MPS Instructional Guidebook

August 2017

MPS STRATEGIC PLAN As a result of input from MPS staff, students, and members of our community via public meetings, parent and student gatherings, and online surveys, key elements of the strategic plan of Milwaukee Public Schools—the mission, vision, core beliefs, and goals—were unanimously approved by the Milwaukee Board of School Directors in February 2014.

These key elements are the basis for our districtwide strategic plan. Our execution of this plan ensures that we apply our time, resources, and funds efficiently and in the best interest of students.

Mission Statement Milwaukee Public Schools is a diverse district that welcomes all students, preparing them for success in higher education, post-educational opportunities, work, and citizenship.

Vision Statement Milwaukee Public Schools will be among the highest student growth school systems in the country. All district staff will be committed to providing an educational environment that is child-centered, supports achievement, and respects diversity. Schools will be safe, welcoming, well-maintained, and accessible community centers meeting the needs of all.

Relevant, rigorous, and successful instructional programs will be recognized and replicated.

The district and its schools will collaborate with students, families, and community for the benefit of all.

MPS Board Goals

Core Beliefs 1. Students come first.

2. Wherever students are learning is the most important place in the district.

3. Educators and school staffs have high expectations for all students and provide the foundation for their academic success.

4. Leadership, educator development, and child-driven, data-informed decision making are keys to student achievement.

5. Involved families are integral to increasing student achievement.

6. Student voice is encouraged and respected.

7. Quality community partnerships add value.

8. Increased operational and financial efficiencies are consistently pursued to support learning opportunities for our students.

9. Central Services supports student achievement; efficient and effective operations; and student, family, and community engagement.

Eight Big Ideas – Overview Academic Achievement

1 2 3 4

Close the Gap – Narrowing the achievement gap that separates economically disadvantaged students and students of color from lessdisadvantaged students Educate the Whole Child – Creating connected opportunities to develop students who are ready for school, healthy and prepared to develop a strong foundation of academic excellence that prepares them for future success Redefine the MPS Experience – Offering a variety of extracurricular and expanded academic opportunities for all students that extend the classroom beyond the four walls of the school Rethink High Schools – Developing new approaches to teaching and learning in high schools that foster creative problem solving and analysis; and creativity and collaboration that connect student learning to the real world

Student, Family, and Community Engagement

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Re-envision Partnerships – Building and expanding partnerships by reenvisioning our community-driven engagement philosophy to support the academic success and well-being of students by engaging partners in a way that improves teaching, learning, and school culture Strengthen Communications Systems and Outreach Strategies – Developing and executing clear communication strategies that effectively and efficiently communicate with internal and external stakeholders

Effective and Efficient Operations

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Develop Our Workforce – Attracting and retaining a qualified workforce while facilitating a learning culture; building career pathways and pipelines for employees; encouraging employee wellness, diversity, and skill mastery Improve Organizational Processes – Developing process improvement mechanisms to support the district’s key principles while effectively managing change and improving business processes and organizational performance

INTRODUCTION This Milwaukee Public Schools instructional guidebook aligns with the district’s commitment to continuous improvement in the areas of teaching and learning, professional development, and educator effectiveness. It includes essential information in the following areas: instruction, career and technical education, extended learning opportunities, monitoring, standards, assessment, professional development, interventions, grading, inclusion, culture and climate, alternative programs, and systems. This guide includes links to resources that provide additional information in these areas. There is also an electronic version of this guidebook at mpsmke.com/guidebook.

We received valuable feedback from teachers, and the following offices and departments contributed to the organization of this guidebook: Office of Academics Department of College & Career Readiness

414-475-8873

Department of Curriculum & Instruction

414-475-8252

Department of Specialized Services

414-438-3648

Department of Student Performance & Improvement

414-475-8258

Office of Innovation & Information Department of Innovation

414-475-8407

Department of Organizational Development

414-475-8139

CONTENTS Academic Standards Alternative Programs Assessment Career and Technical Education Extended Learning Opportunities Grading Inclusion

Instruction Interventions Monitoring Professional Development School Culture and Climate Systems Quick Reference

MPS Instructional Guidebook

ACADEMIC STANDARDS Overview Academic standards establish the goals for all teaching and learning in Milwaukee Public Schools. MPS follows the adopted standards of the Wisconsin Department of Public Instruction (DPI). The DPI’s complete list of content areas and their academic standards can be found at http://dpi.wi.gov/standards.

Additional Information

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Common Core State Standards (CCSS) In 2010, Wisconsin adopted the CCSS along with many other states. The CCSS outlines standards for English language arts, mathematics, and literacy in all subject areas. The standards along with answers to frequently asked questions can be found at http://www.corestandards.org/.

Common Core Essential Elements (CCEE) Common Core Essential Elements are based on student learning outcomes to create equitable expectations for students with significant cognitive disabilities. The CCEE uses “performance terms� to describe what students with cognitive challenges should know and be able to do aligned to each strand of the CCSS. The CCEE are differentiated by grade level and describe key elements at each grade level. The CCEE for English language arts can be found at http://tinyurl.com/ela-ccee. The CCEE for math can be found at http://tinyurl.com/math-ccee.

Wisconsin Model Academic Standards Wisconsin Model Academic Standards set curriculum standards for those subjects not covered by the CCSS, including agriculture, technology, social studies, world languages, business, fine arts, physical education, family and consumer education, and school counseling. Links to all of these standards are found at http://dpi.wi.gov/standards.

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Wisconsin Model Early Learning Standards Early learning instruction is aligned to the Wisconsin Model Early Learning Standards (WMELS). These include the five key developmental areas: health and physical, social and emotional, language and communication, approaches to learning, and cognition and general knowledge.

National Standards The national standards for physical education cover expectations for general physical education (PE) classes, adaptive PE, and health curriculum as well as alternatives (waivers) to physical education classes. SHAPE America (Society of Health and Physical Educators, http://www.shapeamerica.org/) offers many resources and connections to sponsors of PE curriculum aligned to the standards.

Next Generation Science Standards (NGSS) The NGSS are K–12 standards guiding all science and engineering courses. The NGSS are based on a “3D” approach to the sciences that includes disciplinary core ideas, scientific and engineering practices, and crosscutting concepts—linking physical science, life science, earth and space science, and engineering. At http://tinyurl.com/nextgensearch, teachers can search for standards by grade level, course, topic, or concept.

World Languages World language instruction is aligned with the national and state standards formulated by the American Council for the Teaching of Foreign Languages (ACTFL): http://tinyurl.com/actflwlstandards

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Things to Know and Do

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“Unpack” the standards for your content area(s) to determine what students should know, understand, and be able to do around each content standard.

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Plan around the standards and make connections between the activities that are done in the class and the skills being developed through each standard.

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Assess the standards multiple times throughout the year and with multiple assessment methods.

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Communicate the standards and what students should know and be able to do with the standards by the end of the course/year.

MPS Contact Office of Academics 414-777-7806 mpsmke.com/k12curriculum

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ALTERNATIVE PROGRAMS Overview An alternative program in MPS utilizes successful alternative or adaptive school structures and teaching techniques that are offered in place of regularly scheduled programs.

GEDO #2 Students in this curriculum receive instruction that prepares them for completion of the standardized GED content exams, instruction in the area of employability skills, and financial literacy. Milwaukee Public Schools partners with the Wisconsin Challenge Academy to provide opportunities for graduation for those students who meet the requirements of the GEDO #2 program.

Competency-Based Curriculum MPS provides a competency-based option for students who do not meet the reading requirements for GEDO #2.

Students with Disabilities There are two types of curriculum for students with disabilities:

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The general education curriculum is aligned with the Common Core State Standards.

The vast majority of students with special education needs will access the general education curriculum for English language arts (ELA), math, science, and social studies.

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The alternate curriculum (Unique curriculum) is aligned with the Common Core Essential Elements (CCEE). Some students with significant cognitive disabilities receive instruction using the alternate achievement standards in ELA, math, science, and social studies. This curriculum is taught by special education teachers; is a comprehensive, modified curriculum for students with significant cognitive disabilities who, per the Individualized Education Program (IEP) team participate in a CCEE curriculum (grades 1–12); and is graded as pass/fail.

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Additional Information GEDO #2 and competency-based curriculum: mpsmke.com/altprograms Students with disabilities: mpsmke.com/spedacademics

Things to Know and Do

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For a student to participate in the GEDO #2 alternative program, the following criteria must be met: – At least 17 years and 6 months old and in their fourth year of high school or 18 and a full year in credits behind their senior peers to apply – Meet one or more at-risk criteria – Need to demonstrate a ninth-grade reading level or higher

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Competency-based curriculum – For a student to participate in the competency-based curriculum, he or she must meet all of the criteria for GEDO #2 but be unable to demonstrate a ninth-grade reading level or higher.

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Since GEDO #2 and the competency-based curriculum are alternative programs, participation in the program is voluntary, and both parents and students must agree in writing to participate. Both programs are open to students with and without disabilities. If you have a student who you believe meets the criteria, please contact your school counselor and/or refer the student to the number listed in MPS Contacts below.

For students with disabilities, the student’s IEP team determines whether placement in the GEDO #2 or the competency-based curriculum program would be appropriate.

MPS Contacts GEDO #2 and competency-based curriculum: Department of College & Career Readiness 414-475-8873 Special education information: Department of Specialized Services 414-438-3648

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ASSESSMENT Overview Assessments fall into three categories, all of which serve a specific and significant purpose in the classroom. MPS supports the use of all three assessments to provide teachers with the data points needed to best serve students, to report students’ proficiency levels, and to inform school improvement. The Milwaukee Public Schools’ Balanced Assessment System is designed to improve data-driven decision making.

Additional Information

Foundational Resources

Cycles of Assessment Resources

Professional Learning Resources

Find charts, terminology, and videos regarding strategic assessment systems

Explore videos and PD materials about the types of assessments that support the data inquiry cycle

Browse materials to implement practices and embed habits of data inquiry for continuous improvement

Wisconsin Department of Public Instruction Strategic Assessment Systems (SAS): http://dpi.wi.gov/strategic-assessment

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MPS Instructional Guidebook

Formative Assessments Sometimes called “checks for understanding” or “assessment for learning,” formative assessments (examples: exit slips, graphic organizers, learning/response logs, conferencing) serve two important purposes in the classroom. First, they give students feedback on their progress toward mastery so they can improve performance. Second, they give teachers information on student progress to differentiate instruction or re-teach standards that students have not mastered. Formative assessments should be used frequently but do not have to be time consuming. Sixty examples of formative assessment tools can be found at http://tinyurl.com/60formativeassessment.

Summative Assessments As assessments of learning, summative assessments measure students’ learning at a certain point in time. Summative assessments are given after units of study and after students have been given multiple practice opportunities and feedback on their performance (examples: endof-course tests, chapter tests). Summative assessments provide the evidence that we use as the basis of students’ proficiency grades for report cards. Best practice is to collect multiple pieces of evidence on each standard to show a pattern of performance. Many content areas develop common summative assessments by grade level to ensure consistent measures of student assessment toward the standards.

Examples of state and national assessments that are summative include Wisconsin Forward, ACT, and National Assessment of Educational Progress.

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Standardized Assessments Some standardized assessments are required by the state accountability system or are requirements of federal programs, while others are benchmark assessments that guide district improvement plans (examples: PALS, STAR).

MPS Administrative Policy 7.38, Balanced Assessment System, aligns to the Wisconsin Department of Public Instruction’s strategic assessment systems: http://dpi.wi.gov/strategicassessment The calendar for district and state standardized, required assessments can be found at mpsmke.com/assessmentcalendar. More information on the assessments that form our state and federal accountability reports can be found at http://dpi.wi.gov/accountability.

Resources Assessment TLC: http://tlc.milwaukee.k12.wi.us/ MPS Data Dashboard: http://tinyurl.com/MPSdatadashboard

Things to Know and Do

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Develop valid and reliable assessments using the five elements of assessment design http://tinyurl.com/5elemsassessmentdesign): alignment, rigor, precision, bias, and scoring.

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Write and select assessments (http://tinyurl.com/writeandselect) that truly reflect what your students are learning.

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Match assessment items and types to the appropriate Bloom’s Taxonomy (mpsmke.com/assessmentstairway) and Webb’s Depth of Knowledge (mpsmke.com/webbsdepthofknowledgeverblist and mpsmke.com/dokquestionstems) to ensure that students are using, and you are assessing, higher level thinking skills.

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Access student data using the district dashboard (mpsmke.com/mpsdashboarduserguidev1) and WISEdash for districts (mpsmke.cm/wisedashfordistrictsuserguide).

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Use data to improve teaching and learning to ensure that students are meeting achievement goals. See an example of one teacher’s data-rich year: mpsmke.com/bullensdatarichyear

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Become familiar with the Wisconsin Student Assessment System (WSAS) at http://dpi.wi.gov/assessment and the statewide testing dates.

MPS Contact Department of Student Performance & Improvement 414-475-8258 mpsmke.com/assessmentinfo

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CAREER AND TECHNICAL EDUCATION (CTE) Overview MPS Career and Technical Education (CTE) prepares students for success after graduation by helping them learn, understand, explore, and experience real-life career options:

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Rigorous academics combined with technical skills and work-based learning embedded in classroom instruction

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Instruction and practice in essential employability skills such as communication, critical thinking, problem-solving, and leadership

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Workforce, community, and postsecondary collaborations to maximize students’ career exploration, planning, and preparation

• • •

Programs of study in high-wage, high-demand, or high-skill fields Project-based problem-solving teaching and learning 21st-century technology in classrooms

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Additional Information Learn more about Career Clusters and Pathways at https://careertech.org/career-clusters.

Visit the Department of Public Instruction CTE web page at http://dpi.wi.gov/cte.

Things to Know and Do Students benefit through numerous CTE dual-enrollment courses, internships, and youth apprenticeships that connect their instruction to paid employment opportunities.

CTE supports

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Project Lead the Way engineering, biomedical science, and computer science mpsmke.com/pltw;

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NAF career academies in engineering, finance, health science, hospitality and tourism, and information technology mpsmke.com/cte;

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ProStart culinary arts and restaurant management mpsmke.com/prostart; programs in various other career pathways, including agriculture, automotive, business, construction, human services, manufacturing, and marketing mpsmke.com/cte.

All teachers in CTE should

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seek business partners to participate on an advisory board, provide work-based learning experiences for students, and use Inspire as a coordination tool whenever possible;

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begin and maintain a career and technical student organization (DECA www.wideca.org/, SkillsUSA www.skillsusa-wi.org/, FFA www.wisconsinffa.org/, etc.); and

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plan lessons that combine relevant academics with technical knowledge/skills and employability skills.

MPS Contact Career and Technical Education 414-475-8202 mpsmke.com/cte

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EXTENDED LEARNING OPPORTUNITIES Overview MPS offers a variety of extended learning opportunities (ELO) that provide more time for academics and enrichment beyond the conventional school day (e.g., extended day, summer, and after school) and includes efforts to provide learning and development experiences that enhance the school curriculum during the conventional school day. The ELO office provides authentic opportunities for students to collaborate with highly qualified teachers and/or community partners to demonstrate competencies outside a traditional classroom.

Additional Information The programs focus on ACADEMICS

SOCIAL-EMOTIONAL LEARNING

CAREER DEVELOPMENT

HEALTH AND WELLNESS

The ELO programs include but are not limited to:

• • • • • • • • • • • • • • • • • •

Elementary Summer Academy Extended School Year (ESY) Grade 8 Promotional Program English language development for English language learners Be the Change High school acceleration and credit recovery General Educational Development Program (GEDO #2) Competency-based curriculum The Wisconsin Challenge Academy Community service and service-learning opportunities Tutoring for You (T4U) Community Assessment and Training Program (CATP) and On-the-Job Training (OJT) Smart Smiles Dental Program Arts-integrated STEAM programs with community arts organizations Summer Academy Summer Adventures Middle School Bridge Freshman Bridge Breakfast Club: A Saturday Academy 13

MPS Instructional Guidebook

Things to Know and Do Tutoring for You (T4U) T4U is a program that provides tutoring supports and ensures that students have ample opportunities to improve their academic achievement.

• • •

Targeted schools are invited to participate.

• • •

Class size ratio for tutoring sessions is one adult to a maximum of three students (1:3).

Students in grades 2 and 3 are eligible.

Tutoring is one hour per session, two sessions per week, for a total of 40 hours of tutoring support over the course of the school year.

Students take a pre-assessment.

An individualized learning plan is developed that is data-driven.

For participating schools and additional information, visit mpsmke.com/t4u.

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Alternative Programs Alternative programs are provided for students in their fourth year of high school who are in need of an accelerated pathway to graduation.

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General Educational Development Program (GEDO #2) The Wisconsin Department of Public Instruction authorizes Milwaukee Public Schools, and other districts, to operate school-based GED Option #2 (GEDO #2) programs.

Requirements need to be met for enrollment.

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Competency-Based Curriculum MPS provides a competency-based option for high school students who do not meet the eligibility requirements for GEDO #2. Requirements need to be met for enrollment.

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Credit Recovery Credit recovery is for students who have a 7.5 reading level and need to recover credits to graduate. The Edgenuity program uses an online curriculum at school sites.

For contacts and more information, visit mpsmke.com/altprograms.

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Summer Academy Summer Academy enrichment offerings for students are designed to provide extended learning opportunities to strengthen or enhance skills. Summer Academy is five weeks long, Mondays through Fridays.

Elementary • K5–grade 8 • Bilingual and English as a second language services at select sites Special Education Offerings • Extended School Year (ESY) • Community Assessment Training Program (CATP) • On-the-Job Training (OJT) opportunities Grade 8 Promotional Program • Program for at-risk students to enter grade 9 High School Programs • Credit acceleration and recovery • Be the Change • Freshman Bridge For more information on Summer Academy, visit mpsmke.com/summeracademy.

Service-Learning For information, visit mpsmke.com/servicelearning.

Community Service For information, visit mpsmke.com/communityservice.

MPS Contact Extended Learning Opportunities Office 414-475-8238

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GRADING Overview Milwaukee Public Schools utilizes standards-based practices in all grades, K–12. Standardsbased refers to systems of instruction, grading, assessment, and academic reporting that are based on students demonstrating understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education (“Standards-Based Definition,” 2014). Every course has a set of approved standards that is defined by each department’s curriculum specialist. Students are assessed based on the standards, using proficiency levels, and have multiple opportunities to demonstrate mastery.

The Infinite Campus grade book allows teachers to keep track of evidence of student progress on standards. Ineffective grading practices such as using zeroes, averaging, and the use of a single project that can make or break a student are not acceptable.

“The fear and stigma of failure are often significant hindrances to the educational process. What a student has mastered, rather than what he/she was unable to master, is the important measure of a student’s education. The school system, therefore, shall seek in its instructional program to make achievement both recognizable and possible for students, and it shall emphasize equity of opportunity and achievement in its instruction, as well as in its assessment and grading practices.” (Administrative Policy 7.33) mpsmke.com/adminpolicy07-33 “Standards-based report cards for grades K3–8 shall provide for both achievement and effort grades and definitions of the same and information regarding attendance and tardiness, as well as student behavior.” (Administrative Policy 7.33) “To ensure that parents are kept informed of their children’s progress in school, parents at elementary and K–8 schools will receive six reports of their students’ progress: three interim progress reports and three standards-based report cards.” (Administrative Policy 7.35) mpsmke.com/adminpolicy07-35 “Traditional middle- and high-school report cards will be distributed to parents at the end of each mark period, based on each school’s course schedule.” (Administrative Policy 7.35) Middle and high schools also report performance on each of the standards: mpsmke.com/reportcards

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Additional Information References Reeves, D. (January/February). Leading to Change/Effective Grading Practices. Educational Leadership, 65(5), 85-87. Retrieved September 8, 2016, from http://tinyurl.com/effectivegradingpractices Standards-Based Definition. (December 5, 2014). Retrieved January 13, 2017, from http://edglossary.org/standards-based/ For a wealth of resources, including process documents, instructional videos, examples, and discussion groups, please visit

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Resources on The Learning Community http://tlc.milwaukee.k12.wi.us > log in with MPS credentials > Open Communities > Infinite Campus MPS Resources

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On mConnect mpsmke.com/ichelp

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The Infinite Campus Community https://community.infinitecampus.com/news/

If you have technical issues with Infinite Campus, contact the Technology Support Center (TSC) at 414-438-3400 for further assistance.

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Things to Know and Do Best practice for teachers:

• • • • • •

Use the language of the standards with students.

Adhere to 21st-century grading practices.

Keep electronic grade books updated regularly.

Learn and follow best practices when collecting evidence.

Collaborate and calibrate with colleagues.

Ensure timely and appropriate report cards for all students.

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Proficiency scores are used to mark student progress on the standards: Advanced (AD) The student consistently exceeds grade-level/course expectations on standards as demonstrated by a body of evidence that shows depth of understanding and flexible application of grade-level/course concepts. Are teachers giving students enough opportunities to show they are Advanced?

Proficient (PR) The student consistently meets grade-level/course expectations on standards as demonstrated by a body of evidence that shows independent understanding and application of grade-level/course concepts.

Basic (BA) The student performs just below grade-level/course expectations on standards as demonstrated by a body of evidence that shows incomplete/inconsistent understanding and application of grade-level/course concepts. The student is close—ALMOST PROFICIENT! Minimal (MI) The student performs far below grade-level/course expectations on standards as demonstrated by a body of evidence that shows limited understanding and application of grade-level/course concepts. There is a wide range of abilities here.

Standards are graded with proficiency scores at the K–8 level and include a traditional letter grade and grade point average at the high school level.

MPS Contact Department of Student Performance & Improvement Infinite Campus 414-475-8258

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INCLUSION Overview Milwaukee Public Schools educates all students. The district is committed to ensuring that students with disabilities and English language learners (ELLs) are educated in the same environments with their peers.

Individualized Education Programs (IEP) are written for students with disabilities to determine the least-restrictive environment.

The WIDA ACCESS Placement Test is used to determine appropriate language level and placement. The student is then placed in a bilingual education and/or an English as a Second Language (ESL) program based on the limited English proficiency status.

The differentiated learning environment leads to higher achievement outcomes for all students.

Additional Information http://dpi.wi.gov/sped/educators/consultation/co-teaching http://dpi.wi.gov/english-learners/effective

Things to Know and Do

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Service Delivery Models The least-restrictive service delivery option for students with disabilities must be full placement in the regular education environment with the necessary supports provided within that environment.

For those students whose IEP team has determined that full participation in the regular education environment is not appropriate for part or all of a school day, the service

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delivery model must allow for student access to the general curriculum and the earning of credits toward a regular diploma.

The most-restrictive environment is our comprehensive classrooms. For those students whose IEP team has determined that participation in the regular education environment is not appropriate, the service delivery model must include a process to reconsider this determination throughout the school year.

All schools are required to have a continuum of service delivery options available to meet the needs of students with disabilities. In other words, comprehensive units continue to be an option for students with significant education needs.

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Diplomas vs. Certificates of Completion Students with disabilities may remain in school until age 21. During that time, students who participate in the general curriculum may earn credits toward a diploma.

Students with disabilities who participate in the alternate curriculum, as determined by the IEP team, will earn a certificate of completion.

ELLs who have not completed requirements for graduation but are of graduation age may also be awarded a certificate of completion (see Administrative Policy 7.37 at http://tinyurl.com/mpsadmin737).

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Collaboration Teaching Models for All Team Teaching – Teachers share in the instruction of the students. Examples: o One teacher leads the discussion while the other models or demonstrates the lesson. o One teacher facilitates with a larger group while the other teacher works with a smaller group of students.

Parallel Teaching – The class is divided in half.

– Both teachers plan instruction jointly and teach the same lesson at the same time.

Station Teaching – Teachers divide the instructional content into segments and present the content in separate stations in the classroom.

MPS Contact Department of Specialized Services 414-438-3648 mpsmke.com/sped 22

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INSTRUCTION Overview Curriculum and Instruction The Department of Curriculum and Instruction supports the learning of all students in grades K–12 and best practices in instruction for all schools. Graduation requirements for MPS students are outlined in Administrative Policy 7.37 and can be located at http://tinyurl.com/mpsadmin737.

Strategic Academic Priorities The Department of Curriculum and Instruction supports the following MPS strategic academic priorities: • Reading foundations – grades K–3 • Algebra readiness – grades 4–8 • Disciplinary literacy – grades 9–12 • Culture, climate, and equity – grades K–12

Additional Information Early Childhood Education Early childhood programs in MPS include but are not limited to the Head Start program in grades K3 and K4 and the Achievement Gap Reduction program from K5 to grade 3.

For additional information and resources, go to mpsmke.com/earlychildhood.

Bilingual Multicultural Education The Bilingual Education Program supports student achievement by promoting proficiency in two languages: Spanish and English. The English as a Second Language program strengthens English language learner outcomes through a focus on English language development across the content areas that promote second language acquisition. For additional information and resources, visit mpsmke.com/bilingual.

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First Nations Studies The First Nations program supports students, families, and community by providing academic assistance, cultural awareness using actual/accurate materials, special education workshops, and partnerships with urban community agencies. For additional information on First Nations Studies, go to mpsmke.com/firstnations.

Advanced Academic Programs The Advanced Academic Programs Office consists of the Advanced Placement, gifted and talented, International Baccalaureate, and SpringBoard programs. Information regarding these programs can be accessed from mConnect at mpsmke.com/advanced. For additional resources on gifted and talented, visit TLC at http://tinyurl.com/tlcgt. SpringBoard schools and teachers can access instructional resources at http://tinyurl.com/mpsspringboard.

World Languages World language instruction is aligned with the national and state standards formulated by the American Council for the Teaching of Foreign Languages (ACTFL): http://tinyurl.com/actflwlstandards Mathematics The Comprehensive Math and Science Plan outlines the high-quality math instruction expected in MPS. The adopted curriculum for mathematics in grades K–5 is enVisionMath 2.0 and in grades 6–8 is CMP3. Mathematics instructional guides and additional resources are located on mConnect at mpsmke.com/mathguides. The Math Learning Community on TLC includes 24

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standards-based guidelines and strategies such as LESA (launch, explore, summarize, apply): http://tinyurl.com/mpsmathtlc Science Science instruction is aligned to the Next Generation Science Standards (NGSS), which encompass three dimensions of science learning: scientific and engineering practices, disciplinary core ideas, and crosscutting concepts. Instructional guides are available for science for each grade level and can be accessed on mConnect at mpsmke.com/instructionalguides. Information regarding MPS K–12 science can be accessed on mConnect at mpsmke.com/k12science.

Literacy Aligned to the Common Core State Standards, the goal of the MPS Comprehensive Literacy Plan (CLP) is to educate all students to proficiency and beyond in order to prepare them for success in higher education, careers, and responsible citizenship. The adopted curriculum is Journeys in grades K–5 and Literature in grades 6–8. Common course plans are available for every high school course. Instructional guides aligned to the standards are available for reading and English language arts for each grade level and can be accessed on mConnect at mpsmke.com/instructionalguides. Information regarding MPS K–12 literacy can be accessed on mConnect at mpsmke.com/k12literacy.

Social Studies Social studies instruction aligns to the Wisconsin Model Academic Standards and is made up of these five strands: geography, history, civics and government, economics, and behavioral science. The research-based instructional strategies incorporated are document-based questions, inquiry, and service-learning opportunities.

Curriculum guides and common course plans are available for social studies courses at each grade level.

They are found on both mConnect and TLC at mpsmke.com/socialstudiesguides and http://tinyurl.com/mpstlcss.

Fine Arts All high school students are expected to earn at least 1.0 credit in fine arts coursework. For more information on fine arts, visit the MPS page: mpsmke.com/finearts 25

MPS Instructional Guidebook

Physical Education MPS uses the research-based SPARK curriculum for grades K–8. This curriculum focuses on having students physically active a minimum of 50% of each class. MPS physical education at the high school level uses a variety of courses to help students learn what it means to be physically active for a lifetime. For more information on the resources and curriculum for physical education, go to mConnect: mpsmke.com/k12pe For information on the physical education requirement, go to http://tinyurl.com/mpsadmin707.

Health Education The concepts and skills learned in health education become the cornerstone for developing healthy habits that students will use every day for the rest of their lives. For more information on the resources and curriculum for health education, go to mConnect: mpsmke.com/k12health

Things to Know and Do

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Review the curriculum guides and pacing guides for your grade level(s) and content area(s).

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Identify common assessments and best practices for assessment in each content area.

Plan collaboratively within the content area (vertically) and within the grade level (horizontally) to ensure connections and consistency in the curriculum.

MPS Contact Department of Curriculum & Instruction 414-475-8252 mpsmke.com/k12curriculum

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ADVANCED ACADEMIC PROGRAMS BACKGROUND In the interest of a 21st-century global society, Advanced Academic Programs offers a continuum of services for students needing acceleration and/or enrichment embedded in the Response to Intervention framework. Advanced Placement, International Baccalaureate, gifted and talented programs, and the SpringBoard curriculum in Milwaukee Public Schools are key components of academic success for every student.

ADVANCED PLACEMENT Advanced Placement (AP) is a program in the United States created by the College Board that offers college-level curriculum and exams to high school students. These courses are generally recognized to be equivalent to undergraduate college courses.

Participating colleges and universities grant credit to students who obtain qualifying scores on AP exams.

To offer AP courses and examinations, a high school must complete the College Board’s AP participation form. AP teachers must complete the College Board’s AP Course Audit process in order for MPS to transcribe the course as an AP course.

High schools can add or cease to offer one or more individual AP courses at the beginning of each school year. Additionally, a student does not have to complete an AP course in order to take an AP exam. http://apcentral.collegeboard.com/home INTERNATIONAL BACCALAUREATE The International Baccalaureate (IB) program, sponsored by the International Baccalaureate (formerly the International Baccalaureate Organization [IBO]), is used in IB World Schools around the globe. Schools complete a lengthy application and authorization process to become authorized to offer one of the four standardized IB programs: • The Primary Years Programme (PYP) for students aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside.

• The Middle Years Programme (MYP) for students aged 11 to 16 provides a framework of academic challenge and life skills through embracing and transcending traditional school subjects.

• The Diploma Programme (DP) for students aged 16 to 19 is a demanding two-year standardized curriculum. Most higher education institutions award college credit for high marks on IB Diploma Programme exams and retroactive credit for the earning of an IB diploma.

• The Career-related Program (CP) for students aged 16 to 19 is the newest offering from the IB. The IB CP incorporates the vision and educational principles of the IB programmes into a unique offering specifically designed for students who wish to engage in career-related learning. http://www.ibo.org/

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With the authorization of Academy of Accelerated Learning’s PYP program, Milwaukee Public Schools became the first Wisconsin school district to offer the full “IB continuum” of Primary Years, Middle Years, and Diploma Programmes.

GIFTED AND TALENTED The Milwaukee Public Schools Gifted and Talented Development Program comprises a continuum of services for students needing acceleration and/or enrichment embedded in the Response to Intervention (RtI) framework. State law requires that the district provide systematic and continuous instructional activities and learning experiences appropriate to the developmental needs of students from kindergarten through grade 12 who are identified as gifted or talented in one or more categories: general intellectual, specific academic area, leadership, creativity, and fine arts. (Wisconsin Statute: s. 118.35, Wis. Stats.) Milwaukee Public Schools fully implements an integrated Response to Intervention framework with a continuum of services to support measureable academic and behavior success for all students. Within this framework, the essential elements of high-quality instruction, balanced assessment, collaboration, and culturally responsive practices interact to create a multi-level system of support through which datainformed decisions match appropriate services to the varying needs of students. https://www.nagc.org/ SPRINGBOARD SpringBoard is a pre-Advanced Placement program for grades 6–12 in English language arts and mathematics, based on the College Board Standards for College Success. SpringBoard is a research-based program designed to prepare students for AP and college success and increased levels of rigor in the curriculum.

Foundational Principles Begin with the end in mind. Based on the “Understanding by Design” model, the program’s instruction is built around embedded assessments that are back-mapped from AP and college and career readiness standards. Teachers and students receive clear learning targets when they begin the set of activities that lead to the embedded assessment. Students know why the skills they are developing matter.

• Keep the student at the center. SpringBoard pedagogy is student-centered. Its design and features help educators to o instruct students with different needs and o engage students. SpringBoard activities and assessments include performance tasks that encourage active learning and collaboration. https://milwaukeewi.springboardonline.org/ebook/login

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BILINGUAL AND ENGLISH AS A SECOND LANGUAGE BACKGROUND The Bilingual Education Program and the English as a Second Language (ESL) Program, housed within the Division of Bilingual Multicultural Education under the Department of Curriculum and Instruction, afford linguistically and culturally diverse students strong contentarea instruction along with language development support. The district adopted the research of Karen Beeman and Cheryl Urow, Teaching for Biliteracy (2013), as an enhanced framework for MPS’s Developmental Bilingual Program in 2014. The framework recognizes that students possess and utilize academic and linguistic resources to strengthen and grow their knowledge and understanding of content, literacy, and each language and how our languages can work together to deepen and extend student learning.

KEY INSTRUCTIONAL DESIGN AND INSTRUCTION COMPONENTS Whether a dual language or traditional bilingual program, students develop one language and simultaneously acquire a new language. This is accomplished by incorporating the three key components of Teaching for Biliteracy. The first component, building oracy, promotes the development of students’ ability to use, understand, and produce language in a variety of genres. The second component, the bridge, is the instructional moment when students are guided to actively engage in contrastive analysis by visually placing the two languages side by side and to transfer the academic content they have learned in one language to the other language. This transfer happens through the third key component, which is the extension. The extension happens in the partner language and provides the students with meaningful, engaging ways to use the academic vocabulary to deepen and extend their learning. This allows full English- and Spanish-language learning throughout the students’ academic years. The program builds on the students’ Spanish-language skills, developing and expanding the language skills in English and Spanish. This enables students to achieve proficiency in both languages while providing access to grade-level content.

ESL is a language program that is provided to students with limited English proficiency.

With district support, school-level teams make a determination in ESL scheduling. Program types include content-based ESL, pullout resource, and sheltered English instruction. ESL teachers may provide pullout services or team teach with content-area teachers. The goal is to nurture the acquisition of English by providing comprehensible grade-level subject material to English learners K5–grade 2.

ELs benefit from the same kinds of instructional approaches that are used with all learners. High-quality, research-based instruction should be differentiated using whole-class and small-group formats and include a variety of techniques, such as presenting material visually, providing sufficient repetition, and offering opportunities to practice new learning. It is essential to consider how ELs are supported throughout instruction. Students’ academic language develops when lessons are comprehensible for them. Teachers effectively integrate new and unknown words and phrases with familiar ones to make the received input just a bit more difficult. Successful, comprehensible input provides enough known information for 29

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students to understand and interpret new linguistic cues. Language and culture should be respected, families welcomed as partners in their child’s education, and all staff should hold high expectations for English learners, regardless of their language background.

ENHANCEMENTS A major component of Teaching for Biliteracy is a content and language allocation plan for prekindergarten to fifth grade.

Below are 5 of the 10 steps necessary in biliteracy curriculum development. The entire plan can be accessed at http://www.teachingforbiliteracy.com/tips-on-writing-bufs/. Our first step in systematizing this framework involves crafting a districtwide content and language allocation plan. Teacher representatives from a cross-section of our bilingual schools in June 2017 addressed the following steps: 1. Content and Language Allocation Plan 2. Grade-Level Biliteracy Mapping: Using Science and Social Studies Standards 3. Add Literacy Standards • Begin with the proportional identification of writing genres (narrative, opinion, informative) and standards for each language.

• Select the reading standards that will prepare students for the writing focus.

4. Finalize Grade-Level Biliteracy Mapping Plans • Name the units by theme.

• Sequence the units.

• Use tally marks to ensure that all writing genres, literacy standards, and content standards are included.

• Review to make sure all the standards are vertically aligned.

5. Write Big Ideas for Each Unit The expectation is that schools reflect on this document and make any necessary adjustments in school programming in order to have this work and vision flourish for the 2018–19 school year.

Thank you for your efforts in making Teaching for Biliteracy a focal point of bilingual education!

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MPS Instructional Guidebook

GENERAL MUSIC PRE-K–8 BACKGROUND MPS is committed to building community through the arts by being a resource for fine arts pedagogy, cultivating a climate where creativity flourishes, engaging the community with the arts, honoring culture, and making the arts accessible to all. We work to create arts programs and schools that provide consistent, sequential arts opportunities and arts-rich environments for all students. We believe that a well-rounded, total education must include the arts in order to develop innovative thinkers and creative problem solvers needed for our future, and that every student has the right to a quality arts education.

• • • • • • •

The arts reach students who are not otherwise being reached.

The arts reach students in ways that they are not otherwise being reached.

The arts connect students to themselves and each other.

The arts transform the environment for learning.

The arts provide learning opportunities for the adults in the lives of young people.

The arts provide new challenges for those students already considered successful.

The arts connect learning experiences to the real world.

To provide consistency in general music instruction across the district, the MPS Fine Arts Office in the Department of Curriculum and Instruction has provided a number of resources to music educators, including a lesson plan template, AMP supply budget guidelines, and a new curriculum adoption for pre-K–8 general music.

General music instruction should be aligned to Wisconsin’s Model Academic Standards for Music Education and the National Core Arts Standards with emphasis on the integration of the Common Core State Standards. Music instruction should be founded in research-based best practices as well as having a focus on disciplinary literacy. Music instruction must be held to the same high standards that are placed on other curricular areas.

GENERAL MUSIC INSTRUCTIONAL LOOK-FORS BASED ON THE DANIELSON FRAMEWORK 2a—Creating an Environment of Respect and Rapport • Interact with students in ways that are positive and supportive.

• Model and teach students how to engage in respectful interactions with one another.

• Manage disrespectful student behaviors efficiently and effectively.

2b—Establishing a Culture for Learning • Convey the value of what it means to perform accurately and musically.

• Deliver the message that while the music is challenging, it is worth the effort to master it.

• Motivate students to devote energy to the task at hand and to take pride in their accomplishments.

3a—Communicating with Students • Match their explanations of concepts with the music at hand and to their interests.

• Model music skills or techniques that are being explained to the students, making clear contrasts between models of correct and incorrect musical readings or passages.

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3c—Engaging Students in Learning • Choose appropriate repertoire and concepts for study, and structure the class so that students are engaged independently (as individuals or in groups) in making musical decisions.

INSTRUCTIONAL RESOURCES Grade Level

Program(s)

K4–Grade 6

Quaver’s Beyond Marvelous General Music Curriculum (This resource requires a SMART Board, laptop, and speakers)

K4–Grade 6

Music Express Magazine (This resource requires a SMART Board, laptop, and speakers)

Grades 6–8

Quaver’s Beyond Marvelous General Music Curriculum (This resource requires a SMART Board, laptop, and speakers)

Wisconsin State Standards

Wisconsin’s Model Academic Standards for Music Education https://dpi.wi.gov/sites/default/files/imce/standards/pdf/music.pdf

National Standards

National Core Arts Standards http://www.nationalartsstandards.org/

SCHEDULING EXPECTATIONS Grade Level

Time Expectations

K4–K5

30 minutes per week

Grades 1–8

45–60 minutes per week

If the school does not have a certified music educator, please contact the Fine Arts Office at 414-475-8252 for instructional support.

CLASSROOM SETUP EXPECTATIONS Every general music curriculum classroom should provide the following: • • • •

Teacher access to a SMART Board, laptop, and speakers to use Quaver’s Beyond Marvelous General Music Curriculum Space large enough to accommodate the largest group of students and to provide ample space for creative and structured movement activities Assortment of pitched and non-pitched instruments Storage space for instrument, equipment, and instructional materials

PROGRAMMATIC ENHANCEMENTS In addition to the online resources provided to music educators through the district-adopted Quaver’s Beyond Marvelous General Music Curriculum, music educators can also access the following resources: National Association for Music Education—https://nafme.org/ Kennedy Center for the Performing Arts—https://artsedge.kennedy-center.org/educators American Orff-Schulwerk Association—http://aosa.org/ The American Folk Song Collection—http://kodaly.hnu.edu/ Gordon Institute for Music Learning—http://giml.org/ 32

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HEALTH EDUCATION BACKGROUND The concepts and skills learned in health education become the cornerstone for developing healthy habits that students will use every day for the rest of their lives. Students will learn how to analyze influences, access accurate health information, use positive communication skills, make healthy decisions, set goals, practice healthy/safe behaviors, and advocate for their own health and those around them. MPS uses the Wisconsin Standards for Health Education. These standards are the same as the National Health Education Standards. The health education classroom should be an active environment where students explore and practice the health literacy skills outlined below.

KEY INSTRUCTIONAL DESIGN FOR HEALTH EDUCATION COMPONENTS All classes should follow a similar format: • Students enter the teaching area and immediately are given an instant activity/question to participate in.

• Whole-group instruction • Small-group skill practice • Activity time to use what is learned during instruction and practice • Whole-group processing Skills drive the positive behaviors/changes that we want to see for our students.

• There are eight state/national health education standards. o Standard 1 is core concepts. o Standards 2–8 are skill-based standards.

• Core concepts, especially in disciplines such as health and science, change frequently.

For this reason, it is more important to focus on the seven skill-based standards.

• MPS teachers will use the core concepts standard to teach the seven skill-based standards. The focus must be on the health skills learned, not the content.

Key Instructional Units by Grade Band K5–Grade 2 Health and Wellness Safety: Injury Prevention

Body Systems: Hygiene, Disease Transmission Healthy Eating/Physical Activity Human Growth and Development* Anti-Bullying

Grades 3–5 Health and Wellness Mental/Emotional Health, Introduction to Stressful Situations Body Systems: Hygiene, Disease Transmission Healthy Eating/Physical Activity Alcohol, Tobacco, and Other Drugs Human Growth and Development* Anti-Bullying

*Required by MPS Administrative Policy **Required by State Statute

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Grades 6–8 Health and Wellness Mental/Emotional Health, Depression, Suicide Prevention** Healthy Eating/Physical Activity Alcohol, Tobacco, and Other Drugs Human Growth and Development* Shaken Baby Syndrome** Anti-Bullying

High School (Grade 9) Mental/Emotional Health Signs of Suicide

Alcohol, Tobacco, and Other Drugs Human Growth and Development* Shaken Baby Syndrome** AED/CPR** Wisconsin Donor Network Curriculum

MPS Instructional Guidebook

INSTRUCTIONAL RESOURCES Grade Level

Program(s)

K5–Grade 2

K5–Grade 2 Pacing Guide; MPS HGD curriculum (on the mConnect Health Education page); Children’s Hospital of Wisconsin eLearning programs

Grades 3–5

Grades 3–5 Pacing Guide; MPS HGD curriculum (on the mConnect Health Education page); textbook Grades 4–5: Health & Wellness, Macmillan/McGrawHill; Children’s Hospital of Wisconsin eLearning programs

Grades 6–8

Grades 6–8 Pacing Guide; MPS HGD curriculum (on the mConnect Health Education page); Shaken Baby Curriculum; textbook Decisions for Health, Holt, Rinehart & Winston; Children’s Hospital of Wisconsin eLearning programs

High School

High School Pacing Guide; MPS HGD curriculum (on the mConnect Health Education page); Shaken Baby Curriculum; textbook Glencoe Health, Glencoe/McGraw-Hill; Hands-Only CPR

A full list of resources can be found on the mConnect Health Education page.

SCHEDULING EXPECTATIONS Grade Level

Time Expectations/Certification Requirements

K5–Grade 5

1 day per week for the entire school year Required certification: ANY Wisconsin teaching license (health education must be taught by classroom teachers in K–grade 8) Recommended minutes: 30 minutes per class

Grades 6–8

1 day per week for the entire school year OR delivered in a block of 36 days (equivalent to once per week over the entire school year) or 8 weeks of daily instruction Required certification: ANY Wisconsin teaching license (health education must be taught by classroom teachers in K–grade 8) Recommended minutes: 30 minutes per class

High School

0.5 credit • MPS has health in the 9th grade due to significant increase in high-risk health behaviors of students between 9th and 10th grade.

Required certification: Licensed health teacher

PROGRAMMATIC ENHANCEMENTS MPS works with community partners to help support teachers in implementing high-quality health education that helps students develop health literacy skills. These include partnering with the United Way of Greater Milwaukee on sex education supports and with Children’s Hospital of Wisconsin and their eLearning programs. Contact Student Wellness and Prevention if you have questions about program enhancements.

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MPS Instructional Guidebook

REFOCUSING ON MATHEMATICS INSTRUCTION BACKGROUND The MPS Mathematics Department strives to inspire all stakeholders to develop a deep understanding and appreciation for meaningful mathematics through the instructional shifts of the Common Core State Standards for mathematics through the following: • Nurturing a culture that maximizes learning of mathematics • Ensuring equitable access to high-quality mathematics instruction • Developing a deep understanding of mathematics through meaningful formative assessment, analysis, reflection, and actions Instruction in all classrooms should be guided by Wisconsin Standards for Mathematics, which outline student learning expectations at each grade level.

Textbooks alone should never be understood as curriculum. To ensure a common, high-quality, standards-aligned curriculum at each grade level and across grades, the district has developed the Mathematics Instructional Guides, located on mConnect and available for K5–grade 12.

KEY INSTRUCTIONAL DESIGN FOR MATHEMATICS—TIER 1 (CORE CONTENT) Effective instructional design requires careful and continuous attention to differentiation to meet the needs of all learners. In the LESA model, this occurs at each stage: in scaffolding (e.g., connecting to prior knowledge) in the launch, in the kinds of activities and materials used in explore, and often in both summarize and apply. The graphic below serves as a resource in planning for such differentiation.

Mathematics Instructional Design—LESA (Launch–Explore–Summarize–Apply) Launch Purpose:  To capture the learner’s attention  To activate prior knowledge  To stimulate student thinking  To connect to past math experience

What are teachers doing?

What are students doing?



introducing new concepts



asking clarifying questions



helping students understand context





presenting/setting up a mathematical challenge/problem

connecting to previous understanding





reviewing prior learning

making sense of given challenge/ problem



assessing student knowledge



sharing learning intention/success criteria

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Explore Purpose:  To actively involve students in the mathematics  To have students look for patterns and investigate different strategies  To have students record and organize the work and thinking that is done

What are teachers doing? 

posing purposeful questions



observing students as they work



working collaboratively (pairs, groups)

listening to conversations



asking questions



asking scaffolding questions



gathering information/data



encouraging perseverance



sharing ideas



confirming and/or redirecting thinking



making conjectures



providing extensions



listening to peers



assessing student knowledge



investigating different strategies

making strategic choices for sharing during summary



creating arguments to support thinking/ideas



using representations



taking risks



Summarize Purpose:  To “lock in” the learning  To articulate mathematical ideas and vocabulary from the lesson  To have students compare and contrast ideas and strategies

What are teachers doing?

What are students doing?



selecting students to share out



analyzing data



supporting development of shared understanding



looking for similarities and differences



facilitating discourse



discussing strategies



assessing student knowledge



critiquing peers’ work



highlighting key mathematical ideas



refining and revising thinking



emphasizing precision in mathematical language



developing rules and generalizations



using evidence of student thinking to assess progress toward mathematical understanding



making connections between representations



revisiting learning intention/success criteria



observing



practicing new content/skill



scaffolding and/or extending as needed



showing evidence of learning



following up with individual students



working independently

What are teachers doing?

Apply Purpose:  To practice what students learn in a new context  To extend the use of skills and concepts learned  To make connections to other learning

What are students doing? 

What are students doing?

INSTRUCTIONAL RESOURCES A full list of resources, including instructional guides, can be found at https://mconnect.milwaukee.k12.wi.us/MPS-Intranet/Departments/cao/CurriculumInstruction/STEM/Mathematics.htm. Additional 90 minutes per week in grades 9–12 should be scheduled for all students at satpractice.org (https://www.khanacademy.org/sat).

SCHEDULING EXPECTATIONS Scheduling will be dependent on the unique circumstances of each school’s programming.

• K5–grade 8: Sixty minutes of instruction (with opportunities for partner/group work embedded in the lessons) • High school: Programming options may vary but must include three units of mathematics (courses at or above the algebra level and 90 minutes of SAT practice per week at https://www.khanacademy.org/sat).

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MPS Instructional Guidebook

HIGH-QUALITY PHYSICAL EDUCATION—WHAT DOES IT LOOK LIKE? BACKGROUND MPS uses the National Standards and Grade-Level Outcomes for K–12 Physical Education from the Society of Health and Physical Educators (SHAPE America). All students are expected to participate in physical education classes to the best of their ability and demonstrate their competency in these standards, but the ultimate goal is to develop a physically literate student who will be physically active for a lifetime. To help achieve those standards, MPS adopted the nationally recognized SPARK curriculum for K–grade 8 and has introduced this curriculum for high school physical education. This curriculum focuses on using a variety of activities to engage students and get them moving in and out of school. MPS physical education at the high school level uses a variety of courses to help students learn what it means to be physically active for a lifetime.

The physical education classroom should be implementing activities and strategies designed to involve all children, encourage them to be more active, incorporate social skills, and emphasize health-related fitness and skill development. These strategies have been adopted from the SPARK curriculum “BASICS.” These BASICS should be present in almost all lessons.

KEY INSTRUCTIONAL DESIGN FOR PHYSICAL EDUCATION COMPONENTS All classes should follow a similar format: • Students enter the teaching area and immediately are given a physical activity to participate in.

• Whole-group instruction • Small-group/team skill practice • Game/activity time to use what is learned during instruction and practice • Whole-group cool down and processing All classrooms should follow the SPARK BASICS:

Boundaries and routines: In a large gymnasium, some activities should be restricted to smaller spaces; creating boundaries helps students stay within those spaces. Routines decrease management time and increase activity time.

Activity from the start so students move as soon as they arrive in class (even before attendance is taken). Every class should start with an “Active Soon as Possible” (ASAP).

Start-and-stop signals teach students to respond quickly and consistently.

Involvement by all provides ample opportunities for everyone regardless of size, gender, or ability—one piece of equipment for each student or pair of students.

Concise instructional cues are used to maximize activity time. One common strategy is the 80/20 rule. After instruction, assume that 80% of children understand. Instead of losing valuable time answering questions for the 20%, get started. Once all are active, the teacher will move about the class to assist students who have not caught on to the activity.

Supervision and feedback: Once instructions are given, the teacher’s role shifts to that of facilitator who provides supervision and offers positive, specific feedback to students. Teachers should not be referees.

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INSTRUCTIONAL RESOURCES Grade Level

Program(s)

K3–K4

SPARK early childhood curriculum, SPARKfolio, and http://sparkfamily.schoolspecialty.com

K5–Grade 5

SPARK K–2 and 3–6 curriculum, SPARKfolio, and http://sparkfamily.schoolspecialty.com

Grades 6–8

SPARK 6–8 curriculum, SPARKfolio, and http://sparkfamily.schoolspecialty.com

High School

SPARK high school curriculum, SPARKfolio, and http://sparkfamily.schoolspecialty.com Also see common course plans on mConnect Physical Education page.

A full list of resources can be found on the mConnect Physical Education page.

SCHEDULING EXPECTATIONS Grade Level K3–K4

Time Expectations/Certification Requirements Recommended 3 days per week required certification: Licensed PE teacher or ANY licensed teacher under the direction of a licensed PE teacher Recommended minutes: 20–30 minutes per class. Do not exceed 30-minute classes.

3 days per week for the entire school year (required by State Statute 121.02) Required certification: Licensed PE teacher or ANY licensed teacher under the direction of a licensed PE teacher

Grades K5–5

Recommended minutes: 30 minutes per class. Do not exceed 30-minute classes. It is much more beneficial for students’ learning and physical growth to have two classes of 25–30 minutes or more per week than one class of 45–60 minutes per week.

1 day per week for the entire school year (required by State Statute 121.02) NOTE: One semester of daily physical education does not meet the statutory requirement.

Grades 6–8

Required certification: Licensed PE teacher Recommended minutes: 30–45 minutes per class. If possible in the schedule, have multiple classes per week.

High School

1.5 credits earned over three separate school years (required by State Statute 121.02) • Freshman year: Comp PE (PE201) • Sophomore year: Fit for Life (PE961) • Junior or senior year: elective PE course Required certification: Licensed PE teacher

PROGRAMMATIC ENHANCEMENTS MPS provides many programming offerings that enhance the goal for students to become physically literate. These programs include bike programs, middle school track meets, and partnerships with community partners and CLCs that provide other physical activity experiences within the community.

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REFOCUSING: THE COMPREHENSIVE LITERACY PLAN (CLP) BACKGROUND The MPS Comprehensive Literacy Plan (CLP) was developed in response to the 2008 External Literacy Review report, the work of the Literacy Self-Study Committee, and the MPS Strategic Plan reading goal to design a plan of action to increase pre-K–grade 12 literacy achievement.

As a key component of literacy reform in MPS, this blueprint has been designed to guide the planning, preparation, and implementation of consistent, high-quality pre-K–grade 12 literacy instruction, assessment, and professional development across the district. The document was developed with the input from representation across the district, various community partners, and with support for the Wisconsin Department of Instruction.

To provide clarity regarding what constitutes effective literacy instruction and to ensure a standard of care across the district, the MPS Comprehensive Literacy Plan identifies what is recommended in daily practice for reading, writing, speaking, listening, and language at each grade level. Aligned with the MPS Comprehensive Literacy Framework, the Common Core State Standards, and research-based best practices, the plan employs a balanced literacy approach that includes explicit, intentional, and differentiated instruction centered on the needs of all students. Its main purpose is to address rigor and engagement in curriculum content and the manner in which the content is delivered. The entire document can be accessed on the MPS website at http://mps.milwaukee.k12.wi.us/en/Programs/Literacy.htm.

KEY INSTRUCTIONAL DESIGN FOR ELA AND READING INSTRUCTION COMPONENTS

Beginning Whole Group The goal during this time is to set purpose for learning and set expectations through the use of learning intentions and success criteria, to connect, build, and scaffold to ensure that all students have daily access to grade-level content.

Process and product should be differentiated as needed—but content must be grade level.

Ending Whole Group

Small Group During the reading small-group time, the goal is to provide differentiated teacher-led, explicit instruction based on student need (for example, guided reading) and independent-of-the-teacher literacy work stations.

During ELA instruction, the teacher is conferencing, providing individual feedback, and goal setting. Teachers may differentiate by product, process, learning environment, affect, and content based on student need.

The small-group instruction is vital to the design and should occur daily.

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The goal during this time is to provide opportunities for students to articulate their understanding of the learning through a variety of modes.

Teachers should be formatively assessing students to check for understanding in order to provide feedback and plan for next steps in learning.

MPS Instructional Guidebook

INSTRUCTIONAL RESOURCES Grade Level K3, K4

Program(s) Frog Street (Frog Street Press © 2016)

K5–Grade 5 Reading

English: Journeys (Houghton Mifflin © 2011) Spanish: Tesoros de lectura (Macmillan/McGraw-Hill)

K–Grade 8 Writing/Language Arts

English: Write Source and Write Trait Kits (Great Source) and Spelling Connections K5–5 only (Zaner-Bloser © 2007) Spanish: Escritura y gramática (Scott Foresman)

Grades 6–8

Literature (McDougal Littell © 2008)

High School

English 9 and 10: myPerspectives (Pearson © 2017) See common course plans on mConnect: https://mconnect.milwaukee.k12.wi.us/MPS-Intranet/Resources/CommonCourse-Plans.htm

A full list of resources, including ordering information, can be found in The Learning Community (TLC) at The Learning Community > Central Services Communities > Instructional Materials Moodle.

SCHEDULING EXPECTATIONS Grade Level K3, K4 K5 Grades 1–5 Reading

Time Expectations Integrated literacy instruction throughout the day Up to 30% of the instructional day or approximately 116 minutes of literacy (reading/ELA) instruction 90 minutes of core reading and 60 minutes of English language arts core instruction

Middle School

Programming options can include a combined reading/ELA course or a separate reading and ELA course equivalent to one period. Common course plans are available on mConnect for both options and are accessible through https://mconnect.milwaukee.k12.wi.us/MPS-Intranet/Resources/CommonCourse-Plans.htm.

High School

Programming options can include a combined reading/ELA course or a separate reading and ELA course equivalent to one period. Common course plans are available on mConnect for both options and are accessible through https://mconnect.milwaukee.k12.wi.us/MPS-Intranet/Resources/CommonCourse-Plans.htm.

Additional time should be scheduled for interventions daily: https://mconnect.milwaukee.k12.wi.us/MPS-Intranet/Initiatives/Interventions.htm Many scheduling options exist, and scheduling will be dependent on the unique circumstances of each school’s programming.

PROGRAMMATIC ENHANCEMENTS MPS provides many specialized programming offerings that enhance the literacy teaching and learning experiences for students. These programs include enhanced core literacy programs offered during the school day as well as extended learning opportunities. Community partnerships are critical in MPS schools, and the collaborative efforts support and strengthen all aspects of the CLP. Extensive volunteer efforts such as SPARK (Boys & Girls Clubs of Greater Milwaukee), United Way programs, and Wisconsin Reading Corps provide high-quality experiential and academic literacy support.

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REFOCUSING ON SCIENCE INSTRUCTION BACKGROUND To be proficient in science, one must view science as both a body of knowledge and an evidence-based model and theory-building enterprise that continually extends, refines, and revises knowledge. To reach this goal, the Next Generation Science Standards combine three equally important dimensions for student growth and learning.

Practices These are behaviors that scientists engage in as they investigate and build models and theories about the natural world, and the key set of engineering practices that engineers use as they design and build models and systems.

Crosscutting Concepts Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. They include patterns, similarity, and diversity; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; structure and function; stability and change.

Disciplinary Core Ideas Disciplinary core ideas have the power to focus K–12 science curriculum, instruction, and assessments on the most important aspects of science. Disciplinary ideas are grouped in four domains: the physical sciences, the life sciences, the earth and space sciences, and engineering, technology, and applications of science.

(Taken from www.nextgenscience.org/three-dimensions) KEY INSTRUCTIONAL DESIGN FOR SCIENCE INSTRUCTION The 5 E’s—A Constructivist Model for Planning and Learning Each of the 5 E’s describes a phase of learning, and each phase begins with the letter “E”: Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E’s allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.

1. Engage Help students make connections between past and present learning experiences, anticipate activities, and focus their thinking on the learning outcomes of current activities.

Students should become mentally engaged in the concept, process, or skill to be learned.

2. Explore Provide students with opportunities that lead to a common base of experiences.

Students will identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials.

3. Explain Students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors.

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4. Elaborate Work with students to extend their conceptual understanding and allow them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills.

5. Evaluate Encourage learners to assess their understanding and abilities and let teachers evaluate students’ understanding of key concepts and skill development.

INSTRUCTIONAL RESOURCES Grade Level K5–Grade 5

Program(s) English: Harcourt Science (© 2002) Spanish: Harcourt Ciencias (© 2002)

Grades 6–8

English: Holt Science and Technology (© 2002) Spanish: Holt Ciencias y technologia (© 2002)

High School

See instructional guides on mConnect: Instructional Guides

A full list of online resources can be found in The Learning Community (TLC) at The Learning Community > Open Communities > Science Curriculum Resources SCHEDULING EXPECTATIONS Grade Level

Grades 1–3

Time Expectations Science instruction must be regular. “Regular” is defined as daily or every other day throughout the school year. A school may not offer science quarterly or only for one semester.

Up to 10% of the instructional day should include integrated science content and instruction.

30 minutes of core science instruction regularly

Grades 4–5

45 minutes of core science instruction regularly

Middle School

50 minutes of core science instruction daily

High School

Programming options may vary but must include one (1) credit of a physical science course, one (1) credit of a life science course, and one (1) additional credit in either a physical science or a life science course. At least one of the courses must be listed as a lab course. A suggested course sequence to prepare students for college includes biology, chemistry, and physics. A fourth credit of science is strongly recommended.

K4 and K5

PROGRAMMATIC ENHANCEMENTS Select science courses must incorporate the use of Achieve3000 into classroom instruction.

These courses include science in grades 4–8 and the following high school courses: physical science, biology, chemistry, and physics. Achieve3000 must be incorporated into lesson plans that enhance current content instruction a minimum of one time per week. The requirement for chemistry and physics is that Achieve3000 must be incorporated into lesson plans that enhance current content instruction a minimum of one time per two weeks of instruction.

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FOCUSING ON SOCIAL STUDIES INSTRUCTION BACKGROUND Social studies is the integrated study of social studies and humanities to promote civic competence. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Social studies promotes students’ understanding of themselves and their roles in local, national, and global communities. Through rigorous courses rooted in the study of humanities and through the use of research-based instructional strategies, students will be able to analyze and interpret document-based questions, use evidence from text to support an argument, and collaborate with other students.

To provide clarity regarding what constitutes effective social studies instruction and to ensure a standard of care across the district, the instructional design and planning guide below identifies what is recommended in daily practice for reading, writing, speaking, and listening in social studies at each grade level. Aligned with research-based best practices, the design employs a balanced literacy approach that includes explicit, intentional, and differentiated instruction centered on the needs of all students. Its main purpose is to address rigor and engagement in curriculum content and the manner in which the content is delivered.

KEY INSTRUCTIONAL DESIGN FOR SOCIAL STUDIES INSTRUCTIONAL COMPONENTS

Beginning Whole Group During this time, the goal is to communicate key learning intentions based on course standards and to share lesson expectations, connect learning from the previous day, and provide an introduction to new learning.

Small Group During small-group time, the goal is to provide differentiated, teacher-led, explicit instruction based on students’ needs and to create independent-of-theteacher work stations.

Teachers may differentiate by product, process, learning environment, affect, and content based on students’ needs.

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Ending Whole Group The goal during this time is to provide opportunities for students to review, reflect, and articulate their understanding of their learning through a variety of modes. Teachers should be formatively assessing students to check for understanding in order to provide feedback and plan for next steps in learning.

MPS Instructional Guidebook

INSTRUCTIONAL RESOURCES Grade Level K5–Grade 5

Program(s) Social Studies Alive! Me and My World (TCI © 2010)

Grades 6–7

World Cultures and Geography: Western Hemisphere and World Cultures and Geography: Eastern Hemisphere (HMH © 2008)

Grade 8

American History—Reconstruction to Present (HMH © 2008)

High School

See common course plans on mConnect: https://mconnect.milwaukee.k12.wi.us/MPS-Intranet/Resources/CommonCourse-Plans.htm

An extensive list of resources for teachers can be found in The Learning Community (TLC) at The Learning Community > click on link under the globe at the top of the page > log in with MPS credentials.

SCHEDULING EXPECTATIONS Grade Level

Time Expectations Social studies instruction must be regular. “Regular” is defined as daily or every other day throughout the school year. A school may not offer social studies quarterly or only for one semester.

K4 and K5

Up to 10% of the instructional day should include integrated social studies content and instruction.

Grades 1–3

30 minutes of core social studies instruction regularly

Grades 4–5

45 minutes of core social studies instruction regularly

Middle School (Grades 6–8)

50 minutes of core social studies instruction daily

High School

Programming options can vary but need to include one credit (1) of citizenship or 0.5 credit of American government and 0.5 credit of economics, one (1) credit of US history, and one (1) credit of either world history, world geography, or world studies. The suggested course pathway for social studies is citizenship > US history > world course.

PROGRAMMATIC ENHANCEMENTS Select social studies courses must incorporate the use of Achieve3000 into classroom instruction. These courses include social studies grades 4–8 and all graduation requirement courses in high school. Achieve3000 must be incorporated into lesson plans that enhance current content instruction a minimum of one time per week.

Incorporating the use of primary- and secondary-source documents for students to examine, analyze, and interpret complex text and using evidence to support a position is encouraged in all grade levels. Document-based questions (DBQs) play a key role in our MPS high school social studies curriculum in teaching students how to analyze and interpret primarysource documents. We currently implement the DBQ Project in all of our seven graduation requirement courses: citizenship, American government, economics, US history, world history, world geography, and world studies.

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TIER 1 ONLINE RESOURCES FOR CONTENT INSTRUCTION

Subject ELA

K3–K5 ThinkCentral (K5 only) Learning A–Z

1st Grade ThinkCentral Learning A–Z

2nd Grade ThinkCentral Learning A–Z

3rd Grade ThinkCentral Learning A–Z

4th Grade ThinkCentral Learning A–Z

5th Grade ThinkCentral Learning A–Z

6th Grade ClassZone

7th Grade ClassZone

8th Grade ClassZone

High School myPerspectives (grades 9 and 10 only)

Math

K5 Online textbook resources—Pearson EasyBridge Platform

Science

BrainPOP Jr. or BrainPOP Español

BrainPOP Jr. or BrainPOP Español

BrainPOP Jr. or BrainPOP Español

BrainPOP Jr. or BrainPOP Español

BrainPOP Jr. or BrainPOP Español

BrainPOP Jr. or BrainPOP Español

BrainPOP Jr. or BrainPOP Español

BrainPOP Jr. or BrainPOP Español

BrainPOP Jr. or BrainPOP Español

Defined STEM

Defined STEM

Defined STEM

Defined STEM

Defined STEM

Defined STEM

Defined STEM

Defined STEM

Defined STEM

Defined STEM

Discovery Education Streaming

Discovery Education Science— Elementary

Discovery Education Science— Elementary

Discovery Education Science— Elementary

Discovery Education Science— Elementary

Achieve3000

Achieve3000

Achieve3000

Achieve3000

Achieve3000

Discovery Education Streaming

Discovery Education Streaming

Discovery Education Streaming

Discovery Education Streaming

Discovery Education Science— Elementary

Discovery Education Science— Elementary

Discovery Education Science— Middle School

Discovery Education Science— Middle School

Discovery Education Science— Middle School

Science A–Z

Science A–Z

Science A–Z

Science A–Z

Discovery Education Streaming

Discovery Education Streaming

Discovery Education Streaming

Discovery Education Streaming

Discovery Education Streaming

Science A–Z

Science A–Z

Satpractice.org (for all students 9–12)

Science A–Z

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Achieve3000

Holt McDougal— Biology Online Textbook and Resources

MPS Instructional Guidebook Social Studies

TCI—Social Studies Alive!

(Me and My World)

TCI—Social Studies Alive!

(My School and Family)

TCI—Social Studies Alive!

(My Community)

TCI—Social Studies Alive!

(Our Community and Beyond)

TCI—Social Studies Alive!

(Regions of Our Country)

TCI—Social Studies Alive!

(America’s Past)

HMH—World Cultures and Geography (Western Hemisphere)

HMH—World Cultures and Geography (Eastern Hemisphere)

Achieve3000

HMH— American History (Reconstruction to Present)

Achieve3000

Achieve3000

Pearson SuccessNet— Economics (Economics: Principles in Action)

Achieve3000 Achieve3000

Glencoe— Citizenship (Civics Today: Citizenship, Economics, and You)

Achieve3000

US History (US History) American Government (Magruder’s American Government) myNGconnect— World Studies/World Geography (World Cultures and Geography) Holt McDougal Online— World History (World History: Patterns of Interaction) WL

Descubre el Español con Santillana

ELD

Reading and Science A–Z, BrainPOP/BrainPOP ESL, Discovery Ed, Cengage/National Geographic, Ethnologue, Omniglot, Flocabulary, Dave’s ESLCafé, Englishgrammar.org, Abracadabra, English Interactive, Listen and Write

Art

Davis: Explorations in Art pre-K–8th grade

Music

Quaver’s Beyond Marvelous General Music Curriculum in Music pre-K–8th Grade

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VISUAL ARTS PRE-K–8 BACKGROUND MPS is committed to building community through the arts by being a resource for fine arts pedagogy, cultivating a climate where creativity flourishes, engaging the community with the arts, honoring culture, and making the arts accessible to all. We work to create art programs and schools that provide consistent, sequential arts opportunities and arts-rich environments for all students. We believe that a well-rounded, total education must include the arts in order to develop innovative thinkers and creative problem solvers needed for our future, and that every student has the right to a quality arts education.

• • • • • • •

The arts reach students who are not otherwise being reached.

The arts reach students in ways that they are not otherwise being reached.

The arts connect students to themselves and each other.

The arts transform the environment for learning.

The arts provide learning opportunities for the adults in the lives of young people.

The arts provide new challenges for those students already considered successful.

The arts connect learning experiences to the real world.

To provide clarity regarding what constitutes effective visual arts instruction and to ensure a standard of care across the district, a number of things have been implemented by the MPS Fine Arts Office. This includes a standardized lesson planning template for each grade level based on standards, a visual display poster for learning intentions and success criteria, and a new curriculum and textbook adoption to be implemented in fall of 2017–18.

Visual arts instruction should be aligned to Wisconsin’s Model Academic Standards for Art and Design Education and the National Core Arts Standards with emphasis on the integration of the Common Core State Standards. Arts instruction should be founded in research-based best practices as well as having a focus on disciplinary literacy. It is imperative that arts instruction be held to the same high standard that is placed on other curricular areas.

VISUAL ARTS INSTRUCTIONAL LOOK-FORS BASED ON THE DANIELSON FRAMEWORK Visual arts instruction should be viewed in relationship to the Danielson framework. Some examples of what this looks like in an arts classroom are the following: Domain 2: The Classroom Environment (2b) • Convey the value of what it means to create and communicate through the arts.

• Explain that creating art takes time and skills but can be experienced by all and be a source of pride.

• Hold high expectations for students, which includes respect of the materials as well as systems and procedures.

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Domain 3: Instruction (3a), (3b), and (3c) • The teacher models and provides technical application in projects that are engaging and based on student interest.

• The teacher assesses student learning throughout lesson and provides feedback and strategies to improve student work.

• Engage students in discussion about their work through critiques and written artist statements.

• Activities and assignments are structured and well planned so that materials, resources, and instructional time are maximized.

INSTRUCTIONAL RESOURCES Grade Level

Program(s)

K5–Grade 6

Davis: Explorations in Art

Grades 6–8

Davis: Explorations in Art • A Personal Journey • A Community Connection • A Global Pursuit

Wisconsin State Standards

Wisconsin’s Model Academic Standards for Art and Design Education https://dpi.wi.gov/sites/default/files/imce/standards/pdf/art%26design.pdf

National Standards

National Core Arts Standards http://www.nationalartsstandards.org/

EXPECTATIONS FOR INSTRUCTIONAL MINUTES Grade Level

Time Expectations

K4

30 minutes

K5

30 minutes

Grades 1–2

40 minutes

Grades 3–5

45–55 minutes

Grades 6–8

50–60 minutes

PROGRAMMATIC ENHANCEMENTS In addition to the online resources provided to teachers through the Davis adoption, there a number of online arts resources that are useful: https://artsedge.kennedy-center.org/educators.aspx https://www.artsonia.com/ https://dpi.wi.gov/fine-arts/art-design https://www.arteducators.org/

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INTERVENTIONS Overview Milwaukee Public Schools uses a multi-tiered system of support called Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS). All students receive Tier 1, core instruction, as well as positive behavior supports. See Instruction tab, School Culture and Climate tab, and RtI/PBIS website (see link below) for more information. We implement an intervention when the student needs additional support beyond that provided at Tier 1. In our electronic guidebook, you can click the graphic for additional information.

Additional Information Phases of RtI/PBIS Tier 2 and Tier 3

Things to Know and Do Tier 2: Behavior/Social-Emotional Support Interventions • Screen all students.

• Notify families.

• Meet with students throughout the day who are participating in an intervention.

• The following interventions are available: – Check-In/Check-Out – Social Academic Instructional Group – Behavior Assessment Intervention Plan • Participate in progress monitoring of students.

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Tier 2: Academic Support Interventions

• • • • • •

• • •

Tier 2 is layered on top of Tier 1 supports.

Include students performing significantly below (red) and well below (yellow) on STAR. Notify families.

Use computer-based interventions for 60–90 minutes a week.

Apply small-group instruction.

– Recommended group size is 5–8.

Intervention resources can be found at mpsmke.com/interventions or at STAR Assessment: mpsmke.com/rtiprocessguide Set goal of “moderately ambitious” on STAR. Progress monitor on STAR every ten school days.

The three-point rule (mpsmke.com/rti3pointrule) is used to evaluate success of intervention and next steps.

Computer-Based Interventions Intervention

Grades

Identified Students

My Path (Odyssey 6–12)

Grades 6–12

Students performing significantly below (red) and well below (yellow) on STAR Reading or STAR Math in grades 6–12 (all students do have access)

iLIT

K–Grade 12

ACCESS 4 or 6 on speaking or reading or former ELL within last 3 years

Smarty Ants

K–Grade 2

Students performing well below (yellow) or below (blue) on fall 2017 STAR in K–grade 2

WriteToLearn

Grades 3–8

2017 Wisconsin Forward—writing portion and also in blue or green on STAR Reading (otherwise reading takes priority)

ST Math

Grades 1–12

Students performing significantly below target (red) on STAR Math fall 2017

Compass Learning Odyssey

K–Grade 5

Students performing significantly below (red) and well below (yellow) on STAR Reading or STAR Math in K–grade 5 (all students do have access)

Achieve3000 Boost

Grades 9–12

Students performing significantly below, well below, or below target on STAR Reading and enrolled in a reading intervention course in grades 9–12

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Tier 3: Behavior/Social-Emotional Support Interventions • Facilitators must be trained in intervention.

• The following interventions are available: – Functional Behavior Assessment/Behavior Intervention Plan: mpsmke.com/fbabip – Educational Wraparound (K–grade 8): mpsmke.com/edwraparound – RENEW (grades 9–12): mpsmke.com/renew Tier 3: Academic Support Interventions • Tier 3 interventions are layered on top of Tier 1 and Tier 2 supports.

• Tier 3 interventions provide more intensive support with 1:1 or smaller groups than Tier 2.

• Students receive a scientific research-based intervention (SRBI) in math mpsmke.com/mathinterventions or reading mpsmke.com/readinginterventions.

• If no SRBI is available that matches the student’s need, other online interventions include Intervention Central, Florida Center for Reading Research, What Works Clearinghouse, and mConnect and STAR Assessment (see Tier 2 for URLs).

• See mConnect at mpsmke.com/srbi for more information.

• Students must be progress monitored weekly, on grade level, following the specific learning disability (SLD) protocol at mpsmke.com/sldprotocol (including three baseline scores collected prior to starting the intervention).

• The intervention plan is created in Infinite Campus or STAR (see Academics Tier 3 Protocol flowchart). mpsmke.com/academictier3flowchart

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Building Intervention Team

•

The building intervention team (BIT) monitors and reviews student data.

– The BIT collaborates with teachers to make decisions about next steps.

–

Students who continue not to respond to an intervention continue with the SLD protocol.

– –

Teachers then start a second SRBI with three new baseline scores.

Continue weekly progress monitoring of the second SRBI at the student’s grade level.

MPS Contact Department of Student Performance & Improvement RtI/PBIS team 414-475-8258 http://tinyurl.com/mconnectrti

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MONITORING Overview Teachers Monitoring Students Academic progress in reading and math is measured by the STAR assessment three times per school year.

Students in a Tier 2 intervention group need to be monitored as frequently as every other week. PALS is the measurement tool for early literacy.

Classroom teachers should regularly monitor student attendance and report all irregularities or concerns to administration and the school social worker.

Student behaviors are monitored by classroom teachers, administration, building intervention team (BIT), and the Positive Behavioral Interventions and Supports (PBIS) team.

It is critical for parents to be engaged in the education process. While student data related to academic achievement, attendance, and behavior should be considered confidential, communication regarding students’ progress with identified parents and guardians is expected.

Progress monitoring and goal setting

Track how students are responding to intervention and instruction using a research-based growth model to help you set attainable goals. STAR 360 charts the projected outcomes and graphs the students’ actual progress toward their goals in the same report.

Complete tests in a fraction of time

STAR 360 interim assessments take 20 minutes to complete—about a third of the time of comparable computer-adaptive tests. A formative assessment tool, STAR Custom, facilitates daily assessment for learning to gain deeper insight into student performance.

Computer-adaptive efficiency

STAR 360’s interim assessments are computer-adaptive and automatically adjust each item based on how the student answered the previous item. This reduces testing time and limits frustration (items are too hard) and boredom (items are too easy).

Screening for your benchmarks

Screen your entire class in minutes, then view reports by class or grade to prioritize student needs based on the percentage of students who are meeting benchmarks. Administrators can adjust benchmarks to fit state, district, or school.

Administrators Monitoring Teachers Administrators will hold monitoring conferences with individual or a small group of gradelevel/content-area teachers to review student achievement or other topics, such as common instructional pacing, twice a year.

Administrators will monitor teacher performance using the Educator Effectiveness (EE) system, including the Danielson Framework for Teaching. The system is based on giving feedback to recognize and improve the instructional practices of individual teachers.

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Regional teams of administrators will come to every school to do learning walks.

Teachers are expected to follow all MPS board policies.

Monitoring Student Data Teachers monitor data through all six phases of the Response to Intervention (RtI) process that relate to students’ academic, attendance, behavioral, and social-emotional needs. The six phases are as follows: screen, diagnose, match, intervention, progress monitor and record, evaluate.

Teachers monitor behavior data for the students in their classroom to ensure that students are responding to Tier 1 supports for their behavioral, social-emotional, and attendance needs.

Additional Information Wisconsin Department of Public Instruction’s Educator Effectiveness information site: http://dpi.wi.gov/ee The user guide for the Data Dashboard can be found on the Apps page via the red “H” button or at http://tinyurl.com/tlcDDuserguide.

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Things to Know and Do Teachers Monitoring Students Review data at the beginning of the year and periodically throughout the year.

Academic • The STAR and PALS assessment data can be found on the MPS Data Dashboard.

– From the MPS Apps page, select the Assessment tab, use filters to select school, and then select historic or current data on the left side of the screen to see the achievement reports.

• Teacher/classroom reports are also available from Renaissance Learning at http://tinyurl.com/renlearnmps.

Attendance • Current student attendance reports can be found in Infinite Campus mpsmke.com/infinitecampus (search by student name – attendance tab – select term).

• The Data Dashboard http://tinyurl.com/mpsdatadashboard can be used to identify groups of students with attendance problems and to compare current attendance data to historical data.

– From the Apps page, Data Dashboard, select either period or daily attendance, filter by school, and then view attendance by month or by high/medium/low attenders.

• Students receiving an attendance intervention will be regularly reviewed by the school’s building intervention team (BIT).

Behavior • Individual student behavior reports can be produced through Infinite Campus.

– Search for the student, select the Behavior tab, and then select the reporting period.

• School behavior trends, including current and historical behaviors by problem area, office referrals by month, and referrals by time of day, can be viewed through Data Dashboard.

– These reports are found by filtering for school, selecting the Behavior tab, and then selecting the appropriate current or historical graph.

• Concerns regarding student behavior should be directed to administration, the school social worker, or appropriate support staff in the school.

Communicating with Parents • Infinite Campus has a messaging feature to communicate with parents. Teachers can receive training to use this feature or use MPS email to communicate with parents for both progress and concerns.

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• • •

Parents should receive individual students’ reports on state assessment data.

Parents will receive automated phone calls daily for unexcused absences as well as formal letters for excessive absences.

Schools will create protocols for how those notifications are made to comply with attendance regulations.

Administrators Monitoring Teachers

Collect data to inform and support the following: Monitoring Conferences • Teachers are generally asked to bring lesson books, student work, assessments, and other relevant items.

• Teachers should be prepared to respond to questions concerning which students are and are not proficient, trends in proficiency data, and what strategies/interventions are being used. http://tinyurl.com/talkingdatavideo Educator Effectiveness • Teachers in a summary year will be notified of their formal evaluator.

• Teachers not in a summary year are considered to be in a supporting year.

• Supporting year teachers work through the process similar to the summary year but with a colleague rather than an evaluating administrator. mpsmke.com/teachingexcellence Learning Walks • No individual teacher is being evaluated during these walks; however, good teaching practices will be recognized.

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• •

This system is to review the instructional practices at a school aligned to the Danielson Framework.

Guaranteed support will be offered in an area determined by the team, which includes some school staff.

MPS Board Policies • Administrators will review policies at the beginning of each school year. http://board.milwaukee.k12.wi.us/ Monitoring Student Data Periodically review data to inform instruction and classroom activities.

Academic • The universal screener, STAR, is used to monitor students’ academic needs.

• The RtI STAR Guide assists teachers in accessing data and reports from STAR that provide an academic overview of their students.

• Students identified for a Tier 2 intervention are engaged in computer-based interventions.

• Teachers monitor the use of ST Math and Odyssey on a weekly basis.

• Additional district and state assessments are used to monitor students’ academic needs and progress.

• The Assessment mConnect page (mpsmke.com/assessment) provides information on the various assessments taken by our students and on how to use the data to guide instruction.

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Attendance • Teachers should monitor student attendance and ensure that students who are struggling with their attendance receive a positive phone call home encouraging improvement.

Behavioral/Social-Emotional • All behavioral data should be monitored on the Behavior Dashboard on a regular basis or through the Teacher Dashboard.

• Teachers should utilize the Teacher tab on Data Dashboard to monitor students in need of a behavior or attendance intervention.

• More information about the RtI process can be found in the Intervention section.

MPS Contact Educator Effectiveness Office 414-475-3895 mpsmke.com/ee Student Performance & Improvement 414-475-8751 mpsmke.com/studentperformanceimprovement

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PROFESSIONAL DEVELOPMENT Overview The Department of Organizational Development (DOD) under the Office of Innovation and Information works collaboratively with key stakeholders to plan and provide high-quality professional learning opportunities for all MPS staff. DOD is focused on four major areas of work: educator effectiveness, induction and support, professional training, and professional development for all MPS staff.

Additional Information

Things to Know and Do Educator Effectiveness (EE)

•

In alignment with district goals, EE serves to support educators as they develop, grow, and strengthen teaching and leadership practices within a culture of adult learning.

•

The EE system uses Frontline Education along with the Framework for Teaching and the Wisconsin Framework for Principal Leadership for teachers and administrators, respectively.

•

For additional information regarding EE supports, visit the EE mConnect page at mpsmke.com/ee.

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Induction and Support

•

Induction and support programs offer a range of services and supports for educators new to the district, including professional development, mentoring support, and licensure support.

•

Induction and support is responsible for preservice placements in MPS schools working with local education institutions.

•

For additional information regarding induction and support, visit the Induction and Support mConnect page at mpsmke.com/induction.

Professional Training

•

Training for classified staff includes a range of topics to build skills and develop professionally.

•

The training team manages Career and Wellness Week and Milwaukee Public Schools University (MPSU)—a partnership with area universities that allows MPS to offer credit-level certification, licensure, and academic programs to all MPS staff for reduced tuition.

•

For a list of current training offerings, visit the Professional Training mConnect page at mpsmke.com/professionaltraining.

Professional Development

•

A system for professional learning engages all educators and leaders in continuous professional growth, leading to improved practice.

•

The collaboratively designed professional development (PD) system includes PD institutes, school-based PD, and self-selected and/or required PD.

•

For a list of current PD offerings, visit the PD mConnect page at mpsmke.com/pd.

MPS Contact Department of Organizational Development 414-475-8139 http://tinyurl.com/mconnectdod

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SCHOOL CULTURE AND CLIMATE Overview School culture is an essential foundation to support student learning. The school culture graphic depicts our approach to ensuring that student achievement is in the center of all we do to build a positive learning environment for our students.

School culture refers to the practices and the norms a school employs that are based on beliefs about what is and is not acceptable or expected. School climate is the feeling of a school environment that results from school cultural practices. Equity in MPS allocates district resources, supports, and opportunities based on the needs of students and staff.

An equity lens acknowledges the disparities that impact historically marginalized groups and identifies priorities based on areas of greatest needs. These needs drive our priorities for the most equitable distribution of resources, supports, and opportunities.

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Additional Information Wisconsin’s Model to Inform Culturally Responsive Practices

Disproportionality Technical Assistance Network, Wisconsin Department of Public Instruction, and Wisconsin RtI Center (2016).

The outer circle of the above graphic includes the guiding impulses of culturally responsive practices, and the inner circle includes the specific steps to the “Will-Fill-Skill” process. For more information, please see Culturally Responsive Practices on mConnect: mpsmke.com/culturallyresponsivepractices

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Things to Know and Do MPS School Culture Initiatives The following are five initiatives promoted to build and sustain positive school culture. Your school may choose to focus on one or more of these initiatives based on the needs of your school.

•

Culturally responsive practices are the beliefs, methods, and practices that support and empower all students socially, emotionally, intellectually, and civically by leveraging students’ life experiences and learning styles to ensure student achievement (based on and adapted from Dr. Gloria Ladson-Billings, 1994).

– Teachers should actively engage with and reflect on the Wisconsin DPI Culturally Responsive Practices found on the Culturally Responsive Practices mConnect website: mpsmke.com/culturallyresponsivepractices

•

Restorative practice is a social science that studies how to build social capital and achieve social discipline through participatory learning and decision making (http://www.iirp.edu/). mpsmke.com/restorativepractices

•

Trauma-sensitive schools are schools where staff realize the prevalence of trauma in students’ and staff members’ lives, recognize the impact of trauma on academic and behavioral functioning, respond by providing universal and multi-tiered supports that are sensitive to each student’s unique needs, and are mindful of creating policies, procedures, and practices that avoid re-traumatization. mpsmke.com/traumasensitive

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Enrichment activities include MPS before- and after-school programs that provide a safe haven for youth in K5–grade 12 at over 100 locations during non-school hours. Activities vary but generally include homework assistance, academic enrichment, art and music, technology education, sports and fitness, and activities to develop a young person’s leadership and social skills.

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Mental health includes collaboration with community mental health providers, co-planning with families, and the creation of school improvement initiatives that focus on wellness and mental health. The goal is to make schools better equipped to promote social and emotional learning for all students, respond to student needs through effective interventions, and deepen collaborative relationships with families and community agencies. mpsmke.com/psychological

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Customer Service Another important component of school culture is providing for the families and communities we serve through customer service.

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Teachers are expected to know the customer service standards and ensure that they are practicing behaviors that are consistent with the standards and the service philosophy.

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Teachers can sign up for customer service training by emailing mpscustomerservice@milwaukee.k12.wi.us to be placed on the list for an upcoming training.

Commitment: Striving for excellence in all that we do in order to meet and exceed the expectations of our customers Communication: Ensuring that everyone is treated with courtesy, respect, and dignity throughout all forms of communication Environment: Creating a clean, safe, and inviting environment in all district facilities

MPS Contacts Culturally responsive practices: Office of Innovation & Information Equity Specialist 414-773-9945 Restorative practice, trauma-sensitive schools, and mental health: Office of Academics Department of Specialized Services 414-438-3648 Enrichment activities: Community Learning Centers and Milwaukee Recreation 414-475-8180 Customer service: Office of Operations Division of Customer Service 414-475-8204

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SYSTEMS Overview In striving for excellence of service to students, each Milwaukee Public Schools team member plays a very connected but crucial and complex role in our system. The systems designed in our district create distinct purpose, premise, protocols, processes, and practices. Simply put, every family, staff member, administrator, partner, and community member plays a critical role in our school system to ensure that every single child is nurtured to his or her amazing potential.

Never underestimate your role as a teacher and the impact you make in the system by your every word and action.

Additional Information The following instructional systems have been designed to support the strategic plan of Milwaukee Public Schools.

Daily Operations

Professional Development

Educator Effectiveness Collaboration and Strategic Support for High-Quality Instruction

Communication

Induction and Support

Data

Academic Achievement Systems

Google Classroom Learning Management

Systems Thinking

Student Information

Intervention Balanced Assessment

Child Find

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Things to Know and Do Professional Development System • The professional development (PD) system includes PD institutes, school-based PD, and self-selected and/or required PD. • For a list of current PD offerings, visit mpsmke.com/pd.

Educator Effectiveness System • The Educator Effectiveness (EE) system implements the Danielson Framework for Teaching and the Wisconsin Framework for Principal Leadership for teachers and administrators, respectively.

• The EE system develops and improves practice through feedback provided via learningfocused coaching.

• For additional information regarding EE, visit mpsmke.com/ee.

System of Collaboration and Strategic Support for High-Quality Instruction • This system includes the district improvement plan and school improvement plans, regional walkthroughs, instructional rounds, and transformational coaching.

• For additional information, visit mpsmke.com/dip.

Data Systems • Through the MPS dashboard, educators can access overall district- or school-level performance, attendance rates, behavior, and overall scope of MPS. • For additional information, see the Apps page on the MPS website.

Systems Thinking • Systems thinking encompasses a spectrum of thinking strategies that foster problem solving and encourage questioning.

• For additional information regarding systems thinking, contact the Office of Innovation and Information at 414-475-8407.

PBIS/Response to Intervention System • Positive Behavioral Interventions and Supports (PBIS) respond to the behavioral/socialemotional needs of all students.

• Response to Intervention (RtI) is an organizational framework that guides implementation of a multi-level system of support that provides academic and behavioral success for all.

• Additional information and resources can be found on mConnect at mpsmke.com/rtipbisteams.

Balanced Assessment System • Multiple types of assessments (formative, benchmark, summative) should be utilized to construct the whole picture of a student’s performance.

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For additional information, contact the Department of Student Performance and Improvement in the Office of Academics at 414-475-8258.

Child Find System • MPS identifies, locates, and evaluates all children with disabilities who are in need of special education and related services.

• District employees have an obligation to utilize referral procedures when a student is suspected of having a disability.

• Additional information can be found on mConnect at mpsmke.com/childfind.

Student Information System • Infinite Campus is the MPS student information system.

– Teachers use Infinite Campus daily for attendance, behavior, grade book, report cards, and more.

– All teachers of K5–grade 12 are mandated to use the Infinite Campus grade book for all courses to allow parents and students to follow their academic progress online.

– MPS uses a standards-based setup in the grade book that produces a standardsbased report card in K3–grade 12.

• For additional information, contact the Office of Academics at 414-777-7806.

Google Classroom Learning Management System • Google Classroom is MPS’s current learning management system.

– Teachers use this tool for blended learning; students can access digital classroom content and resources in one place with an Internet connection.

– Through this tool, teachers can o provide 24/7 access to learning activities; o engage students in various learning modes such as online discussions, readings, quizzes; o organize and share classroom content and assignments online; o create a nearly paperless classroom.

• For more information, contact the Office of Innovation and Information at 414-475-8407.

Induction and Support System • The mission of the MPS New Educator Center is to provide support for teachers from preservice through the first two years of service in the field of education. This is accomplished by staff in three distinct roles: – Lead induction specialists assist in bridging opportunities for beginning and experienced educators to improve their quality of teaching.

– Induction specialists conduct informal, non-evaluative “interviews” and observations to develop individualized support.

– School-based mentors assist in creating conditions at the school level to support new teachers.

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These personnel work together to provide meaningful seamless support for new educators. o New Educator Institutes, monthly seminars, and PDP assistance are also provided.

For more information, contact the Office of Innovation and Information at 414-475-8407. o

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Communication System • Communication is critical for establishing relationships and results at MPS. – Internal communication tools such as Outlook and mConnect provide information to support the work.

– External communication includes classroom newsletters, school newsletters, and school websites.

• All media requests are handled by the Department of Communications and Outreach at 414-475-8274.

Daily Operations System • As a teacher, it is imperative to ensure a successful day of learning for our MPS students.

• Establish processes for connecting with students each day.

– These include preparing lesson plans, entrance and dismissal procedures, daily attendance, classroom procedures, managing student behavior, bathroom procedures, lunch procedures, supervisory duties, timely Infinite Campus grade updates, timely communication with students and parents, timely email replies, and management of classroom supplies and materials.

MPS Contacts Educator Effectiveness System, Google Classroom Learning Management System, Induction and Support System, Professional Development System, Systems Thinking: Office of Innovation & Information 414-475-8407 Balanced Assessment System, Student Information System, System of Collaboration and Strategic Support: Office of Academics/Department of Student Performance & Improvement 414-475-8258 Communication System: Department of Communications & Outreach 414-475-8274 68

QUICK REFERENCE

Athletics – MPS

Website or Email

Phone

mpsmke.com/athletics

414-475-8219

Employee Benefits – MPS

414-475-8554

Human Resources – MPS

hr@milwaukee.k12.wi.us

Payroll – MPS

payroll@milwaukee.k12.wi.us

QEI – Quality Educator Interactive

https://myqei.org/

414-475-8300

School Board MPS Policies and Procedures https://esb.milwaukee.k12.wi.us 414-475-8284 Tech Support – MPS WI Department of Public Instruction

414-438-3400 http://dpi.wi.gov/

608-266-3390

Milwaukee Board of School Directors Jacqueline M. Mann, Ph.D., Board Clerk/Director Office of Board Governance (414) 475-8284

MPS Senior Team Darienne B. Driver, Ed.D. Superintendent of Schools Gina Spang, P.E. Chief of Staff Tonya Adair Chief Innovation and Information Officer Ruth Maegli Chief Academic Officer Gerald Pace, J.D. Chief Financial Officer Himanshu Parikh Acting Chief Human Resources Officer Keith Posley, Ed.D. Chief School Administration Officer Wendell Willis Chief Operations Officer Sue Saller Manager, Superintendent’s Initiatives Ashley Lee Special Assistant to the Superintendent

NONDISCRIMINATION NOTICE It is the policy of the Milwaukee Public Schools, as required by section 118.13, Wisconsin Statutes, that no person will be denied admission to any public school or be denied the benefits of, or be discriminated against, in any curricular, extracurricular, pupil services, recreational, or other program or activity because of the person’s sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability.

This policy also prohibits discrimination under related federal statutes, including Title VI of the Civil Rights Act of 1964 (race, color, and national origin), Title IX of the Education Amendments of 1972 (sex), and Section 504 of the Rehabilitation Act of 1973 (disability) and the Americans with Disabilities Act of 1990 (disability).

The following individuals have been designated to handle enquiries regarding the nondiscrimination policies: For section 118.13, Wisconsin Statutes, federal Title IX: Matthew Boswell, Senior Director, Department of Student Services, Room 133, Milwaukee Public Schools, 5225 W. Vliet Street, P.O. Box 2181, Milwaukee, WI, 53201-2181 For section 504 of the Rehabilitation Act of 1973 (Section 504), federal Title II: Jeff Molter, 504/ADA Coordinator for Students, Department of Specialized Services, 6620 W. Capitol Drive, Milwaukee, WI, 53216; (414) 438-3677. TDD: (414) 475-8139.