In November of 2007, the Minneapolis Public Schools Board of Education received strategic recommendations from McKinsey and Company, Inc., setting forth a new vision for the school district – Every Child College Ready. At the same time, the secondary academic agenda, which encompasses 6th through 12th grades, was undergoing a transformation and redesign. This redesign was brought to the board, parents, students, teachers, principals and community via formal presentations, focus groups and planning meetings. The redesign elements were shared, discussed and debated to ensure their feasibility, fundability and potential academic impact. At the core of these elements is the goal of raising academic rigor for all MPS students. The district seeks to eliminate the achievement gap, inspire academic achievement for all students, ensure safe and welcoming schools and make “Every Child College Ready.”

Phase One of the secondary school redesign plan has commenced this school year, with priority implementation in four high schools: Edison, North, Roosevelt and Washburn. The district is shifting from a “small learning communities” model to an “early college” model to ensure that all students are guaranteed a quality education and every neighborhood has a quality high school. This reform is based on the Four-Core Equity Framework, which increases rigor, access and support for all students. Four-Core programming will be implemented at all high school sites and will include classes in four areas: Advanced Placement (AP), Career Technical Education (CTE), International Baccalaureate (IB), and College in the Schools (CIS).

MPS has prioritized additional counselors at each school to coordinate rigorous academic opportunities and early college coursework to ensure every child has advocacy and support. The Check and Connect support model, which serves 9th graders, will form the outline for a district-wide strategy around attendance, drop-out prevention and recovery at the 10th, 11th, and 12th grades. Counselors will keep track of students so no child falls through the cracks, and every child who withdraws will receive district follow-up and support. Students who have dropped out will be given assistance in finding the right school match, either at one of the district’s seven comprehensive high schools or at a new contracted school.

Additional elements of the redesign plan to be implemented during the 2008-2009 school year include:

• an extended day model that blends ALC into the school day for academic intervention;
• 8th grade high school prep academy (summer transition program);
• My Life Plan (course planning for high school and college);
• MPS Scholars (early college model);
• TAP teacher collaborative model; and
• My College Coach (1:1 college mentor) for all incoming 9th grade students.

A complete listing of the elements in the secondary school redesign plan can be found here.

“It is essential that we move toward preparing every Minneapolis student for post-secondary opportunities,” said Chief Academic Officer Bernadeia Johnson. “This year, in the entire state of Minnesota, fewer than 1,500 African-American students took the ACT test, and fewer than 300 Native American students took it. Meanwhile, there were more than 32,000 Caucasian students who took the ACT. Whether it be a four-year or two-year college, a technical or trade school, military training or any other type of post-secondary education, our school system must help develop minds that are focused on future learning.”

Associate Superintendent Brenda Cassellius, who is heading up the redesign process, emphasized creating an academic structure that sets high standards.

“The key to success for all students lies in every student having a relationship with a caring and competent teacher who believes in the capability of every child,” Cassellius said. “We know that this can only be achieved if we put in place policies and practices that support teachers and students while valuing equity and access to rigorous programming and efficiently prioritizing and allocating resources to make achievement a reality.

“MPS knows that launching any successful effort and sustaining will require significant support from our parents, teachers, administrators, political leaders and our community as we work together to make ‘Every Child College Ready.’”