2020-2021
District Strategy Map
Staff Students District
MCPASD STRATEGY MAP 2020-2021
BOARD GOAL FOR THE DISTRICT
The district will analyze student achievement outcomes measured & prioritize a focus area for the next five years to ensure at or above grade-level proficiency in reading for all students.
DISTRICT GOAL
Students who identify as African American or Latinx will read at or above grade level as measured by the Wisconsin Forward Exam (3-8), and the ACT (Grade 11) by the 2025-2026 school year.
PROCESS PRIORITIES
The following processes are prioritized as they support both our Board and District Goals:
Equity Audit: An annual process that disaggregates all data at the school and district levels.
Implementation of Integrated Comprehensive Services (ICS) model to include Co-Plan to Co-Serve to Co-Learn (C3) teams focusing on the following:
Literacy practices/instruction
Culturally responsive teaching
Inclusive practices for students with disabilities.
Development and implementation of an anti-racist/ethnic studies curriculum K-12.
Identification of priority standards in literacy in grades Pk-12.
Development of student success metrics Pk-12 to include additional methods to assess reading progress of students.
Development of career-based learning pathways at the high school level.
BOARD GOAL FOR THE DISTRICT
Increase the number of non-white employees in all employee groups until our staff demographics match our district demographics.
Achieve 90% retention rate of all employee groups.
DISTRICT GOAL
Increase the percentage of non-white teachers from 4% to 6% by the beginning of the 2021-2022 school year.
Increase School Perceptions Survey question, “It would take a lot for me to leave” metric from 3.47 to 4.0 by June 2021.
PROCESS PRIORITIES
Establish a talent attraction and retention plan that focuses on the diversification of our workforce for implementation beginning in the fall of 2021, with a particular focus on staff of color and those who identify LGBTQ+.
Establish a roundtable structure for all employee groups to begin no later than January 31, 2021.
Continue staff listening sessions with district administrators and the Board to learn, first-hand, of the successes and challenges our faculty is experiencing.
Develop a compensation strategy that contributes to retention and job satisfaction.
BOARD GOAL FOR THE DISTRICT
Decide upon an enrollment strategy for our middle schools no later than June 20, 2021.
Maintain a level of 90% family satisfaction across the six key areas as measured by the annual School Perceptions Survey.
DISTRICT GOAL
Continue to monitor enrollment projections so that school building utilization is maximized and a plan for future enrollment at the middle school level is presented to the Board of Education by September 1, 2021.
Present recommendations for action from our Community/School Partnership Committee to the Board no later than March 1, 2021.
PROCESS PRIORITIES
Initiate an enrollment study process focused on the middle school level no later than February 1, 2021 so that a formal recommendation regarding middle school enrollment management is presented to the Board no later than September 1, 2021.
Initiate an athletic facilities study and planning process no later than February 1, 2021.
Continuation of our Community/School Partnership Committee and their work in four priority areas:
Examining Police/School Partnerships
Deepening and Strengthening our Curriculum: Moving Beyond a Euro-Centric Worldview
Raising the Next Generation of Change Leaders: Student Community Engagement and Social Activism
Diversifying our Workforce: Creating a Welcoming and Nurturing Environment for Educators of Color
PORTRAIT OF A GRADUATE
Academic Mindset—with practice and persistence, can learn anything they set out to
Communicator—are able to convey information with good writing, speaking, and listening skills
Collaborative able to work with others to achieve a task or goal
Critical Thinker forms a judgment through close analysis of information
Compassionate able to understand and show concern for others’ feelings and experiences.
Culturally Competent—aware of one’s own worldview and able to effectively interact with people across cultures
STRATEGY MAP—2020-2021
District Mission
To educate all students to be contributing members of a community and global society by inspiring them with a lifelong love of learning, challenging them with rigorous and innovative curriculum, and empowering them through inclusion and collaboration.
District Vision
Inclusive, innovative and inspiring schools where everyone thrives.
Our Focus on our Amazing Students
We have the privilege of serving approximately 7,400 students in seven elementary, 2 middle and 2 high schools. Our student clientele is beautifully diverse, which makes the fabric of our district vibrant and dynamic. From the time our students enter our system in elementary school and through their middle and high school experiences, we are working to equip them with the knowledge, skills, and dispositions that will enable them to be successful in whatever path they select. We have prioritized a set of dispositions from which we will build a system of reflection and proficiency that will help our students build these competencies over their time with us.
We want our graduates to be:
Academically Oriented in Their Mindset who understand that with patience and persistence, they can learn anything
Compassionate who are able to understand and show concern for others’ feelings and experiences Culturally Competent and aware of one’s own worldview and able to effectively interact with people across cultures
EDUCATION EQUITY COMMITMENT
The District will attain true excellence only when all students are exceeding universally high goals. The District is committed to the success of every student in our schools. In alignment with the District’s aspirations of Inclusion, Innovation, and Inspiration, it is our belief that all students deserve to be academically challenged in a safe and supportive learning environment in which they feel a sense of belonging. This environment should be free of bullying, harassment and discrimination. All MCPASD students deserve to be held to high expectations while being given the resources and support they need to exceed those expectations.
Historical and continuing structural inequities create disparate outcomes for marginalized student populations. We also recognize that as individuals, despite the very best intentions, our actions can contribute to disparate outcomes for our students. As a District committed to equity, we seek to disrupt societal and historical inequities and eliminate disparities based on student and family characteristics such as, but not limited to, race, color, national origin, citizenship status, ancestry, religion, sex (including sexual orientation and gender identity), economic status, disability status, and age, so that all students thrive. We commit to a thorough examination of institutional policies and procedures through the lenses of social and racial justice so that any policies and procedures that have a disproportionate impact on historically marginalized students and families can be addressed.
We also recognize that as individuals, despite the very best intentions, our actions can contribute to disparate outcomes for our students. We, therefore, commit to ongoing professional learning for all of our staff as it relates to identity development, its connection to issues of racial and social justice, and our roles as agents of positive change within our system.
Educational equity is based on the principles of fairness and justice in allocating resources, opportunity, treatment and creating success for each student. Achieving equity means students’ identities will not predetermine or predict school success. We believe that expanding opportunities for students who have been historically marginalized will enrich the overall development of all students. The District’s vision for all students to achieve and exceed at high levels requires the District to see each student as an individual with unique strengths and needs. In order to help all students succeed, we must meet each student where the student is academically, emotionally, mentally, physically and socially.
As such, the Board of Education approved an Equity Policy that serves as a north star for our equity work:
Every student is unique and deserves a respectful, inclusive learning environment in which to thrive. Every student's experience is shaped by many factors, and our schools must provide equitable educational opportunities that align with a student's needs including, but not limited to, race, ethnicity, native language, religion, gender, ability/disability, sexual orientation, gender identity/expression, income and preference for rural or urban lifestyle. We will appropriately prioritize educational equity in all our schools including the intentional allocation of resources, professional development, instruction, and opportunities to meet the specific needs of all our students.
Equity benefits the District as a whole. All students must participate in appropriately rigorous, challenging and diverse educational experiences designed to create a skill set needed to graduate and become career and community ready by being provided targeted support based on individual needs. Expanding opportunities and increasing support for students, especially those who have been historically marginalized and without action, may continue to be marginalized, will ultimately increase the overall educational experience, general well-being and academic achievement of all District students. We must tirelessly work to repay the education debt owed to our students and families of color.
EDUCATION EQUITY COMMITMENT CONTINUED
Therefore, we are centering our efforts in the area of literacy achievement, with a particular focus on our black and brown students. We believe each and every student can read at or above their respective grade level and we are wholeheartedly committed to doing whatever we can to make sure our students attain this benchmark.
Equity does not mean equal. Achieving educational equity will mean that schools and students may receive different resources based on specific needs. Some resources may be distributed in a universal manner; however, other resources may be targeted to a particular building, location or group of students or staff. The District should provide every student with equitable access to high-quality curriculum, support, facilities and other educational resources, even when the process appears to be differentiated in the allocation of resources.
We believe the following:
Our educational system is inherently racist and we must purposefully choose antiracist and unbiased actions in order to address the structural inequities that exist.
We each individually contribute to the success of our system and, therefore, we are committed to the lifelong pursuit of understanding our identity and how we can each have a positive impact on our system’s success.
We know that to truly engage in antiracist work, that individuals will make mistakes. We must respond to those mistakes in a way that is humanizing and holds people accountable to change.
In order for us to achieve our goals, every individual learning community member is responsible to hold others accountable to our anti-racist commitment.
We must continuously seek ways to give people of color agency and voice so that our decision-making is authentically informed by the needs and opinions of those historically marginalized in our community.
MIDDLETON-CROSS PLAINS AREA SCHOOL DISTRICT
EQUITY NON-NEGOTIABLES
As we work to bring this commitment to equity to life in all of our schools, we believe the following are imperative to actualizing our vision for student success:
Self Identity Work
Because changing our system to eliminate inequities requires a deep understanding of our own identities, all staff members will engage in life-long self-identity learning and reflection.
Responsibility
The responsibility for learner success (and failure) lies with every adult in our system.
Representation
We find proportional representation of all learners in every environment.
Teaming
We align all educational staff in teams to maximize our collective efficacy to serve every learner within our “classrooms.”
Co-Plan to Co-Serve & Co-Learn
Within the co-plan to co-serve to co-learn teams, educational staff share and gain knowledge and expertise from each other to collectively strengthen staff efficacy to educate every learner.
Learning Design
We proactively design identity-relevant, engaging curriculum and instruction for and with all learners.
Relationships
We build relationships to validate, empower, and engage every learner in rigorous, identity-relevant learning experiences.
Personal Learning Plans
All educational staff ensure the support and empowerment of every learner to develop an identity-relevant, personal learning plan which drives their educational experience.
Alignment
We align all District policies, procedures, and resource allocations to eliminate inequities.
GREAT PLACE TO LEARN
We want our students to love coming to school. We want to meet their academic and social/emotional needs, empower them to achieve at the very highest levels, and gain the knowledge, skills, and dispositions that will help them actualize their dreams after graduation.
Our system-wide focus on literacy will help ensure that all students leave our district able to follow a life-path of their choosing. We want our students to have choices and to be confident and competent communicators and consumers. Cultivating a literacy culture at every level is a primary focus of our collective work.
In our literacy work with our students, we believe in the power of relationships, the brilliance of our students, and the power of expertise and content-knowledge. If teachers intentionally learn more about their own & their students’ strengths and background knowledge, then teachers will be able to build on strengths to honor student voice and foster critical thinking. If teachers are knowledgeable about literacy instruction and analyzing data to inform instruction, and they receive regular, actionable feedback from their instructional leaders and coaches, then teachers will be able to provide engaging literacy instruction that meets the learners’ developmental needs.
The following are goals and aims of our literacy work with our students:
Students are developing their goals and identity as readers
Students know the assets they bring and contribute to the learning community in the classroom
Students recognize their own growth and challenges (i.e. metacognition)
Students make connections to previous learning
Students see the teacher as a learning partner
Students see their classmates as learning partners and see themselves as reciprocal partners
Students know their families are valued in the classroom and school community
Students clearly communicate their understanding of the value of reading and their own ability to grow as a reader
The students articulate how a literacy strategy fits with the content
The students communicate the literacy identified priority learning targets for reading at their level
The students utilize their preferred strategies at the most effective times along their learning path
The students recognize and choose appropriate scaffolds to support their reading needs
The students check on their understanding with respect to the learning targets
The students use feedback from the teacher and peers to make their next learning moves
Self-assessment is regularly built into the learning process by student
MEASURING STUDENT SUCCESS
Like most school districts across the country, we have relied heavily on standardized assessments, like the Wisconsin Forward Examination or the ACT to measure student academic success. While standardized measures remain important and can provide information to students, families, and our district, we have a need and an opportunity to broaden not only our understanding of student success but how we should be measuring it. The COVID-19 pandemic has influenced our assessment protocols with students in significant ways. Statewide standardized testing was paused in the spring of 2020 and the future of this system is still uncertain. Many colleges and universities are waiving an ACT or SAT score as part of their entrance requirements. These events have opened a door to PK-16 educators’ ability to create and consider alternative measures of student success, not only aligned to our district reading proficiency goal, but in all aspects of our educational programming.
During the 2020-2021, teams at the elementary and secondary level will develop an expanded list of student success metrics, aligned to our district goal and across our educational programming so that we are viewing excellence from a wide variety of perspectives.
Our Key Performance Indicators (KPIs) for Student Success
The following metrics are the most connected to initiatives that are prioritized in our district. See the next three pages for detailed student KPI information.
Reading Proficiency
3rd-8th Grade Reading
DISTRICT METRICS
ACT/Graduation Rates
AREA SCHOOL DISTRICT
DISTRICT METRICS
Hope and Engagement
Board Goal for the District: The district will analyze student achievement outcomes and prioritize a focus area for the next five years to ensure at or above grade-level proficiency in reading for all students.
District Goal: Students who identify as African American or Latin(x) will read at or above grade level as measured by the Wisconsin Forward Exam (3-8), and the ACT (Grade 11) by the 2025-26 school year.
Process Priorities: The following processes are prioritized as they support both our Board and District Goals:
1. Equity Audit: An annual process that disaggregates all data at the school and district levels.
2. Implementation of Integrated Comprehensive Services (ICS) model to include Co-Plan to Co-Serve to Co-Learn (C3) teams focusing on the following:
Literacy practices/instruction
Culturally responsive teaching
Inclusive practices for students with disabilities
3. Development and implementation of an anti-racist/ethnic studies curriculum K-12.
4. Identification of priority standards in literacy in grades Pk-12.
5. Development of student success metrics Pk-12 to include additional methods to assess reading progress of students.
6. Development of career-based learning pathways at the high school level.
GREAT PLACE TO WORK
We want our employees to love coming to work! We want them to feel respected and empowered to do great work for our students and for each other. We know the power of talented teachers in our classrooms and skills professionals in all of our settings and are committed to doing everything we can to attract, retain, and develop the most talented education workforce in the region. The need for us to hire the most talented educators and take care of them has been intensified because of the demands of the COVID-19 pandemic.
Key Performance Indicators (KPIs) for Adult Success
Annual Retention Rates by Employee Group
GREAT PLACE TO WORK
Board Goals for the District:
1. Increase the number of non-white employees in all employee groups until our staff demographics at least match our district demographics.
2. Achieve a 90% retention rate of all employee groups, with a particular emphasis on our staff of color.
District Goals:
1. Increase the percentage of non-white teachers to 16% by the beginning of the 2022-2023 school year.
2. Increase the District Survey question, “It would take a lot for me to leave’ metric from 3.47 to 4.0 by June 2021.
Process Priorities: The following processes are prioritized as they support both our Board and District Goals:
1. Establish a talent attraction and retention plan that focuses on the diversification of our workforce to better mirror our student population for implementation beginning in the fall of 2021.
2. Establish a roundtable structure for all employee groups to begin no later than January 31, 2021.
3. Continue staff listening sessions with district administrators and the School Board, to learn, first-hand, of the successes and challenges our faculty is experiencing.
4. Develop a compensation strategy that contributes to retention and job satisfaction.
GREAT SCHOOL DISTRICT
We value stakeholder feedback and involvement and know that community partnerships help us provide better service to those in our care. MCPASD is a premier school district in the state and our reputation has helped the greater community prosper and thrive. We understand the role we play in our community and want to continue to improve in all aspects of our operations. Our student enrollment continues to grow which places an ongoing emphasis on our need to thoughtfully plan and consider building capacity options.
We want to persevere through the COVID-19 pandemic, with strong communication protocols and systems and support for our students, their families, and our staff. Our ongoing pandemic response is a system priority and demanding time and attention from school and district staff.
Key Performance Indicators (KPIs) for Organizational Success
Metric
(Source: School Perceptions Family Survey. Percentages reflect respondents who either “strongly agree” or “agree” with each statement.)
The
My child has an opportunity to participate in sports or other activities in areas
updates to our health metrics dashboard
GREAT SCHOOL DISTRICT
Board Goals for the District:
1. Ensure the distribution of accurate and timely pandemic information to district stakeholders.
2. Ensure the implementation of the appropriate health and safety protocols in all district facilities during the course of the pandemic.
3. Decide upon an enrollment strategy for our middle schools no later than June 20, 2021.
4. Maintain a level of 90% family satisfaction across the six key areas as measured by the annual School Perceptions Survey.
District Goals:
1. Develop a Medical Advisory Group to provide expertise and guidance to the Board and district leadership through the course of the COVID-19 pandemic by December 1, 2020.
2. Continue to monitor enrollment projections so that school building utilization is maximized and a plan for future enrollment at the middle school level is presented to the Board of Education by September 1, 2021.
3. Present recommendations for action from our Community/School Partnership Committee to the School Board no later than March 1, 2021.
Process Priorities:
1. Initiate an enrollment study process focused on the middle school level no later than February 1, 2021 so that a formal recommendation regarding middle school enrollment management is presented to the Board of Education no later than September 1, 2021.
2. Initiate an athletic facilities study and planning process no later than February 1, 2021.
3. Continuation of our Community/School Partnership Committee and their work in four priority areas:
a. Examining Police/School Partnerships
b. Deepening and Strengthening our Curriculum: Moving Beyond a Euro-Centric Worldview
c. Raising the Next Generation of Change Leaders: Student Community Engagement and Social Activism
d. Diversifying our Workforce: Creating a Welcoming and Nurturing Environment for Educators of Color