizes, respects, and uses student identities and

backgrounds to create optimal learning. The Muñiz Academy community

values an environment where everyone’s life experiences matter. Students,

staff, and families are valued and supported. We recognize everyone’s

strengths and contributions. Our faculty embraces the following principles

as a foundation to cultural proficiency:

• Communication of high expectations - Consistent messages are

delivered, from both the teacher and the school that students succeed,

based upon a genuine belief in student capability.

• Active teaching methods - Instruction promotes student engagement

by requiring students to play an active role in crafting curriculum and

developing learning activities.

• Teacher as facilitator - Within an active teaching environment, the

teacher's role is one of guide, mediator, and knowledgeable consultant,

as well as instructor.

• Positive perspectives on families of culturally diverse students – Staff

participate in an ongoing dialogue with students, families and

community members on issues important to them. The people and

discussions are included in classroom lessons and activities.

• Cultural sensitivity - Teachers gain knowledge of the cultures

represented in their classrooms and translate this knowledge into

instructional practice.

• Reshaping the curriculum - A reshaped curriculum is culturally

responsive to the background of students.

• Culturally mediated instruction - Instruction is characterized by

providing students with culturally rich learning environments and

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culturally valued knowledge.

• Student-centered classroom discourse – Students are expected to be

actively engaged in classes and to orally participate on a daily basis in

order to expand their academic language and public skills in both

languages.

Adapted from

“Culturally Responsive Teaching”

Anchorage School District

www.asdk12.org/CultureResp/principles.asp

Scaffolding Use of Language in Content Areas at each Grade

In our first year as a school, we welcomed a wide range of language learners

including students who are learning English or Spanish at a beginning level

along with students who have a high level of proficiency in both languages.

As well, some of our students speak Spanish but are learning the language in a

formal, academic context for the first time. We continue to welcome a wide

range of language learners.

Across all our students’ language groups, they hold in common a need to

explore their cultural identity as young people and as future citizen-scholars.

The themes of identity, purpose, and culture are critical aspects of language

learning. Students entering Muñiz Academy need to explore the value of

living and learning in two languages in the context of an environment that

encourages risk-taking and confidence in language learning.

Our language policy intentionally scaffolds language development with

attention to cultural identity and adolescent development. Students engage

in a series of manageable steps no matter where they begin in their journey

towards proficiency in two languages.

http://www.asdk12.org/CultureResp/principles.asp

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9th Grade

• Students entering 9th grade are assessed for their language proficiency in

both

English and Spanish.

• Students take Humanities Spanish and Humanities English courses.

• Grade-level activities focus on exploring the value and purpose of

learning in two

languages with a focus on identity and culture.

Courses in math, science and the arts are taught in Spanish and

English, scaffolding learning in both languages over the 9th grade year

with the goal to teach units alternately in each language.

• Curriculum topics are taught in English with a topic summary in Spanish

from September to December. Beginning in January, Students transition

to alternating curriculum units taught in Spanish or English with the

summary in the other language. For example, a science topic is taught

entirely in Spanish with a summary in English. The next topic in science is

taught in English with the summary in Spanish.

• Where necessary, small group work occurs in the language of dominance

for that small group to ensure that students have learned the content

concepts.

• Intensive vocabulary development as well as multiple opportunities for

student

discourse are two key strategies to ensure language learning in both

Spanish and English.

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10 to 12th Grades

All students are assessed yearly for their language progress. Students

entering at any time after 9th grade are assessed for their initial

language proficiency in both English and Spanish.

Students take Humanities Spanish, Humanities English courses,

intensified English ESL or intensified Spanish - SSL classes according

to their language needs.

Grade-level activities continue to focus on exploring the value and

purpose of learning in two languages with a focus on identity and

culture.

Courses in math, science and the arts are taught in Spanish and

English beginning in September. Curriculum units are taught in

Spanish or English with the summary in the other language. For

example, a science unit is taught entirely in Spanish with a summary

in English. The next unit in science is taught in English with the

summary in Spanish.

Where necessary, small group work occurs in the language of

dominance for that small group to ensure that students have learned

the content concepts.

Intensive vocabulary development as well as multiple opportunities

for student discourse are two key strategies to ensure language

learning in both Spanish and English.

English Language Learners in All Grades

Students with ELD Levels 1 and 2 receive instruction by our ESL

teacher daily for 60 minutes. In addition, content subjects of math,

science, and arts are taught in alternating languages providing the

additional required hours of instruction in English.

Students with ELD Levels 3, 4, and 5 receive instruction in English by

their Humanities English teachers. In addition, content subjects of

math, science, and arts are taught in alternating languages providing

the additional required hours of instruction in English.

In addition, we ensure that are students are serviced by qualified

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teachers who are trained to meet their language learning needs.

Please note the addendum for those teachers who are currently

completing their SEI or ESL endorsement during fall, 2014.

Assessment Practices

Student progress and learning is measured in multiple ways. Assessments

include daily assignments, quizzes, tests, nightly reading as well as products

and presentations associated with expeditions and projects. Standardized

assessments are also a part of the overall framework for understanding

student progress.

• Writing samples are collected at the beginning of each year and

compared to samples from the end of the year.

• Student presentations in both English and Spanish for each content area.

• Reading assessments occur at the beginning and end of each year.

• Each year, students designated by the district with an English Language

Development level are required to be assessed using the WIDA in

English (and in Spanish as required by the school when available at the

high school level).

• Students in 10th grade take the MCAS English exam.

• Students in 11th and 12th grade are required by the school to pass one of

the following assessments in Spanish:

c) the Muñiz Academy Spanish Assessment measuring

proficiency in listening, speaking, reading, and writing

OR

d) Advance Placement Exam in Spanish OR

e) International Baccalaureate Exam in Spanish OR

f) SAT in Spanish

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CREW

Students are organized in Crew Groups of 10 to 13 students led by a

teacher/ Crew Leader. We agree that both Spanish and English are

appropriate for use in Crew.

Family and Community

Our families and community are key partners in the collective responsibility

to educate our students. Ongoing communication is central to engaging

the support from families to ensure progress for their child. All of our

communications to families and the community are in both Spanish and

English. We intentionally cast Spanish as the lead language in our print

materials and spoken discourse.

Our Crew groups are a key structure for engaging families and students in

an ongoing dialogue about progress, challenges, and successes. Crew

students lead their individual conferences regarding progress with their

family members. We encourage students to use their parent’s/ family’s

language of choice to communicate their progress at these important

meetings.

Public Events

Public events include our student exhibitions, concerts, parent orientations,

family pot-lucks, and open houses. All school events that are for families,

community and the public are designed in both Spanish and English.

Professional Development

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As Muñiz Academy continues to grow the community of students, families,

and faculty, professional development is an essential platform for learning,

planning, and tuning our collective work. We continue to explore strategies

for:

a) language development;

b) culturally relevant teaching and learning; and

c) effective language learning approaches with adolescents.

Whole staff professional development time on Fridays occurs in both

Spanish and English with an established calendar at the beginning of each

quarter/ semester.

Faculty is encouraged to develop their Spanish language proficiency

through individual course work, workshops, and other relevant experiences.

Our language policy is reviewed and revised yearly using reflections and

data from each year. We assess our dual language policy and practices

using the “Principles for Dual Language Education” developed by the

Center for Applied Linguistics.

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Attachment B., School Profile

The Margarita Muñiz Academy is the first dual-language high school in Boston

Public Schools dedicated to preparing citizens and leaders who are fluent in English

and Spanish. Every student will be ready for college and contribute to the community

and beyond. Muñiz Academy partners with families and community to realize our

mission together.

Our School at a Glance

College preparatory

Dual Language Learning

Learning through inquiry, the arts, and technology

Competitive College Scholarships

Full enrollment at 300 students, grades 9 to12

School day is from 8:30 to 3:30, Monday to Thursday; 8:30 to noon on Fridays.

After-school tutorial and enrichment programs are from 3:30pm to 4:30pm.

Innovation School Status to support a creative learning and teaching model.

Progress Data

2014

92% ELA MCAS Pass Rate – 69% Advanced/ Proficient; Student Growth Percentile of 51

90% Math MCAS Pass Rate – 66% Advanced/ Proficient; Student Growth Percentile of

72

76 Percentile for Student Growth on the WIDA/ACCESS for English Language

Learners

2015

98% ELA MCAS Pass Rate – 80% Advanced/ Proficient; Student Growth Percentile of 62

90% Math MCAS Pass Rate- 62% Advanced/ Proficient; Student Growth Percentile of 68


Learners

2016

92% ELA MCAS Pass Rate – 80% Advanced/ Proficient; Student Growth Percentile of

89

63.5

81% Math MCAS Pass Rate – 55%% Advanced/ Proficient; Student Growth Percentile of

47


Learners

90

Summer College, Internship and Job Placements:

Harvard Crimson Summer Academy, Boston University Upward Bound, Summer Search,

UMass Boston TAG, Bridge to Calculus

Partners

Boston University Massachusetts Cultural Arts Council

Center to Support Immigrant Organizing Museum of Fine Arts

Company One Theater Longy School of Music

Conservatory Lab Charter School Private Industry Council

Codman Academy Charter School Nellie Mae Education Foundation

Higher Education Resource Center/ Passport Sociedad Latina

Rafael Hernández K-8 School South End Community HC

Inquilinos Boricuas en Acción Success Boston/ Win Boston

Hyde Square Task Force

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Destination Greatness!

Muñiz Academy Students Are College Bound! Colleges Our Seniors Are Now Attending:

Bridgewater State University

Bryn Mawr College

Fisher College

Endicott College

Lesley University

Newbury College

Northeastern University

Salem State University

UMass Boston

UMass Dartmouth

Massachusetts College of Pharmacy

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Attachment C., Grade Guide for Universities

A Guide to Muñiz Academy’s Grading System At Muñiz Academy, we believe that all students are capable of excellence as scholars and

citizens. We also believe that students and families are partners in creating a community

culture of engagement and excellence. Families and students are engaged in student progress

through a wide variety of ways. Students will have an active role in understanding and shaping

their progress.

Students earn two grades for every course. Success in both is required for credit, promotion,

and graduation.

LEVELS OF ACHIEVEMENT ON LEARNING TARGETS

Academic levels of achievement are used to communicate student progress on meeting

Learning Targets focused on skill and content understanding. Teachers use the Common Core

State Standards to identify Long Term Learning Targets for each content area. Learning

Targets clearly set the expectations for skills and understandings that students must achieve in

order to demonstrate mastery of content. Each course has 12 to 20 Learning Targets (specific

content and skill goals) for students to master during the year. Teachers share with students

and families the course expectations and Learning Targets at the beginning of each semester.

LEVELS OF ACHIEVEMENTAS CITIZEN SCHOLARS

Students are expected to develop the RAICES throughout all of their experiences at Muñiz

Academy. We believe these Habits are essential to becoming fully prepared and well-rounded

citizens and scholars at Muñiz Academy and beyond. Our RAICES are: responsibility,

advocacy, integrity, compassion, excellence, and stretch (going beyond).

REPORTING ON LEVELS OF ACHIEVEMENT FOR PROGRESS IN ALL SUBJECTS

Grades reflect a student’s current level of achievement on skills and content. Students will pass their year-long courses with a minimum of a 2.0 Students can earn the following grades on the Learning Targets: Exemplary, Accomplishing, Approaching, or Beginning.

All grades will be converted to a GPA for the college transcripts.

Academia Margarita Muñiz

Margarita Muñiz Academy

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* For the purposes of a Grade Point Average for the College Transcript, each grade

descriptor is translated to a numerical value of 1 to 4. Competitive colleges and

universities expect to see 3.0 or better for each class and overall. Examples:

Example A

A student who has four Learning Targets and earned “Exceeding” in each would

have a Grade Point Average of a 4.0 in that class.

(4 points x 4 Learning Target = 16 points

6 points divided by 4 Targets = 4)

Example B

A student has four learning targets. She earned “Beginning” in 2 Learning Targets

and “Approaching” in 2 Learning Targets. She has a Grade Point Average of 1.5 in

that class.

(Approaching 2 + Approaching 2+ Beginning 1+ Beginning 1= 6 points

6 points divided by 4 Targets = 1.5)

Passing Minimum Passing NOT Passing Exemplary GPA Equivalent = 4*

Accomplishing GPA Equivalent = 3*

Approaching GPA Equivalent = 2*

Beginning GPA Equivalent = 1*

The student’s demonstration of understanding or of proficiency exceeds what is described in the learning target. For example, a student completed a term paper, meeting all of the learning targets, and included a short video product to demonstrate their learning. This student demonstrated their skills and knowledge for the learning targets.

The student has met the learning target. For example, a student completed the term paper and met all of the learning targets. This student demonstrated their skills and knowledge for the learning targets.

The student demonstrates partial progress toward the learning target. For example, a student completed the term paper but has many key required elements missing or incomplete. This student has more work to demonstrate their skills, and knowledge toward meeting the learning target.

The student has not made substantial progress toward meeting the learning target. For example, this student has not yet demonstrated their skills and knowledge in their work and in class participation. This student may be handing in their work but they have not yet demonstrated their understanding and developed their skills for this learning target.

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Calificaciones Tradicionales Traditional Grading

3.8 to 4.0 A+

3.5 to 3.7 A

3.0 to 3.4 A-

2.8 to 2.9 B+

2.7 B

2.5 to 2.6 B-

2.3. to 2.4 C+

2.0 to 2.2 C

Any Grade Below a 2.0

F

Voc2 – Choir

Swim – Swimming

Art- Visual Arts

SPhysic – Physics

Hum-S – Humanities Spanish

Hum-E – Humanities English

Geom – Geometry

Bio- Biology

SMath – Algebra

AYV- Technology

Chem- Chemistry

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Attachment D., Sample Schedule (Grades 7 and 8 - Pending Approval for Expansion)

Sample Schedule for Monday, Tuesday, Thursday

Grades 7, 8, 9

Staffing: 4 Content Teachers per grade; 1 SSL

Teacher

1 ESL Teacher

2 Learning Center Teachers

ARTS Team (all Arts Team serves grade 7 to

12)

Grades 10, 11, 12


Teacher

1 ESL Teacher



12)

GRADES 7, 8, 9 GRADES 10, 11, 12

8:30 Academic Block 8:30 Academic Block

9:30 Learning Block:

Learning Center

Challenge and

Honors Groups

PE

Electives

9:30 Academic Block

10:15 Academic Block 10:30 ARTS Block:

AP Courses

MCAS Interventions

11:15 LUNCH 11:20 ARTS Block:

AP Courses

MCAS Interventions

11:40 Academic Block 12:15 LUNCH


1:40 Arts Block

Additional Academic

Interventions in

Literacy/ Math for

subset of 10 to 12

students per grade with

LC, ESL/ SSL teachers

1:40 Academic Block

2:40 Arts Block

Additional Academic

Interventions in

Literacy/ Math for

subset of 10 to 12



2:40 Learning Block:

Learning Center

Challenge and

Honors Groups

PE/ Electives

96

Sample Schedule for Wednesday

Grades 7, 8, 9


Teacher

1 ESL Teacher



12)

Grades 10, 11, 12


Teacher

1 ESL Teacher



12)

GRADES 7, 8, 9 GRADES 10, 11, 12



10:30 CREW 10:30 CREW

11:15 LUNCH 11:20 ARTS Block:

AP Courses

MCAS Interventions

11:40 Academic Block 12:15 LUNCH


AP Courses

MCAS Interventions

1:40 Arts Block

Additional Academic

Interventions in

Literacy/ Math for

subset of 10 to 12



1:40 Academic Block

2:40 Arts Block

Additional Academic

Interventions in

Literacy/ Math for

subset of 10 to 12



2:40 Academic Block

97

Sample Schedule for Friday

Grades 7, 8, 9


Teacher

1 ESL Teacher



12)

Grades 10, 11, 12


Teacher

1 ESL Teacher



12)

GRADES 7, 8, 9 GRADES 10, 11, 12


AP Courses

MCAS Interventions


AP Courses

MCAS Interventions

10:10 Arts Block

Additional Academic

Interventions in

Literacy/ Math for

subset of 10 to 12



10:30 Academic Block

11:15 Arts Block

Additional Academic

Interventions in

Literacy/ Math for

subset of 10 to 12



11:20 Academic Block

11:50 CREW 12:15 CREW

12:30 LUNCH 12:40 LUNCH

1:00

WHOLE STAFF PROFESSIONAL DEVELOPMENT MEETING

98

Attachment E., Budget Planning

Budget Planning

After discussion regarding the overall Expansion Plan for Muñiz Academy particularly focusing on staffing, the BPS Budget

Office provided the following estimate. Several key notes in this estimate:

1. This budget model includes all staffing requested except the addition of a Instructional Design and Curriculum Coordinator.

2. This budget model does not account for two key cost savings factors:

o As an Innovation School, we received Discretionary spending which would provide an estimated cost savings of about $80,000.

o As an Innovation School, we are able to budget on Actual Salaries rather than Average salaries. This would bring an additional cost savings of approximately $140,000.

o We are in discussion regarding program support offered to other schools but to date not offered to Muñiz Academy which would significantly further close the estimated gap of $244,532.

Section 1: School Information

School: Margarita Muniz Academy 101667

New Funds from Expansion

$1,173,488.00 From "Estimate Enrollments" tab

Total Planned Budget $1,418,020.98 Based on your entries below.

Balance $(244,532.98)

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3. This budget does not account for the roll out of each grade. In our discussion with the budget office, we would need to

further plan the roll out to ensure key staff are in place from Year One of Expansion: 4 Academic Staff, 1 Additional ESL

teacher, 1 Additional SSL teacher, Math Interventionist, Arts Staff, Instructional Design and Curriculum Coordinator.

Account Description FY18 Avg.

Salaries

Required

FTE

Additiona

l FTE Cost Notes

Foundation

Staff

51016 HIGH SCH ADMIN 127,752 $-

51026 NURSES 90,152 $-

51027 SEC/CLER 54,329 $-

51021 PROGRAM SUPPORT 94,509 - $- Additional Admin

Core Classroom Staff - "Required" column is populated based on your estimates

below Notes

51002 REG ED TEACHER 90,467 9.0 $814,202.87

8 more academic: 2 math, 2 science, 2

math, 2 English + 1 Math Interventionist

51011 SPECIALIST TEACHER 90,467 3.9 $352,821.24

3.5 Arts teachers (100% arts schools) + .4

PE

51008 SPED RESOURCE TEACHER 90,467 0.5 $45,233.49

51009 SPED SUB SEP TEACHER 90,467 - $-

51010 BIL TEACHER 90,467 2.0 $180,933.97 2 Language supports, ESL + SSL

51021 PROGRAM SUPPORT 94,509 $-

51039 INSTR AIDE 35,588 $-

51042 SPED SUB SEP AIDE 35,588 $-

51043 BILINGUAL AIDE 35,588 $-

Non-Discretionary Expenses

Daily Rate

Rate x 9 x

FTE -

10K/cluste

Additonal

Sub Amt. Total Subs

100

r sub

budgeted

51102

SUBSTITUTES (51102-

2105) 141.52

$2,179.41

$- $2,179.41

Assumption that all classroom based

teachers will take 9 days off and

substitutes will cost $141.52 per day

Required

Per

Student

($75 x #

of

students)

Required

Supplies

Additional

Supplies Total Supplies

53802 SUPPLIES $75.00

$22,650.00 $- $22,650.00

FTE Budget

Total Estimated Budget - $24,829.41

Additonal Budget 15.4 $1,418,020.98

Account Description

FY16 Avg.

Salaries

Required

FTE

Additiona

l FTE Cost Notes

Discretionary

Expenses

51019 PROFESSIONAL SUPPORT 99,182 $-

51023 LIBRARIAN 92,062 $- Required for HS Only

51024 GUIDANCE 101,038 $- Required for HS Only

51033 TECHNICAL SUPPORT 61,809 $-

51036

COMMUNITY FIELD

COORD 60,571 $-

51038 HEALTH 49,662 $-

101

PARAPROFESSIONAL

51040 LIBRARY AIDE 38,770 $-

51041 SPED RESOURCE AIDE 35,588 $-

51044 SECURITY AIDE 42,980 $-

51045 INSTRUCTIONAL COACH 101,445 $-

51102 CLUSTER SUB 31,874 $-

52935 EAE 0 $- Negotiated Flat Rate

FTE Budget

Sub-Total: Bottom

Section - $-

Total Budget 15.4 $1,418,020.98

102

Attachment F., Administrator Resumes

Dania I. Vazquez, Ed.D. 114 Cedar Road

Marshfield, MA 02050

Cell: 781-424-8640

July, 2011 Headmaster, Margarita Muniz Academy

to present Boston Public Schools

Boston, Massachusetts

Responsible for planning and start-up implementation of the school’s vision and mission;

enrollment of students and engagement of families; hiring and supervision of staff; planning

professional development; planning curriculum, assessment, and instruction. Develop budget and

fundraising grounded in a 5 year strategic plan. Collaborate with district staff and broader Boston

community to ensure investment and support for the school’s vision and mission.

November, 2005 Associate Executive Director

to June, 2011 Center for Collaborative Education


Responsible for a variety of organizational teams and committees including professional

development, human resources, and communications. Conduct annual reviews for directors and

program associates. Responsible for key projects including Pilot Schools Network, Los Angeles

Principal Residency Network, Drop Out Prevention Initiative, Innovation Schools. Leadership

coaching in a range of schools including Pilot, Innovation, and Turn Around. Assist the executive

director and comptroller in developing the annual CCE budget and work plans. Assist the executive

director in other organizational planning and functions as needed.

September, 2001 Director, Boston Pilot Schools/Horace Mann Network

to June 2011 Center for Collaborative Education


Responsible for planning and implementing Network goals and activities with a focus on advocacy

and service. Coach a number of schools offering on-site support in a variety of areas focused on

improving student achievement through leadership support, professional development, and

governing board support. Participate in a variety of district level committees with a focus on pilot

autonomies. Participate in district level committees focused on district-wide reform efforts.

Supervise program associates.

September, 1999 Principal

to June, 2001 PS / IS 33, The Chelsea School

District 2, New York City Board of Education

Instructional leader for an elementary and middle school in grades Pre-K to 8 school offering all

grades a balance literacy program, TERC/ CMP mathematics, and thematic inquiry based learning.

Created a new middle school with grades 6 to 8. Collaborate with a variety of community based and

103

health organizations to provide social services to children and families. Plan and implement daily

administrative functions.

October, 1996 Director

to June, 1999 Ballet Tech, The New York City Public School for Dance

District 2, NYC Board of Education

Instructional leader for a new alternative secondary school responsible for

grades 6 to 12 offering courses in mathematics, humanities, science, languages, the visual arts and

intensive dance training. Collaborate with Ballet Tech dance company as a partner crafting an

alternative school model. Plan and implement daily administrative functions.

September, 1995 SESP Program Coordinator/ ESL Content Area Specialist

to September, 1996 United Federation of Teachers Special Educator Support Program

September, 1994 Instructional Specialist

to September, 1995 United Federation of Teachers Special Educator Support Program

New York City Board of Education, Office of Instructional Support.

March, Facilitator, Chapter l School-wide Projects

1989- 1984 United Federation of Teachers Special Educator Support Program

November, Teacher Consultant

1987 -1989 United Federation of Teachers Special Educator Support Program

New York City Board of Education

September, Special Education Teacher

1981 -1987 New York City Board of Education

Graduate Course Instructor

Fordham University

• Teaching the Bilingual Special Education Student, 9 / 95-2 / 96; Bilingual Special Education: Issues & Trends, 2 / 93;

Issues & Trends in American Education: Collaboration in Schools, 9 / 92

Brooklyn College

• Curriculum Strategies for Behavior Management, 9/89•6/92; Strategies for Integrating Exceptional Children into the

Educational Mainstream, 9/89-6/92

New York State United Teachers. Effective Teaching Program

• Cooperative Learning, 9/889/89

104

Bank Street College

• Laboratory Experience in Special Education Classrooms, 7/85-7/87; Curriculum in the Mainstream & Special Education

Classrooms, 7/85-7/87; Special Education for Linguistically and Culturally Diverse Children, 9/93-6/94; Language

Development, Diversity, and Disorders, 2/ 95

Publications

United Federation of Teachers/ Special Educator Support Program, Special Edition:

"Teacher As Learner .... Teacher as Leader", 1989, Vol. 3, No.1

"Creating School Communities", 1992, Vol. 5, No. 1

"Children and Families Teach To Care About AIDS", 1993, Vol. 6, No. 1

"Adolescents Living with AIDS: Facts, Issues and Resources", 1994, Vol. 7 No. 1

"Leadership Reframed",1997, New Links for New Times, Cyber-symposium, Access at http:/ /newlinks.tc.columbia.edu.

Teachers College, Columbia University.

The Essential Guide to Pilot Schools, Overview, September, 2006, Advisory Team

The Essential Guide to Pilot Schools, Leadership and Governance, 2007, Advisory Team

Organizations

• United Federation of Teachers Executive Board Member, 1992 to 1996

• United Federation of Teachers/ Hispanic Affairs Committee, Committee Co-Chair, 1989 to 1997

• Puerto Rican Educators Association, Vice President for Administration, 1990 to 6/96

• Ed .D., Educational Administration, Teachers College, Columbia University, May, 2001

• M.S., Bilingual Special Education, Bank Street College of Education, June 1983

• B.S., Speech Pathology & Audiology, New York University, February, 1980

Awards & Associations

• Smallheiser Award, United Federation of Teachers, 1996

• Kappa Delta Pi, Teachers College, Columbia University, 2001

• 100 Most Powerful People in the Latino Community in 2012, 2013, 2014 - El Planeta’s Powermeter

Academic Licenses

• Bilingual Health Conservation, New York City Board of Education

• Bilingual Special Education, New York State Certification

• NYS Certification in Supervision and Administration

• NYC License, Principal, Day High School

• NYC License, Assistant Principal-Administration, Day High School

• NYC License, Assistant Principal, Elementary, Junior High School

Principal/Assistant Principal, 9-12, Pending

Art Works and Shows

July, 2007 Haley House Café, Boston, Massachusetts

December, 2007 El Jolgorio Navideño de Massachusetts

March, 2008 First Thursdays Open Studio, Jamaica Plain, Massachusetts

May, 2008 Memorial Day Open House, Lecture and Exhibit, Museum of Fine Arts,


December, 2009 El Jolgorio Navideño de Massachusetts

105

DAN ABRAMOSKI

27 Tappan Street, Boston MA 02131

(917) 547-0681 – [email protected]

EDUCATION___________________________________________________

_____________________________

Harvard Graduate School of Education, Cambridge MA August 2013 – May

2014

Master of Education: School Leadership Program

Massachusetts Principal/Assistant Principal Initial License, Grades 9-12

Sheltered English Immersion Administrator Endorsement

Boston Public Schools-Harvard Principal Fellow

Teachers College at Columbia University, New York NY September 2004 -

August 2005 Masters of Arts in Social Studies

Brown University, Providence RI September 1997 -

May 2001

Bachelor of Arts in International Relations

Professional

Experience_______________________________________________________

___________

Margarita Muñiz Academy, Boston MA August 2014 –

Present

Assistant Headmaster

Led content teams and facilitate professional development around curriculum planning, vertical alignment, and instructional practices

Supervise and evaluate 16 teachers

Support the 11th grade and 12th grade teams and work with teachers to design interventions for students who are struggling

Manage College Readiness Department with a focus on building a 9-12 college readiness curriculum, creating post-secondary plans for all seniors, and designing an alumni support system

Plan and facilitate professional development for school-wide sessions and staff retreats

Coordinate hiring committee and facilitated all aspects of the hiring process including candidate recruitment, screening, interviewing, and selection

Support development of a positive school culture with a focus on Crew, Restorative Justice, and Peer Leadership

106

Collaborate with the Instructional Leadership Team to develop, implement, and evaluate school-wide goals

Develop a Senior Year Internship and Portfolio in collaboration with the 12th grade team.

New Mission High School, Boston MA August 2013 – June

2014

Principal Intern

Designed and led History department professional development focused on a cycle of inquiry around writing and Common Core alignment

Coached, supervised, and evaluated teachers in the history department

Participated in the Instructional Leadership Team and the Administrative Team where school stakeholders designed school-wide goals, created plans for implementation, planned professional development, and tracked progress

Co-led the 9th grade student support team focused on students’ academic success

Engaged in instructional rounds and leadership consultancies through the Boston Compact Leadership Initiative

Boston Teacher Residency, Boston MA August 2012 – June

2013

Clinical Teacher Educator

Coached early-career Boston Public Schools teachers using co-planning, observation feedback, video analysis, and looking at student work

Used concentrated coaching cycles to support and prepare pre-service residents to teach in Boston Public Schools

Led department wide professional development focused on Common Core State Standards and literacy for partner schools

Operation Bootstrap, Lynn MA August 2011 – November

2012

Education Director

Supervised 13 teachers in two departments through classroom visits, one-on-one meetings, and department meetings

Planned and facilitated professional development focused on curriculum, instruction, and assessment

Managed hiring process and inducted and coached new teachers

Designed and coordinated data-based attendance system

Led revision of program wide curriculum

Created, implemented, and improved systems to manage day-to-day operations of the organization

Co-wrote 4 million dollar grant that will provide 80% of the organization’s funding over the next 5 years

Assessed and evaluated program design and implemented strategic plan to improve program which led to a change in ranking from a Tier 4 program to a Tier 1 program

Mott Haven Village Preparatory High School, Bronx NY September 2005 –

June 2011

107

NY State Professional Certification in Social Studies 7-12

School Leadership:

Worked on school-wide issues and Comprehensive Education Plan as a member of the Instructional Leadership Team

Acted as 12th grade team leader and facilitated team meetings, coordinated class trips, conducted meetings with parents, planned graduation, and designed and implemented grade-wide policies

Facilitated history department meetings and coordinated department wide initiatives

Lead Teacher:

Mentored multiple new teachers through weekly classroom observations and co-planning meetings

Reviewed lesson plans, unit plans, and curriculum maps to help teachers set and meet student learning goals

Designed and implemented school wide mentoring system for all teachers that pairs effective and experienced teachers with teachers in need of support for classroom visits and co-planning meetings `

Served as Cooperating Teacher for student teachers from Teachers College at Columbia University. Used weekly supervision meetings and daily observation reports as a way to help student teachers learn about unit planning and classroom management and reflect on the process of becoming a teacher

12th Grade Participation in Government/Economics Teacher:

Designed and implemented standards-based, rigorous, and relevant 12th grade curriculum with a focus on writing and current issues in Government and Economics including units on race, immigration reform, electoral politics, globalization, and class in the U.S.

Created and taught 12th grade advisory curriculum that focused on helping students with the college application, financial aid, decision, and enrollment process

Used scaffolding, differentiation of process, content, and product, and focused on various learning styles to successfully teach students with disabilities and English Language Learners

Other Experience______________________________________________________

Lehman College, Bronx NY September 2009 –

November 2010

Guest Lecturer

Presented in a Graduate Level Social Studies Methods class on topics including Writing in the Social Studies Classroom, Unit Planning Using Understanding By Design, and Best Practices in Participation in Government/Economics

Teachers Network Leadership Institute, New York NY September 2006 –

June 2009 MetLife Fellow

Participated in Fellowship Program that involved classroom educators in crafting education policy

Completed action research on the college success rates of Mott Haven Village Preparatory High School graduates

Published action research in The Missing Link: Connecting Teacher Research, Practice, and Policy to Improve Student Learning

108

Served as an advisor during third year by mentoring new fellows, leading action research workshops, and providing guidance on action research projects

American Education Research Association, New York NY March 2008

International Conference of Teacher Research, New York NY March 2008

Presenter

Presented action research findings and policy recommendations titled “What Happens Next? Mott Haven Village Preparatory High School’s Class of 2006 in Their First Year after High School”

Proficient in Spanish

109

Attachment G: Letters of Support

110

May 12, 2017

Dear To Whom It May Concern:

It is with great enthusiasm that I write a letter of support for the expansion of a 7th-12th

grade dual language school. At the Hernández school we are committed to building

students’ academic prowess in two languages across all content areas. However, our

program currently ends in 8th grade. Furthermore, many students are lured to leave our

program for AWC in younger grades and to exam schools in 7th grade. Though this is a

testament to how well we prepare our students through our dual language

programming, it also speaks to the need for families to limit transitions for their children.

When given the opportunity to join a 7th-12th grade program that is academically

rigorous, most take the opportunity. Building continued access to quality dual language

programming would support the community’s need.

Providing an equal opportunity for students and their families to continue in a dual

language program from K-12th grade is key to sustaining grade level academic skills

within an intensive language program. Becoming a dual language program that is K-

12th grade, we can provide students and families who are recent immigrants with an

instructional model that embraces language and diversity. Having a strong academic

program that is culturally and linguistically responsive to our most vulnerable population

supports high quality programming for all students.

111

The five current dual language school leaders understand the imperative we face

around supporting a dual language pipeline for students and their families. Families

want to choose schools that offer excellent educational opportunities that focus on

college readiness and academic success. All families deserve and desire choices and

opportunities for their children’s success. Without a doubt, providing dual language

schools a clear trajectory from kindergarten to 12th grade strengthens the

superintendent’s mission which is “to foster innovation and create environments where

teaching and learning can truly be transformed.” A dual language K0-6th and 7-12th

schools would provide the much awaited transformative education we strive toward.

Sincerely,

Ana Tavares, Principal

112

BOSTON PUBLIC SCHOOLS

May 9, 2017

To Whom It May Concern,

I am writing this letter of support for my sister school, the Margarita Muñiz

Academy. Ever since the MMA opened, it has been our collective goal to have the

Hurley become a feeder school of students in grades 7th and 8th.

As a K-8 Dual Language School, we have never been able to offer the types of

student support services that are readily available to current middle school students

in middle schools and high schools. If we were to become a feeder school for the

MMA, our students would have:

expanded educational opportunities for students and families who are recent

immigrants in an instructional model that embraces language and diversity and

empowers students as citizen leaders;

intensive academic supports for grade 7 and 8 students, including support to

reach grade level academic skills, and intensive language, literacy, and arts

immersion at an earlier grade level than currently possible, with the goal of

college preparation and academic success;

the opportunity to leave the Hurley after 6th grade without the stigma of not

113

getting into an exam school.

Our entire school community hopes that it won’t be long before we can realize

our goals for our seventh and eighth graders and their families.

Sincerely,

Marjorie Soto

70 Worcester Street Boston, MA 02118 ▪ Phone (617) 635-8489 ▪ Fax (617) 635-6868

Margarita Muñiz Academy School Innovation Plan January 2018

Documents

Transcript of Margarita Muñiz Academy School Innovation Plan January 2018