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A strategic plan for Minneapolis Public Schools

Presentation to the Board of Education August 12, 2014

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Our Vision

Every Child College

and Career Ready

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Ingredients of the vision

Goals Change

Obstacles Challenges

Success Opportunities

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New plan rationale

• Accelerate results for the students in our care

• Change attitudes and foster a growth mindset

• Engage with the MPS community to build understanding around and commit to our shared work

• Focus and prioritize our work – keep what works and abandon failed approaches

• Continue our system transformation efforts under one guiding plan through 2020

Opportunity to:

• Sets BIG expectations to address big challenges

• Sets a new pace of change to accelerate results for students

• Gives schools autonomy in exchange for accountability

• Offers focused instruction to meet students where they’re at

• Budgets based on student needs, allocating dollars logically and fairly

• Provides new resources to support teacher effectiveness

• Sets high performance standards that will be rigorously monitored and adjusted in real time for success

Acceleration 2020:

Mission

Vision

Values

Theory of Action

Goals w/ Performance Measures & Targets

5-Year District Management Plan (strategies, projects, timelines) Annual District Action Plan Budget

governance

management Board vote, September, 2014

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Strategic Plan Components

SUMMER 2013- SPRING 2014

• Listening Campaign Round I

• Review of MPS results, progress on current strategic plan

• Draft ‘strategic plan’ developed by planning team

• Listening Campaign Round II on draft plan

SUMMER 2014:

• Adjustments made to plan based on stakeholder feedback

• Final ‘strategic plan’ presented to Board for approval (Aug/Sept)

• Development of 5-year District Management Plan (strategies, activities)

FALL 2014:

• Development of first Annual District Action Plan (for FY16)

• School and department plans written to align to district strategic plan/FY16 action plan

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Process

For Board Consideration * Last Updated 8.8.2014

Mission

Vision

Values

Theory of Action

Goals w/ Performance Measures & Targets Our Mission

We exist to ensure that

all students learn. We

support their growth into

knowledgeable, skilled

and confident citizens

capable of succeeding

in their work, personal,

family, and community

lives into the 21st

century.

Our Values

Children first

Right to quality

education

Importance of family

Equity

Diversity

Respect for

employees

Partnership for youth

Transparency and

accountability

ACCELERATION 2020 Plan Framework:

Our Vision

Every child college and career ready

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SCHOOLS AS THE UNIT OF CHANGE IF WE… AND… AND… THEN… SO THAT… LEADING TO…

Recognize that improved academic achievement happens in and through our schools…

Principals and their school-based teams are the leaders of that improvement…

Central office exists to: • Establish

parameters to monitor school performance;

• Provide support and service to school leaders and staff in support of student learning;

• Ensure equity of outcomes for all of our students; and

• Increase efficiency across the system…

Principals will be supported and expected to make decisions that improve instruction and create supports to meet the specific needs of their student population within defined parameters…

All students have access to high quality schools, demonstrate persistence, and meet or exceed grade level standards…

EVERY MPS CHILD COLLEGE AND CAREER READY

REQUIRING: A system to hold all schools accountable for performance standards based on a common definition of school quality. An integrated approach to ensuring there are effective employees at every level of the district focused on improving student outcomes. A clear set of academic priorities that academic departments and schools will engage in. A mechanism to allocate resources to schools in an equitable and transparent way based on student needs. Collaborative leadership at school sites under the leadership of high performing principals.

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ACCELERATION 2020 Theory of Action: Mission

Vision

Values

Theory of Action

Goals w/ Performance Measures & Targets

Mission

Vision

Values

Theory of Action

Goals w/ Performance Measures & Targets

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ACCELERATION 2020 Goals:

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5-percent annual increase in students meeting or exceeding state standards in

reading and math

8-percent annual increase in students of color meeting or exceeding state standards

in reading and math

10-percent annual increase in the 4-year graduation rate

Annual performance targets are understandable, achievable, and high: 5-8-10

Same high standard used to set performance targets for additional scorecard measures (see appendix)

Reported in a public scorecard process

Effectively eliminating disparities and the achievement gap by 2020

ACCELERATION 2020 Performance Targets:

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ACCELERATION 2020 Goal Detail:

Measures 1 Reading proficiency

2 Math proficiency*

3 Four-year graduation rate*

4 % of incoming MPS students that are Kindergarten-ready

5 % of MPS students that meet or exceed standards for 3rd grade reading proficiency*

6 Science proficiency

7 % of students attending school 95% of the time

8 % of Advanced Placement (AP) and International Baccalaureate (IB) exams taken by MPS students for which a potential college-credit eligible score was earned

9 % of students scoring a 21 or higher on the ACT*

10 Student ‘persistence’ rating TBD

11 Global competency metric TBD

12 % of priority and focus designated schools meeting or exceeding all applicable district targets in reading and math proficiency and graduation rate

* = required by World’s Best Workforce legislation

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ACCELERATION 2020 Goal Detail (cont.):

Measures 13 Students of color achievement gap in reading

14 Students of color achievement gap in math

15 Disparity rate for students of color suspended once or more (risk ratio)

16 % of students meeting or exceeding expected growth targets in reading

17 % of students of color meeting or exceeding expected growth targets in math

18 % of students who enroll in at least one advanced course and receive a 'C' or above (AP, IB, CIS, Advanced CTE, PSEO)

19 % of English learners meeting language growth targets

20 % of English learners meeting language proficiency targets

21 Disparity rate for the identification of students of color for special education services (risk ratio)

22 Diversity of school staff (teachers, educational assistants, school administrators)

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Measures 23 % of parents reporting, "I feel welcome at my child's school."

24 % of parents reporting, “I understand the different ways I can be involved in my child's school.”

25 % of community partnerships meeting identified goals (evaluation results)

26 % of parents reporting their child's school meets or exceeds their expectations.

27 % of non-MPS-governed schools (contract alternatives and district authorized charters) meeting performance criteria

28 % of publicly educated Minneapolis-resident students choosing MPS (market share) – by zone

ACCELERATION 2020 Goal Detail (cont.):

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Measures 29 % of principals rated ‘effective’ overall

30 % of teachers rated ‘effective’ overall

31 Rate of teachers hired early (early hire contract)

32 Rate of teacher vacancies at start of school

33 Employee retention - highly rated staff retained • Teachers • School administrators • Other staff

34 Employee engagement measure TBD

ACCELERATION 2020 Goal Detail (cont.):

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Measure 35 Baldrige Criteria score (effectiveness of management systems)

36 Unrestricted Fund balance

37 Budget-to-actual revenue (% variance)

38 Budget-to-actual expenses (% variance)

39 Bond rating

40 Audit opinion

41 Spending with diverse vendors

ACCELERATION 2020 Goal Detail (cont.):

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Measure

42 Transportation on-time arrivals at school

43 Breakfast participation rate

44 Lunch participation rate

45 First request placements - kindergarten

46 First request placements - high school

47 % of funds allocated directly to schools, compared to % allocated to central office

ACCELERATION 2020 Goal Detail (cont.):

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of Student Achievement

5-8-10

Constructive

Sensible

APPENDIX

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Scorecard detail Stakeholder involvement

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Improved Student Outcomes (1 of 2) District Measures Target Rationale Current Performance

SY13-14 (unless otherwise noted)

Performance Target Supporting information provided annually SY14-15 SY15-16 SY16-17 SY17-18 SY18-

19 SY19-20

1 Reading proficiency 5% annual increase overall 8% annual increase for Students of Color (SOC) Eliminate achievement gap

42% (SY12-13) / 42% (SY13-14 projected)

47% 52% 57% 62% 67% 72% Performance data by race/ethnicity and program (ELL, Sped, FRL)

Reading proficiency- Students of Color

24% (SY12-13) / 24% (SY13-14 projected)

32% 40% 48% 56% 64% 72%

2 Math proficiency* 5% annual increase overall 8% annual increase for Students of Color (SOC) Eliminate achievement gap

45% (SY12-13) / 45% (SY13-14 projected)

50% 55% 60% 65% 70% 75% Performance data by race/ethnicity and program (ELL, Sped, FRL)

Math proficiency- Students of Color

26% (SY12-13) / 26% (SY13-14 projected)

34% 42% 50% 58% 66% 74%

3 Four-year graduation rate* 10% annual increase overall, up to a plateau at 85% to reflect high performance district benchmarks

53.9% (Class of 2013, AYP

2014)

64% 74% 84% 85% 85% 85% • Performance data by race/ethnicity, program (ELL, Sped, FRL), and school type

• Drop out rate • College enrollment

data • 5 and 6 year grad rates

4 % of incoming MPS students that are Kindergarten-ready (BKA literacy) NOTE: assessment will be realigned in 14-15, leading to new baseline and target

3% annual increases based on trend data

70% 73% 76% 79% 82% 85% 88% Performance data by race/ethnicity

5 Reading proficiency, 3rd grade* 5% annual increase overall 8% annual increase for Students of Color (SOC) Eliminate achievement gap

42% (SY12-13) / 41% (SY13-14 projected)

46% 51% 56% 61% 66% 71% Performance data by race/ethnicity and program (ELL, Sped, FRL)

Reading proficiency, 3rd grade- students of color

22% (SY12-13) / 22% (SY13-14 projected)

30% 38% 46% 54% 62% 70%

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Improved Student Outcomes (2 of 2)

District Measures Target Rationale Current Performance SY13-14 (unless

otherwise noted)

Performance Target Supporting information provided annually

SY14-15 SY15-16 SY16-17 SY17-18 SY18-19 SY19-20

6 Science proficiency 3% annual growth to follow associated growth in reading and math

32.2% (SY12-13) 35% 38% 41% 44% 47% 50% Performance data by race/ethnicity

Science proficiency – Students of Color

TBD TBD TBD TBD TBD TBD TBD TBD

7 % of students attending school 95% of the time

15% point increase overall Elimination of disparities

60% 63% 65% 68% 70% 73% 75%

Native American 29% 37% 45% 52% 60% 68% 75% African American 49% 53% 58% 63% 68% 73% 75% Asian 74% 74% 74% 74% 74% 75% 75% Hispanic 65% 66% 68% 70% 71% 73% 75% White 72% 72% 73% 73% 74% 74% 75% ELL 68% 69% 70% 71% 72% 73% 75% Special Education 44% 50% 55% 60% 65% 70% 75%

8 % of Advanced Placement (AP) and International Baccalaureate (IB) exams taken by MPS students for which a potential college-credit eligible score was earned

3% annual increases based on trend data

44% 47% 50% 53% 56% 59% 64% NOTE: exploring addition of CTE into this metric

9 % of students scoring a 21 or higher on the ACT*

3% annual growth target 33% 36% 39% 42% 45% 48% 51% Performance data by race/ethnicity and program (ELL, Sped, FRL)

10 Student ‘persistence’ rating TBD

********** Measure under development 14-15 / Baseline 15-16 ******* Performance data by student group and grade

11 Global competency metric TBD

********* Measure under development 14-15 / Baseline 15-16 ******** (to include multilingualism, cultural competency, and service learning)

Performance data by student group and grade

12 % of priority and focus designated schools meeting or exceeding district targets in reading and math proficiency and graduation rate (if applicable)

100% by 2020 meeting 5/8/10 targets

n/a TBD TBD TBD TBD TBD 100%

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Equity (1 of 3) District Measures Target Rationale Current Performance

SY13-14 (unless otherwise noted)

Performance Target Supporting information provided annually SY14-15 SY15-16 SY16-17 SY17-18 SY18-19 SY19-20

13 Students of color achievement gap in reading

Based on meeting 5/8/10

51 pts (SY12-13) 42.5 34 25.5 17 8.5 0 pts • Performance data by program (EL vs. non-EL, Sped vs. non-Sped)

• Somali students Native American 53 pts 44 35 27 18 9 0 pts African American 54 pts 45 36 27 18 9 0 pts Asian 35 pts 29 23 18 12 6 0 pts Hispanic 53 pts 44 35 27 18 9 0 pts

14 Students of color achievement gap in math

Based on meeting 5/8/10

46 pts 38 31 23 15 8 0 pts

Native American 51 pts 43 34 26 17 9 0 pts African American 51 pts 43 34 26 17 9 0 pts Asian 27 pts 23 18 14 9 5 0 pts Hispanic 44 pts 37 29 22 15 7 0 pts

15 Disparity rate for students of color suspended once or more (risk ratio)

Eliminate disparities by 2020 (= 1.0 ratio)

4.5 3.9 3.3 2.8 2.2 1.6 1.0

Native American 1.8 1.7 1.6 1.4 1.3 1.1 1.0 African American 4.0 3.5 3.0 2.5 2.0 1.5 1.0 Asian 0.1 0.3 0.4 0.6 0.7 0.9 1.0 Hispanic 0.5 0.6 0.6 0.7 0.8 0.9 1.0 ELL 0.5 0.6 0.7 0.8 0.8 0.9 1.0 Special Education 2.7 2.4 2.1 1.8 1.6 1.3 1.0

16 % of students meeting or exceeding expected growth targets in reading

Reflects the growth needed to achieve 5/8/10 on proficiency

45.2% (SY12-13) 70% 70% 70% 70% 70% 70%

Native American 37% 59% 59% 59% 59% 59% 59% African American 36% 59% 59% 59% 59% 59% 59% Asian 49% 73% 73% 73% 73% 73% 73% Hispanic 40% 65% 65% 65% 65% 65% 65% White 58% 78% 78% 78% 78% 78% 78% ELL 37% 62% 62% 62% 62% 62% 62% Special Education 35% 56% 56% 56% 56% 56% 56%

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Equity (2 of 3) District Measures Target Rationale Current Performance

SY13-14 (unless otherwise noted)

Performance Target

SY14-15 SY15-16 SY16-17 SY17-18 SY18-19 SY19-20

17 % of students meeting or exceeding expected growth targets in math

Reflects the growth needed to achieve 5/8/10 on proficiency

48.2% (SY12-13) 70% 70% 70% 70% 70% 70%

Native American 35% 62% 62% 62% 62% 62% 62% African American 40% 62% 62% 62% 62% 62% 62% Asian 54% 75% 75% 75% 75% 75% 75% Hispanic 46% 67% 67% 67% 67% 67% 67% White 58% 77% 77% 77% 77% 77% 77% ELL 45% 65% 65% 65% 65% 65% 65% Special Education 37% 58% 58% 58% 58% 58% 58%

18 % of students who enroll in at least one advanced course and receive a 'C' or above (AP, IB, CIS, Advanced CTE, PSEO)

Achieve proportional enrollment among student groups

53% 57% 60% 63% 67% 70% 75%

Native American 28% 36% 44% 52% 59% 67% 75% African American 39% 45% 51% 57% 63% 69% 75% Asian 60% 63% 65% 68% 70% 73% 75% Hispanic 42% 48% 53% 59% 65% 71% 75% White 73% 74% 74% 74% 75% 75% 75% ELL 30% 37% 45% 52% 60% 67% 75% Special Education 26% 34% 43% 51% 59% 67% 75%

19 % of English learners meeting language growth targets

8% annual increase to reach a maximum of 90% (as aspirational as research supports)

47% (SY12-13) / 52% (SY13-14 projected)

58% 65% 71% 77% 84% 90%

20 % of English learners meeting language proficiency targets

Match State targets (represents only 4 years in program to get to proficiency instead of standard of 5-7)

14% (SY12-13) / 15% (13-14 projected)

17% 18% 20% 22% 23% 25%

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Equity (3 of 3) District Measures Target Rationale Current Performance

SY13-14 (unless otherwise noted)

Performance Target

SY14-15 SY15-16 SY16-17 SY17-18 SY18-19 SY19-20

21 Disparity rate for the identification of students of color for special education services (risk ratio)

Eliminate disparities by 2020

1.49 1.41 1.33 1.25 1.16 1.08 1.00

Native American 1.39 1.33 1.26 1.20 1.13 1.07 1.00 African American 1.44 1.37 1.29 1.22 1.15 1.07 1.00 Asian 0.62 0.67 0.72 0.77 0.82 0.87 1.00 Hispanic 1.03 1.03 1.02 1.02 1.01 1.01 1.00

22 Diversity of school staff (teachers, educational assistants, school administrators)

Increase (will not set numerical targets)

25% *************** increase annually***************

Teachers 16% Educational assistants 42%

School administrators 41%

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Family & Community Partnership District Measures Target Rationale Current Performance

SY13-14 (unless otherwise noted)

Performance Target

SY15-16 through SY18-19

SY19-20 Supporting information provided annually

23 % of parents reporting, "I feel welcome at my child's school."

**************** Baseline setting 14-15***************** (New parent phone survey / initial data available Fall, 2014)

Child's race/ethnicity and program (Sped, ELL, FRL)

24 % of parents reporting, “I understand the different ways I can be involved in my child's school.”

**************** Baseline setting 14-15***************** (New parent phone survey / initial data available Fall, 2014)

25 % of community partnerships meeting identified goals (evaluation results)

********Measure under development 14-15 / Baseline 15-16 ******* (Evaluation system currently under development)

26 % of parents reporting their child's school meets or exceeds their expectations.

**************** Baseline setting 14-15***************** (New parent phone survey / initial data available Fall, 2014)

Child's race/ethnicity and program (Sped, ELL, FRL)

27 % of non-MPS-governed schools (contract alternatives and district authorized charters) meeting performance criteria

********** Baseline setting 14-15********* (As contracts are renewed, following the contract renewal cycle)

100%

28 % of publicly educated Minneapolis-resident students choosing MPS (market share)

Follow 5-Year enrollment plan assumptions passed by the Board, Fall 2013

District: 67% **Targets pending further analysis** Zone 1: TBD

Zone 2: TBD Zone 3: TBD

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Effective Teachers, School Leaders, and Staff

District Measures Current Performance / Target Performance

29 % of principals rated ‘effective’ overall **************** Baseline setting 14-15***************** (Data available September, 2014)

30 % of teachers rated ‘effective’ overall **************** Baseline setting 14-15***************** (Data available December, 2014)

31 Rate of teachers hired early (early hire contract) **************** Baseline setting 14-15***************** (Data available September, 2014)

32 Rate of teacher vacancies at start of school **************** Baseline setting 14-15***************** (Data available September, 2014)

33 Employee retention - highly rated staff retained **************** Baseline setting 14-15***************** (Data available December, 2014)

Teachers - highly rated staff retained

Principals - highly rated staff retained

Other staff - highly rated staff retained

34 Employee engagement measure TBD ************ Measure under development 14-15 / Baseline 15-16 ************* (Measurement tool to be developed)

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Stewardship District Measures Target Rationale Current

Performance SY13-14 (unless

otherwise noted)

Performance Target

SY14-15 SY15-16 SY16-17 SY17-18 SY18-19 SY19-20

35 Baldrige Criteria score (effectiveness of management systems)

**************** Baseline setting 14-15*****************

36 Unrestricted Fund balance Board established range

13% 8%-13% 8%-13% 8%-13% 8%-13% 8%-13% 8%-13%

37 Budget-to-actual revenue (% variance)

Historical trend/ COO recommendation

-2% within 2% within 2% within 2% within 2% within 2% within 2%

38 Budget-to-actual expenses (% variance)

6% within 2% within 2% within 2% within 2% within 2% within 2%

39 Bond rating AA2 AA2 AA2 AA2 AA2 AA2 AA2

40 Audit opinion Unqualified Unqualified Unqualified Unqualified Unqualified Unqualified Unqualified

41 Spending with diverse vendors* COO recommendation; contingent on disparity study

6% 10% 10% 12% 12% 12% 12%

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Resources for Student and Schools District Measures Target Rationale Current

Performance SY13-14 (unless

otherwise noted)

Performance Target Supporting information provided annually

SY14-15 SY15-16 SY16-17 SY17-18 SY18-19 SY19-20

42 Transportation on-time arrivals at school

Historical trend/ COO recommendation

77% (thru March)

79% 81% 83% 85% 87% 89%

43 Breakfast participation rate 34% (thru March)

36% 38% 40% 42% 42% 42% FR eligible and paid

44 Lunch participation rate 62% (thru March)

64% 66% 68% 70% 70% 70%

45 First request placements - kindergarten

90% 90% 90% 90% 90% 90% 90%

46 First request placements - high school

83% 85% 85% 85% 85% 85% 85%

47 % of funds allocated directly to schools, compared to % allocated to central office

COO Recommendation; dependent on WSF implementation details

87.7%/ 21.3% (FY15 Budget)

81%/19% 83%/17% 85%/15% 85%/15% 85%/15% 85%/15%

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Board directors

Parents

Principals

Assistant Principals

Department leaders and staff

MFT teacher stewards

ESP stewards

District Parent Advisory Committee

MPS Cultural Group representatives

Phillips Indian Educators

Community Partners Summit (300+ community partners)

Achieve Staff

Itasca Project

Education Transformation Initiative / Minneapolis Foundation

GenerationNext

Student Government

Faith-Based Community leaders

Open staff / community meetings

+ website surveys for parents, teachers, central office staff and community

Stakeholders Consulted: Summer/Fall 2013 & Spring 2014

What we heard… What we’re doing…

Stakeholders are concerned that MPS does not maintain a consistent focus over time

Using the current plan as a foundation for the new plan, keeping commitments to major strategies

Many see a disconnect between schools and central office, teachers feel blamed

Shifting central office focus to be of service to schools and students, recognizing the schools are the unit of change

Closing the achievement gap will require broad community efforts and whole child supports

Emphasizing community partnerships and family engagement, prioritizing supports beyond just academics

MPS is made up of many caring, committed staff working in challenging situations

Emphasizing staff development , growth, and morale

Invest in early childhood, advanced learners, and global competencies for the 21st century

Ensuring these areas are a priority in the plan

Recognize that one size does not fit all – need to be flexible, innovative and culturally competent with our work

Focusing on serving the diverse needs of all learners, ensuring equity of educational outcomes

Ensure the plan and performance measures are focused, clear, and understandable

Carefully crafted the plan to reflect choices and to guide the district’s work for the next six years, adjusted plan based on stakeholder feedback including the 2020 Advisory Committee

Stakeholder Feedback: Listening Sessions Round I & II