Ambitious Instruction 3.0 by Milwaukee Public Schools

Ambitious Instruction 3.0 Acceleration through Inclusive Integration 2020â&#x20AC;&#x201C;21 Academic School Year

www.mpsmke.com

Contents Introduction/Overview of A.I. 3.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Strategic Plan: 3–5 Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Data-Informed Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 “The Why” Noted Paradigm Shifts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Districtwide Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2020–21 Professional Development Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Equity-Oriented Instructional Rounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Curriculum and Instruction System of Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Extended Definitions of Selected Terms and Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Anchoring Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Appendix A: Acceleration and Remediation: A Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Appendix B: High-Quality Professional Learning Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Appendix C: Ensuring Equity Using Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Introduction/Overview of A.I. 3.0 Ambitious Instruction (A.I.) is focused on mastery of reading, writing, and mathematical skills through high-quality instructional programs and practices. In year two, A.I. Plan 2.0 sought to strengthen core instruction and to build a strong foundation across content areas. To illustrate, our early childhood initiative emphasizes phonics instruction so that by third grade, students will have shifted from learning to read to reading to learn. In that same vein, Ambitious Instruction has emphasized a range of writing experiences so that by third grade, students will have shifted from learning to write to writing to learn. Last, in pursuit of conceptual learning, A.I. has focused on preparing all students for success in algebra, with focus on rigor, procedural skills, and fluency, which allow for true application. Hence, the goal for this year, A.I. 3.0, is to meet deeper learning needs by providing accelerated teaching and learning experiences for pre-K to grade 12 students through inclusive integration (i.e., academics, culturally relevant instruction, social-emotional learning, restorative practices). To meet the goals of deep conceptual learning and rich teaching and learning experiences, we emphasize accelerated learning rather than remediation. Accelerated learning is an approach to teaching that emphasizes teaching skills in meaningful contexts and is “designed to stimulate thinking, develop concrete models, introduce vocabulary, scaffold critical missing pieces, and introduce new concepts just prior to acquisition of new learning” (Rollins, 2014, p. 4; see Appendix A). Inclusive integration will allow students to construct and demonstrate understanding in two or more disciplines and focus on critical-thinking skills and conceptual learning experiences through the intentional and artful amalgamation of equity (access, content, and pedagogy), content standards, literacy, and digital learning. The diverse knowledge and skills that students bring from different backgrounds and cultural experiences provide rich perspectives and are assets upon which new understandings can be built. The ultimate goal of Acceleration through Inclusive Integration is to cultivate critical thinkers and problemsolving contributors to their local and global worlds. To do this, school-centric practices must celebrate and capitalize on the norms, values, beliefs, language, and literacy practices that emanate from our students’ cultural identities. Building and sustaining a culture of multiple literacies (i.e., cultural, digital, academic, etc.) encourages students, staff, and families to become aware of how literacy is used in our daily lives for learning, business, leisure, information, pleasure, and survival. Creating such a culture requires a commitment and collaboration among staff, students, families, volunteers, tutors, and community partners. It is the district’s belief that if we educate staff on equity, institute equitable policies, and develop culturally responsive practices, then we will be able to provide more equitable services and opportunities for students. Equity in resources, services, and opportunities lays the foundation for the district’s approach to improving student outcomes through the Ambitious Instruction Plan 3.0. What Do We Mean by Digital Learning? The Alliance for Excellent Education defines digital learning as “any instructional practice that effectively uses technology to strengthen a student’s learning experience.” As technology transforms education, all teachers will need to leverage electronic tools and resources within their curriculum so that students can engage in authentic, collaborative work. Through blended learning, students can learn in part through online delivery of content and instruction, both synchronously and asynchronously. A blended learning approach to instruction allows the student greater control over time, place, path, and/or pace. It’s a way to engage students in higher levels of thinking within the classroom.

Ambitious Instruction 3.0, October 2020 1

Whatâ&#x20AC;&#x2122;s Included in This Document? This document outlines the plan for what Ambitious Instruction 3.0 entails and the plan to strategically implement professional learning and development to teachers and school-based leaders, including principals, assistant principals, special education supervisors, and school support teachers (please refer to the Table of Contents for guidance). This research-based, data-driven plan also includes the following: ] Strategic Plan for Ambitious Instruction 3.0: 3â&#x20AC;&#x201C;5 years; section includes a system for reciprocal accountability for all stakeholders ] An outline for professional learning, development, and other training: structure, design, and content ] A guide on Equity-Oriented Instructional Rounds ] Frameworks for systems of supports and recommended roles and responsibilities of district and schoolbased stakeholders ] Instructional models for reading, writing, and mathematics and a template for thematic unit and lesson planning ] Sample instructional schedules

2â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020

Strategic Plan: 3–5 Years

Ambitious Instruction: Reading, Writing, Mathematics Focused on providing accelerated teaching and learning experiences for pre-K to Grade 12 students by Acceleration through Inclusive Integration

3.0

2020–21

2019–20

ACCELERATION

Equit y

s ard nd Sta te Sta

Int eg rat ion an dI nc lus ion

2.0

Focused on strengthening core instruction and to build a strong foundation across content areas

1.0

2018–19

Focused on mastery of reading, writing, and mathematical skills through high-quality instructional programs and practices

ty Equi

Ambitious Instruction 3.0, October 2020 3

3–5 Year Ambitious Instruction Plan 3.0 Acceleration through Inclusive Integration *Asterisks below indicate that there is a scope and sequence of content that is aligned to WI DPI State Standards modules and other resources (such as UnboundEd modules) which will shape the focus.

2020 –21

2021–22

2022–23

2023–24

• Empowering Every Learner: Ensuring Equity Using the Standards*

• Thinking, Writing, and Problem Solving in the Disciplines (i.e., mathematics, social studies, science, physical education, visual arts, etc.)

• Argument and Evidence through Writing in the Disciplines (i.e., mathematics, social studies, science, physical education, visual arts, etc.)

• Contextualization Across the Disciplines (i.e., mathematics, social studies, science, physical education, visual arts, etc.)

• Cultivating Rigor and Responsiveness in the Disciplines (i.e., mathematics, social studies, science, physical education, visual arts, etc.)

• Sustaining Rigor and Responsiveness in the Disciplines (i.e., mathematics, social studies, science, physical education, visual arts, etc.)

4 Ambitious Instruction 3.0, October 2020

2024 –25

Data-Informed Decisions The Ambitious Instruction Plan 3.0 is aligned to the work of our district, and the metrics are included in our district and school improvement plans. There are ongoing progress monitoring discussions that occur as a result of analysis from “checks for understanding” data from ongoing PD, feedback from PD survey data, instructional rounds data, and analysis of school artifacts to inform continuous improvement in the district.

q w e r t y

The school will demonstrate a 5% increase in the number of students who score proficient in math and English language arts (overall and disaggregated by groups) on the Wisconsin Forward, DLM, and ACT from the spring of 2018–19 to the spring of 2020–21. The school will demonstrate a 10% decrease in the number of students who score below basic in math and English language arts (overall and disaggregated by groups) on the Wisconsin Forward, DLM, and ACT from the spring of 2018–19 to the spring of 2020–21.

The school will increase the percentage of students (overall and in each disaggregated group) graduating by 4% as measured by the four-year graduation rate in WISEdash.

During the 2020–21 school year, the school will attain a test participation rate of 95% or higher for Star, Forward, DLM, ACT Aspire, and ACT.

During the 2020–21 school year, the school will maintain a 95% attendance rate.

During the 2020–21 school year, the school will increase the percentage of students attending 90% or more by 10% as compared to the 2019–20 school year. During the 2020–21 school year, the school will decrease and reach proportionality of the percentage of suspensions and behavior referrals for Black students, especially for Black male students with an IEP.

a. PLP notes should equal or exceed the number of referrals and suspensions for learning environment. b. Do not exceed referrals/suspensions by 5% of your Black student population (e.g., if student Black population is 45%, ODRs/suspensions should not exceed 50%). c. If Black student population is 90% or more, then school suspension rate should not exceed 5% of the district white rate.

Ambitious Instruction 3.0, October 2020 5

â&#x20AC;&#x153;The Whyâ&#x20AC;? Noted Paradigm Shifts A.I. 3.0 offers revisions that embed insight that has been learned over the previous two years of implementation. In this version, notable paradigm shifts include the following: Integration of All Content Areas The integration of all content areas will permeate all aspects of curriculum and instruction. It will be prominent in a common language that will be explicitly used across the pre-K to grade 12 experience to strengthen teaching and learning for every student. This is a shift because it will intentionally integrate two or more content areas, from an additive perspective and inclusive approach, with a distinct goal of building culturally responsive teaching and an equity mindset among our education stakeholders. A Focus on Curriculum Analysis and Instructional Resource Acquisition To ensure that teachers have access to a rich curriculum that is required for effective, high-quality instruction for our diverse population, it is necessary to allocate resources toward curriculum and instructional materials to eliminate gaps that knowingly create inequities for students. In addition to taking steps to reduce exposure to bias within instructional materials and increasing cultural relevance as well as standard alignment, the analysis will address the urgent need for technology and digital platforms and needs associated with implementing blended and remote learning environments. This is a shift because there are identified needs in curriculum and instructional materials that highlight urgency and a need for action. Professional Development (PD) Redesign In A.I. 3.0, teacher-level professional development is the cornerstone in improving student outcomes. In order to guarantee change in teacher practice, maximum efforts must be focused on this key lever. A.I. 3.0 PD will be restructured (see Appendix B) to consider multiple and varied delivery mechanisms to maximize teacher participation opportunities and address teacher needs. This will also include providing a variety of online, face-to-face, and during-workday and after-workday offerings; redesigning school support teacher PD; and implementing equity-oriented instructional rounds. This is a shift because our current PD system ends with teachers, and this one begins with teachers. Sync District Support A.I. 3.0 will be successful only if all district personnel have an understanding of the components and are able to support school populations according to their specific role. A.I. 3.0 outlines updated support structures (see Responsive Plan of Action document) that provide specific guidance on role-specific support moves and procedures for requesting school support through the Department of Curriculum and Instruction. This is a paradigm shift because it is a consistent process of support based on protocols and procedures established by the Department of Curriculum and Instruction versus individual regions operating independently.

6â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020

Districtwide Professional Development

Proposed Districtwide Professional Learning

Co-Teaching

MP SU

s ool Sch

Res Pra torat ctic ive es

l ona nt i s fes me Pro velop ys De Da

School’s PD Onboarding

Coaching

Math, Reading, Writing Culture and Climate CSI

Cou nse ling

her eac n w T tio Ne nduc I SS Ts

PLI – AP, SPED

PLI

Internal Staff

Plans and implements professional development and provides guidance and support

External Staff

Supports work in schools

Ambitious Instruction 3.0, October 2020 7

2020–21 Professional Development Calendar Date

Target Audience

Objective

Duration

Principals

Offer at least 6 WIN sessions for principals related to technology for principals to choose from

3 one-hour time slots

Recommended Presenters/ Developers

Mode of Presentation

C&I staff

Digital learning (synchronous)

Pre-Phase July 21

8:30–11:30

Healing, the new normal, and digital learning experiences

July 29, 30, 31 (choose one day)

Principals, assistant principals, special education supervisors, SSTs

Equity-oriented leadership and becoming learning facilitators in equity work considering Ambitious Instruction 3.0 with an emphasis on Phase 1

Keynote speaker 60-minute sessions

Breakout sessions: ILDs, restorative practitioners, select C&I staff

90 minutes

C&I team and SSTs

Digital learning (synchronous)

90 minutes

C&I team and SSTs

TBD

(Phase 1 = the big idea from A.I. 3.0 to be shared directly with teachers and implemented in the classroom with the support of SSTs and district staff)

Digital learning (synchronous)

Phase 1

August 11– 14 (choose ½ day)

District PD for early start school teachers High school/ traditional middle schools

Phase 1 of Ambitious Instruction 3.0: Introduction After the Phase 1 “big idea” is introduced, SSTs and instructional coaches will fieldtest the strategy in at least one classroom, refine explanations, and generate examples in preparation for supporting schoolwide implementation. Phase 1 of Ambitious Instruction 3.0

August 26–28, 31 (choose ½ day)

District PD for traditional start school teachers K5/K8 schools

8 Ambitious Instruction 3.0, October 2020

After the Phase 1 “big idea” is introduced, SSTs and instructional coaches will fieldtest the strategy in at least one classroom, refine explanations, and generate examples in preparation for supporting schoolwide implementation.

Date

Target Audience

September

ILDs, SPCs, principals

Objective

Solving disproportionality and achieving equity: putting it in motion

Principals

A focus on the Phase 1 strategy through an equity-oriented leadership lens

October 9

SSTs

Phase 1 will be unpacked into manageable components of implementation. Component 1 will be the focus of this meeting.

October 14

Assistant principals and special education supervisor

Duration

Recommended Presenters/ Developers

Mode of Presentation

Digital learning (asynchronous/ 45–60 minutes C&I team/equity team self-paced learning module) 60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I

TBD

60 minutes

C&I team

TBD

A focus on the Phase 1 strategy through an equity-oriented leadership lens

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

Instructional rounds

Equity-oriented: feedback rounds first half with emphasis on reflective facilitation; instructional rounds second half with emphasis on inclusive school environment

2 hours

Cohort leaders

TBD

Principals

A focus on the Phase 1 strategy through an equity-oriented leadership lens

60 minutes

ILDs

TBD

November 6

SSTs

Phase 1 will be unpacked into manageable components of implementation. Component 2 will be the focus of this meeting.

60 minutes

C&I team

TBD

November 11

Assistant principals and special education supervisor

A focus on the Phase 1 strategy through an equity-oriented leadership lens

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

November 18

Instructional rounds

Equity-oriented

2 hours

Cohort leaders

TBD

Ambitious Instruction 3.0 overview of Phase 2

60 minutes

C&I team

TBD

Ambitious 3.0 introduction to Phase 2

60 minutes

C&I team

TBD

October 7

October 21

November 4

Phase 2 December 2

Principals

December 4

SSTs

Ambitious Instruction 3.0, October 2020 9

Duration

Recommended Presenters/ Developers

Mode of Presentation

60 minutes

C&I team

TBD

2 hours

Cohort leaders

TBD

90 minutes

C&I team and SSTs

TBD

Principals

A focus on the Phase 2 strategy through an equity-oriented leadership lens

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

January 8

SSTs

Phase 2 will be unpacked into manageable components of implementation. Component 1 will be the focus of this meeting.

60 minutes

C&I team

TBD

January 13

Assistant principals and special education supervisor

A focus on the Phase 2 strategy through an equity-oriented leadership lens

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

January 20

Instructional rounds

Equity-oriented

2 hours

Cohort leaders

TBD

Principals

A focus on the Phase 2 strategy through an equity-oriented leadership lens

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

SSTs

Phase 2 will be unpacked into manageable components of implementation. Component 2 will be the focus of this meeting.

60 minutes

C&I team

TBD

Date

Target Audience

December 9

Assistant principals and special education supervisor

December 16

Instructional rounds

Objective

Ambitious Instruction 3.0 overview of Phase 2 Look for evidence of Phase 1 implementation Phase 2 of Ambitious Instruction 3.0

December 23

District PD for traditional start school teachers K5/K8 schools

January 6

February 3

February 5

10 Ambitious Instruction 3.0, October 2020

After the Phase 2 “big idea” is introduced, SSTs and instructional coaches will fieldtest the strategy in at least one classroom, refine explanations, and generate examples in preparation for supporting schoolwide implementation.

Date

Target Audience

Objective

February 10

Assistant principals and special education supervisor

A focus on the Phase 2 strategy through an equity-oriented leadership lens

February 17

Instructional rounds

Equity-oriented

February 23

District PD for early start school teachers High school/ traditional middle schools

Duration

Recommended Presenters/ Developers

Mode of Presentation

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

2 hours

Cohort leaders

TBD

C&I team and SSTs

TBD

Phase 2 of Ambitious Instruction 3.0 After the Phase 2 “big idea” is introduced, SSTs and instructional coaches will fieldtest the strategy in at least one classroom, refine explanations, and generate examples in preparation for supporting schoolwide implementation.

Principals

A focus on the Phase 2 strategy through an equity-oriented leadership lens

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

March 5

SSTs

Phase 2 will be unpacked into manageable components of implementation. Component 3 will be the focus of this meeting.

60 minutes

C&I team

TBD

March 17

Assistant principals and special education supervisor

A focus on the Phase 2 strategy through an equity-oriented leadership lens

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

March 24

Instructional rounds

Equity-oriented

2 hours

Cohort leaders

TBD

Principals

A focus on the Phase 2 strategy through an equity-oriented leadership lens

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

SSTs

Phase 2 will be unpacked into manageable components of implementation. Component 4 will be the focus of this meeting.

60 minutes

C&I team

TBD

March 3

April 14

April 16

Ambitious Instruction 3.0, October 2020 11

Date

Target Audience

Objective

April 21

Assistant principals and special education supervisor

A focus on the Phase 2 strategy through an equity-oriented leadership lens

April 28

Instructional rounds

Look for evidence of Phase 2 implementation through equity lens

May 5

Principals

School year reflection and actionable next steps

May 7

SSTs

School year reflection and actionable next steps

May 12

Assistant principals and special education supervisor

School year reflection and actionable next steps

May 19

Instructional rounds

Equity-oriented

June 2

Principals

End-of-year celebration

Duration

Recommended Presenters/ Developers

Mode of Presentation

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

2 hours

Cohort leaders

TBD

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

60 minutes

C&I team

TBD

60 minutes

ILDs, equity/restorative practices specialist, SPCs, C&I, Deans of Students

TBD

2 hours

Cohort leaders

TBD

Regionals/ILDs

TBD

Equity-Oriented Instructional Rounds Instructional rounds will center around equity. School leaders are intellectual practitioners who will be engaged in scholarship as well as delving into multiple forms of data to uncover root causes of disproportionalities that exacerbate inequities for students of color and other marginalized groups. During the first part of each instructional round session at a given site, principals will be learning facilitators of the equity work who will be charged to facilitate with their staff throughout the school year. Professional development will come from instructional learning directors (ILDs). C&I and equity staff will provide initial training centered on educational equity to ILDs during the first two weeks of August 2020. Ongoing training will be provided to ILDs throughout the year to ensure that principals are successful in their positions as equity-oriented leaders and learning facilitators. The background learning though professional readings and generative discussion will begin at the monthly institute and will be continued in instructional round cohorts. The Wheel of Will, Skill, Fill (Department of Public Education: Wisconsin) will be used in conjunction with The Four Strands of Culturally Responsive School Leadership (Khalifa, Gooden, and Davis, 2016) as anchoring frameworks for leaders. 12â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020

“The Wheel” Will, Skill, Fill Model

Wisconsin’s Model to Inform Culturally Responsive Practices

Examine the ct system’s impa on families & students Believe all students will learn Equity: Culturally Understandique Responsive Practice we all haveeusn& identiti s world view

Become self-aware

Use practices and t curriculum thnats’ respect stude cultures Accept institutionaly responsibilit

Know the Lead, model, and communities advocate for equity practices

Wisconsin RtI Center

Ambitious Instruction 3.0, October 2020 13

Four Strands of Culturally Responsive School Leadership (+ Transformative and Social Justice Leadership Styles) (Khalifa, Gooden, and Davis, 2016)

q Critically Self-Reflect on Leadership Behaviors Gain an awareness of self, values, beliefs, dispositions by interrogating personal assumptions about race, culture, class, and language, national identity, and other areas of difference

w Develop Culturally Relevant Teachers Recruit and retain culturally responsive teachers; secure CR resources, curriculum, mentoring, and modeling of CR teaching; offer PD on CR; guide teachers into Courageous Conversations (Singleton, 2012); develop strategies for teachers who are not CR and those who may resist becoming CR

e Create Responsive and Inclusive School Environments Interrogate exclusionary and marginalizing behavior (i.e., disproportionate, racialized referral/ suspension gaps)

r Engage Students and Parents in Community Contexts Understand, address, and advocate for community-based issues; create structures that accommodate parentsâ&#x20AC;&#x2122; lives

The chart on the following pages describes how school leaders will center equity when writing their school improvement plan with their leadership team, and how they plan to introduce the belief and awareness work (equity concepts) to their teachers and staff. Continuous learning, development/ refinement of SIP plans, and implementation of equity content (coupled with academic content) will be centered.

14â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020

Ambitious Instruction 3.0, October 2020 15

August

Understanding Common Root Causes of Disproportionality:

July

Share root cause analysis with staff and professional learning plan. The principal will share the root cause of low achievement, which will be the focus.

Outline equity content for the school year

Potential Cause 3: Limited Beliefs of Ability q Special education is viewed as fixing struggling students w Poor and racial/ethnic minority students are viewed as not “ready” for school

Potential Cause 2: Inconsistent Prereferral Process q Inconsistency in referral process including referral forms w Limited information regarding intervention strategies

Potential Cause 1: Gaps in Curriculum and Instructional Implementation Disproportionately Affect Struggling Learners q Minimally articulated core curriculum and consistent support of teaching ability w Too many interventions for struggling learners e Inconsistent knowledge of the purpose and implementation of assessment r Adding behavioral intervention services without addressing school climate t Intervention services for struggling learners are not well structured

Belief and Awareness Work

Month

Depending on domain, implementations will differ

Note: Two domains of policy/practice root causes may emerge: q Absent systems/ programs w Misalign systems/ programs

Continue SIP work: Develop 3- to 5-year work plan completion

Principals and APs will engage in identifying and naming root causes that center equity.

Process Change Work (via Learning Team Meetings)

Professional reading to be done prior to first PLI in Oct: Khalifa (2018) Introduction chapter: understanding culturally responsive school leadership, anti-oppression, and social justice; community empowerment; understanding terms and how oppression is reproduced in schools

Avoiding Racial Equity Detours (Gorski, 2019)

(Fergus, 2017, chapter 4)

Supplemental Readings

Root cause analysis (RCA) summary

Develop 3- to Continued from July 5-year work plan (with department leaders)

Root cause analysis sessions (SIP retreat and beyond)

Identifying + Monitoring Work

Thereafter, principals will receive equity and restorative practices development at the PLI. The learning will continue during IR sites before instructional walks occur.

The initial training will be offered as breakout sessions for July PLI.

Principals will receive professional development a month prior to when they are charged to facilitate equity learning with their staff.

Additional Notes

16 Ambitious Instruction 3.0, October 2020

November

October

September

Month

They will be successful when they engage in significant generative dialogue intended to develop the co-constructed principles using the five core principles as anchors.

Practitioners will define schoolwide principles of educational equity.

Learning Intentions; Success Criteria

Creating Schoolwide Equity Principals (Stage 1; Activity 1:3)

They will be successful when they discuss and potentially replace biased views (i.e., deficit thinking, colorblindness, and poverty disciplining).

Domain 2: Planning and developing of action steps for realignment

Domain 1: Planning and developing of new systems/programs

Implementation of work plan

Domain 2: Planning and developing of action steps for realignment

Domain 1: Planning and developing of new systems/programs

Learning Intentions; Success Criteria

Practitioners will deepen understanding of educational equity.

Implementation of work plan

Practicing Applying Definitions of Educational Equity (Stage 1; Activity 1:2)

They will be successful when they discuss and potentially replace biased views (i.e., deficit thinking, colorblindness, and poverty disciplining).

Domain 2: Planning and developing of action steps for realignment

Domain 1: Planning and developing of new systems/programs

Learning Intentions; Success Criteria

Practitioners (teachers, staff) will learn definitions of equational equity.

Implementation of work plan

Process Change Work (via Learning Team Meetings)

Building Common Definitions of Educational Equity (Stage 1; Activity 1:1)

Belief and Awareness Work

Identifying + Monitoring Work

Impact of reflections

School leadership engages in personal reflection and involvement in the oppression of schools, centering minoritized student voice and using community epistemologies within their reflections

School leadership recognizes and challenges reproduction of oppressive practices in treatment of students and communities

Reading for first Instructional Round Khalifa Chapter 2: (focused content)

Continue from September

Khalifa Chapter 1: (focused content) problems with traditional schooling “school-centric v. community-based epistemologies” (co-constructing school practices with community)

Reading for first Instructional Round

Supplemental Readings

Additional Notes

Ambitious Instruction 3.0, October 2020 17

February

January

December

Month

*School-specific activities based on identification of root causes

Domain 2: Begin implementation of action steps for realignment

Domain 1: Piloting of new systems/programs

Implementation of work plan

Domain 2: Begin implementation of action steps for realignment

Domain 1: Piloting of new systems/programs

Implementation of work plan

Domain 2: Planning and developing of action steps for realignment

Domain 1: Planning and developing of new systems/programs

Learning Intentions; Success Criteria

Practitioners will critically think about and consider how deficit thinking as an ideology relies on consistently framing the abilities of low-income and racial/ethnic minority/minoritized students with a deficit orientation.

Implementation of work plan

Process Change Work (via Learning Team Meetings)

Unpacking the Deficit-Thinking Elephant (Stage 2; Activity 2:1a/ Part I)

Belief and Awareness Work

Monthly data review

Identifying + Monitoring Work

Continue from January

Leadership uses reflective data… (negative/positive, historic/ current) epistemologies, behaviors, and artifacts associated with students and “distinct minoritized communities”

Leadership uses data to identify constructed exclusionary spaces and constructed inclusive spaces encompassing (negative/positive, historic/current) epistemologies, behaviors, and artifacts associated with students and “distinct minoritized communities”

Reading for first Instructional Round Khalifa Chapter 3: (focused content)

Continue from November

Supplemental Readings

Additional Notes

18â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020

Domain 1: Piloting of new systems/programs

Learning Intentions; Success Criteria

Practitioners will replace deficit thinking as an ideology that relies on consistently framing the abilities of low-income and racial/ ethnic minority/minoritized students with a deficit orientation.

Implementation of work plan

Replacing the Deficit-Thinking Elephant (Stage 2; Activity 2:2/Part III)

Domain 2: Near-full implementation of new realignment

Domain 1: Piloting of new systems/programs

May

Implementation of work plan

*School-specific activities based on identification of root causes

They will use a survey activity to create asset-based approaches to replace deficit-based ideologies.

Domain 2: Near-full implementation of new realignment

Domain 1: Piloting of new systems/programs

Learning Intentions; Success Criteria

Implementation of work plan

Process Change Work (via Learning Team Meetings)

Unpacking the Deficit-Thinking Elephant (Stage 2; Activity 2:1b/ Part II)

Belief and Awareness Work

April

March

Month

Monthly data review

Monthly data review and examine fidelity of work plan implementation

Identifying + Monitoring Work

Use data to center equity in decision making using productive and valid tools to gain insight on the following school year

Ways leaders can involve the community in making school more inclusive through curricula and instruction

Reading for first Instructional Round Khalifa Chapter 5: (focused content)

Continue from March

The role of leaders in supporting minoritized studentsâ&#x20AC;&#x2122; identities and establishing social capital networks for families and communities

Leadership embraces student identity to promote inclusion and identify exclusion

Reading for first Instructional Round Khalifa Chapter 4: (focused content)

Supplemental Readings

Additional Notes

Ambitious Instruction 3.0, October 2020 19

June

Month

*School-specific activities based on identification of root causes

Belief and Awareness Work

Domain 2: Examine implementation of new realignment

Domain 1: Examine pilot of new systems/programs

Implementation of work plan

Process Change Work (via Learning Team Meetings) Monthly data review and examine fidelity of work plan implementation

Identifying + Monitoring Work Continue from May

Supplemental Readings

Additional Notes

Curriculum and Instruction System of Support When schools request district support, the school improvement plan and other relevant data from that particular school will be reviewed. The district support person will communicate with the requestor to clarify the need and determine next steps. The plan of action will be based on the request (see image below).

System of Support CURRICULUM & INSTRUCTION

School Request Review school improvement plan (SIP) and other relevant data. Communicate with the requestor to clarify the need and determine the next steps.

Responsive Plan of Action

Facilitate Professional Learning

Develop Lesson Plans

Model

Observe

Provide Resources

Meet

Coach

Observe classrooms

Pre-Conference

Support

Serve as thought partner

Directive, facilitative, and transformational

Classroom Observations Ensure request matches needs.

Pre-Conference Connect with teachers to confirm needs.

PD Presentation Share best practices.

Post-Conference

Classroom Observations

Re-connect and reflect with teachers.

Observe lessons or co-teach.

Classroom Modeling Demonstrate best practice.

Collaborative Lesson Planning Co-create/develop innovative plans.

Post-Conference Assess and appraise to determine next steps.

For more information, contact Porsha Diggins, administrative assistant, at (414) 475-8179 or digginp2@milwaukee.k12.wi.us. Notes: The focus is not classroom management. A school support teacher (SST) and administrator (when possible) should be present for any scheduled professional development. ÂŠ2020 Milwaukee Public Schools, Office of Academics, Curriculum & Instruction

20â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020

Extended Definitions of Selected Terms and Concepts Anti-Racist/Anti-Bias Education We are firmly against instructional practices that place one race or ethnic groups’ values, mores, or ways of speaking and being superior to another. We are committed to educational equity for all students by focusing on the ones who have been historically and currently marginalized in the school environment and society alike. Conceptual Learning Once students understand concepts, they can see relationships between different/multiple concepts. Example: In the history of the world for a richer understanding of the human experience, students can draw on connections between seemingly disparate events and concepts to gain a deeper understanding through conceptual learning. Deeper Learning ] Preparing students for the growing job sectors, students will need skills allowing them to navigate through complex and new situations. Deeper learning is the development through academic content that allows students to develop skills in communication, collaboration, critical thinking, and problem solving. ] Ability to apply knowledge to real-world situations ] Ability to listen actively, write clearly, and give persuasive presentations ] Use a variety of approaches to produce innovative solutions Digital Learning The Alliance for Excellent Education defines digital learning as “any instructional practice that effectively uses technology to strengthen a student’s learning experience.” As technology transforms education, all teachers will need to leverage electronic tools and resources within their curriculum so students can engage in authentic, collaborative work. Through blended learning, students can learn in part through online delivery of content and instruction, both synchronously and asynchronously. A blended learning approach to instruction allows the student greater control over time, place, path, and/or pace. It’s a way to engage students in higher levels of thinking within the classroom. Equity Equity is defined as an allocation of district resources, supports, and opportunities that is based on the needs of students and staff. This is not the same as equality, which is ] Access: This refers to the tangibility of quality resources that are distributed equitably. ] Content: This refers to the high-quality material that reflects the culturally and linguistic diverse learners who make up our district and society. ] Pedagogy: This refers to learning and teaching practices that are responsive to students’ cultural interests and needs so that they are afforded optimal instructional opportunities that capitalize on the familial, aspirational, linguistic, social, navigational, and resistant strengths (Yosso, 2005).

Ambitious Instruction 3.0, October 2020 21

Anchoring Research Note to Readers: This is a list of research and resources curated and used by the A.I. 3.0 planning team to support the writing and implementation of the plan and to determine how the plan should impact school and district leaders, teachers, and students. Barton, A. C., Turner, E. E., Gutiérrez, M. V., & Tan, E. (2012). Empowering science and mathematics education in urban schools. Chicago, IL: University of Chicago Press. Capper, C. A. (2019). Organizational theory for equity and diversity: Leading integrated, socially just education. New York, NY: Routledge. Delpit, L. D. (2013). Multiplication is for white people: Raising expectations for other people’s children. New York, NY: New Press. Fergus, E. (2017). Solving disproportionality and achieving equity: A leader’s guide to using data to change hearts and minds. Thousand Oaks, CA: Corwin, a SAGE Publishing Company. Frattura, E. M., & Capper, C. A. (2007). Leading for social justice: Transforming schools for all learners. Thousand Oaks, CA: Corwin Press. Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin. (This book has a facilitator’s Book Study Resource Kit.) Hollie, S., Davis, A., & Andrew, E. (2015). Strategies for culturally and linguistically responsive teaching and learning. Huntington Beach, CA: Shell Education. Houska, T., Torres, C., & Carnes, J. (2020). Anti-Racist Education. https://www.tolerance.org/learning-plan/antiracist-education Kendi, I. X. (2020). How to be an antiracist. New York, NY: Vintage. Khalifa, M. A. (2018). Culturally responsive school leadership. Cambridge, MA: Harvard Education Press. Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016, December 1). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383 Johnson, B. (2014, August 14). Deeper learning: Why cross-curricular teaching is essential. Edutopia. https://www.edutopia. org/blog/cross-curricular-teaching-deeper-learning-ben-johnson Ladson-Billings, G. (2017). “Makes me wanna holler”: Refuting the “culture of poverty” discourse in urban schooling. The ANNALS of the American Academy of Political and Social Science, 673(1), 80–90. https://doi. org/10.1177/0002716217718793 Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Boston, MA: Beacon Press. McKamey, P. (2020, June 17). What anti-racist teachers do differently. The Atlantic. https://www.theatlantic.com/education/ archive/2020/06/how-be-anti-racist-teacher/613138/ Morris, M. W., Conteh, M., & Harris-Perry, M. (2018). Pushout: The criminalization of Black girls in schools. New York, NY: The New Press. Muhammad, A., & Hollie, S. (2012). The will to lead, the skill to teach: Transforming schools at every level. Bloomington, IL: Solution Tree Press, a division of Solution Tree. Nichols, H. (2020, June 6). A guide to equity and antiracism for educators. Edutopia. https://www.edutopia.org/article/guideequity-and-antiracism-educators Owens, V. (2020, May 29). Planning for reentry–part 1: Getting started. Instruction Partners. https://instructionpartners.org/ resources/planning-for-reentry-part-1 Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York, NY: Teachers College Press. Pollock, M. (2008). Everyday antiracism: Getting real about race in school. New York, NY: New Press. Rollins, S. P. (2014). Learning in the fast lane: 8 ways to put ALL students on the road to academic success. Alexandria, VA: ASCD. Russakoff, D. (2016). The prize: Who’s in charge of America’s schools? Boston, MA: Mariner Books. Stevenson, H. C. (2014). Promoting racial literacy in schools: Differences that make a difference. New York, NY: Teachers College Press. Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education, 8(1), 69–91. https://doi.org/1080/1361332052000341006

22 Ambitious Instruction 3.0, October 2020

APPENDIX A

Acceleration and Remediation: A Comparison Acceleration

Remediation

] Self-confidence and engagement increase. ] Academic progress is evident.

] Students perceive they are in the “slow class,” and self-confidence and engagement decrease. ] Backward movement leads to a sense of futility and lack of progress.

] Skills are hand-picked just in time for new concepts. ] Students apply skills immediately.

] Instruction attempts to reteach every missing skill. ] Skills are taught in isolation and not applied to current learning.

Prior knowledge

] Key prior knowledge is provided ahead of time, enabling students to connect to new information.

] Typically does not introduce prior knowledge that connects to new learning.

Relevance

] Treats relevance as critical component to student motivation and memory.

] Relevance is not seen as a priority.

] Instruction is connected to core class; ongoing collaboration is emphasized.

] Instruction is typically isolated from core class.

] Active, fast-paced, hands-on. ] Forward movement; goal is for students to learn on time with peers.

] Passive, with focus on worksheets or basic software programs. ] Backward movement; goal is for students to “catch up” to peers.

Self-efficacy

Basic skills

Connection to core class

Pacing and direction

Ambitious Instruction 3.0, October 2020 23

APPENDIX B

High-Quality Professional Learning Strategy Schools will implement evidence-based professional learning for staff in content knowledge and instructional practices. The professional learning must be aligned to curriculum, assessments, and standards focusing on a topic for a minimum of 50 hours over time. Authentic experiences should be provided where teachers can collaborate and struggle through issues related to implementing the new information into their practice. All professional learning needs measurable outcomes for learning, implementation, and student learning. Ongoing supports must be evident such that staff are provided with coaching, mentoring, observations, and feedback to successfully implement their learning.

Evidence-Based Professional Development Rubric

Subject of Learning

Alignment to the Core

Delivery Model of the Professional Learning

Needs Support

Developing

Proficient

Advanced

Professional learning is on a range of topics throughout the year, not necessarily related to all participants.

Professional learning is on a single broad subject (e.g. reading) and delivered the same to all learners.

Job-embedded content knowledge and instructional practices are the focus of the learning. Presentations are differentiated based on adult needs and data review.

Professional learning is based on the review of data and systemic root cause analysis. The content and practices are high leverage and aligned to specific adult needs.

Learning is aligned to interests of the staff without connection to curriculum or standards.

Learning is not clearly connected to curriculum, assessments, or standards. Participants do not understand the relevance of the topic or practices.

Learning is aligned to curriculum, assessments, and standards of the core staff members.

Learning is specifically aligned to the curriculum/standards of each staff member. Formative assessment data are also used to refine the subject alignment.

Professional learning is done in group settings without clear expectations of learning or implementation. The learning is done once.

Professional learning is didactic learning from a presentation without hands-on authentic activities. There are expectations for implementation of the learning, but professional learning is completed in 1â&#x20AC;&#x201C;2 sessions without follow-up. Learning occurs in a largegroup setting.

Professional learning is authentic, reflective, and focused on one topic for an average of 50 hours of learning (i.e., instruction, implementation, and feedback cycle).

Professional learning is embedded within the day with routine cycles of learning, implementing, and feedback/sharing done with job-alike staff. The teams learning together produce artifacts related to their implementation and how feedback changed implementation.

24â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020

Learning is done in a collaborative setting where staff can learn, dialog, and struggle through the implementation issues together.

Evidence-Based Professional Development Rubric Needs Support

Proficient

Advanced

No outcomes are evident other than student outcomes, which are beyond implementation.

Outcomes are identified for completion of tasks but lack indication of quality or fidelity. Data collection is not consistent throughout the process.

Measurable outcomes are identified, collected, and reviewed for learning, implementation, and resulting student learning. Outcomes show completion and quality/fidelity. Planning for learning shows agility based on outcomes.

Outcomes are planned, collected, and used as part of the feedback loop of the professional learning. Data are collected and analyzed for learning prior to implementation. Implementation data are collected and analyzed prior to student learning being measured. Student outcomes are collected once fidelity is established.

Participants are not aware that any support is available, or support feels punitive in nature.

Support is available on request but is not sustained over time.

Ongoing sustained support is provided through coaching, mentoring, feedback, and/or observations until fidelity is reached.

Job-embedded coaching and mentoring are given to all participants. Regular observations and feedback cycles are scheduled and completed until implementation is at fidelity.

Outcomes of the Learning

Support for Continued Learning and Implementation

Developing

â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020â&#x20AC;&#x192; 25â&#x20AC;&#x192;

APPENDIX C

Ensuring Equity Using Standards Responsibilities

Principals

] E nsure that equity-centered practices are clearly stated within the schoolâ&#x20AC;&#x2122;s vision, mission, school improvement plan, and learning cultures. ] Establish a focus group to create a climate survey for all stakeholders. Use data to assess current practices of equity within all learning-focused cultures. ] Ensure that resources (time, money, specialists, technology, coaches, expertise, space, etc.) are allocated efficiently and equitably. ] Monitor focus group and establish a timeline during which the focus group will reflect and reassess data and develop a plan of action ensuring that equitable practices are fully centered. ] Staff evaluations reflect efforts that ensure equity using the standards.

Assistant Principals

] E stablish a community of practice of multiple stakeholders (community, teachers, students) to engage in strategic questioning and collaborative problem-solving and to examine critical issues. ] Ensure that instructional leads are supported in/understand how to use equity in standards and to monitor grade-level bands using equity in standards. ] Create a culture of results-focused learning valuing racial, linguistic, and economic diversity that is rooted in a plan that focuses on improvement of instruction and professional learning. ] Teacher evaluations reflect efforts that ensure equity using standards.

Special Education Supervisors

] P rovide professional development for special education staff to ensure that all parties working with students with special needs are well informed on equitable practices for their learners. ] Provide relevant learning-focused strategies that can be used as exemplars and provide time for collaboration, problem solving, and discussion of potential next steps. ] Provide individual coaching for support, feedback, and deeper understanding. ] Ensure that equity using standards is discussed when creating instructional IEP goals.

SSTs/AGRs

] G uarantee communication for insight and professional development though C&I for ensuring equity using the standards in all learning cultures to establish what you want teachers to know and be able to do. ] Identify the skills to be taught based on using equity in standards. ] Identify the strategies that will support the development of the skills being taught. ] Teach what you want teachers to know and be able to do. ] Review professional learning, draw conclusions about new understandings, and dialogue about the steps taken in order to deepen understanding and instructional abilities.

26â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020

Ensuring Equity Using Standards Responsibilities

Teachers

] A ttend professional development to gain a deep level of understanding on how to ensure that equity is being used in standards. ] Collaborate within professional learning communities to formulate strategies for collectively addressing equity issues, solutions, implementations, and approaches. ] Reflect with students about instructional design and the learning experience using equity in standards. ] Provide students with clear instructional goals using equity in standards, along with the ability to work in a variety of ways (independently, in pairs, in small groups) to demonstrate understanding of the lesson. ] Observe, facilitate, and continue to mediate. ] Teachers and students review the learning, draw conclusions about new understandings, and dialogue about the steps taken in order to complete the task. ] Teachers and students dialogue about the use of equity within the lesson for accountability and reflection.

Paraprofessionals

] A ssist teachers with development of best practices for using equity in standards using informed student knowledge. ] Reflect with teachers on the use of equity in standards and presented lesson. ] Work with students to ensure an incorporation of diverse and equitable demonstration in mastery.

Students

] ] ] ]

R eflect on readiness through demonstrated mastery. Revisit the concept and add new understandings, draw conclusions, declare what is known. Assess learning using equity to demonstrate mastery of standards. Demonstrate mastery in dynamic and authentic ways.

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Notes ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________

28â&#x20AC;&#x192; Ambitious Instruction 3.0, October 2020

Milwaukee Board of School Directors Board members may be contacted at the MPS Office of Board Governance at (414) 475-8284. Jacqueline M. Mann, Ph.D., Board Clerk/Chief

Larry Miller District 5, President

Luis A. Báez (Tony), Ph.D. District 6, Vice-President

Annie Woodward District 4

Marva Herndon District 1

Paula Phillips District 7

Erika Siemsen District 2

Megan O’Halloran District 8

Sequanna Taylor District 3

Bob Peterson, Ed.D. At-Large

Dr. Keith P. Posley, Superintendent

5225 W. Vliet St. Milwaukee, WI 53208 (414) 475-8002 mpsmke.com

MPS Senior Team Calvin Fermin, Deputy Superintendent Marla Bronaugh, Chief Communications & School Performance Officer Katrice Cotton, Ed.D., Chief School Administration Officer Jeremiah Holiday, Ph.D., Interim Chief Academic Officer Martha Kreitzman, Chief Financial Officer Adria D. Maddaleni, J.D., Interim Chief Human Resources Officer Sue Saller, Manager III, Superintendent’s Initiatives

NONDISCRIMINATION NOTICE It is the policy of 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), Section 504 of the Rehabilitation Act of 1973 (disability), and the Americans with Disabilities Act of 1990 (disability). The individuals named below have been designated to handle inquiries 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 St., P.O. Box 2181, Milwaukee, WI, 53201-2181 For section 504 of the Rehabilitation Act of 1973 (Section 504), federal Title II: Travis Pinter, Section 504/ADA Coordinator, Department of Specialized Services, 6620 W. Capitol Dr., Milwaukee, WI, 53216, (414) 438-3677 • ASL: (414) 438-3458 ©2020 Milwaukee Public Schools

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