What's Different
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What's Different with the Comprehensive District Design?

What's Different with the Comprehensive District Design?

After considering community feedback and consulting with the our Board of Education, our approach to the Comprehensive District Design now focuses on attempting to dismantle institutionalized racism in our schools by making changes to our entire school system rather than individual schools. 

The revised CDD plan:

  • Addresses long-standing racialized policies and practices that produce cumulative, lasting, race-based inequities
  • Focuses on systemic changes to MPS policies and practices, and provides policy recommendations anchored in disrupting systemic inequities within our schools. 
  • Is driven by policy 1304 - Equity and Diversity, including recommendations driven by Equity and Diversity Impact Assessments (EDIA) currently being conducted by our research and accountability division. 

Elements of the CDD that have changed since spring:

Pathway Recommendations:

  • Future decisions will include data from completion of the school choice/placement policy EDIA's and data from a new study of transportation and community school boundaries for each school, being conducted by Edulog
  • Data and modified recommendations presented to Board and public in November 2019
  • Public engagement from January 15-February15, 2020
  • No board action taken until March/April 2020
  • Adopted recommendations implemented by SY22-23

Immersion School Recommendations

  • Advisory Committee to be formed
  • The advisory will support all language programs (ESL, world languages, and dual languages)
  • Parents from each immersion site with intentional over-representation of Latino parents
  • First meeting in October 2019 to review and provide recommendations to the Design team in November
  • Public engagement from January 15-February 15, 2020
  • No board action will be taken until March/April 2020
  • Adopted recommendations implemented by SY21-22 at the earliest

Grade Reconfiguration

Grade configuration recommendations will be reexamined

  • Future decisions will include: Board values direction in September
  • Data from completion of the school choice/placement policy EDIAs
  • Data from a new study of transportation and community school boundaries for each school, being conducted by Edulog.
  • Results/recommendations of those studies presented to Board and public in November 2019
  • Public engagement Jan. 15-February 15, 2020
  • No board action taken until March/April 2020
  • Adopted recommendations implemented by SY22-23

Centralized CTE Center

Gather additional feedback on initial recommendations

  • Final decision should be informed by results of federally-mandated local CTE needs assessment survey that ensures continued funding for CTE programming – Fall 2019 
  • Results/recommendations of those studies presented to Board and public in November 2019
  • Public engagement January 15-February 15, 2020
  • No board action taken until March/April 2020
  • Adopted recommendations implemented by SY22-23

Special Education Redesign

Gather ongoing feedback on initial recommendations

  • Partial EDIA to examine policy and practice implications
  • Level 1-3 services in every building
  • Programs determined by enrollment
  • Every middle and high school serves all students needing special education services
  • Cluster elementary schools to provide specialized programs
  • Pathways TBD
  • Board vote on Special Education recommendation November/December 2019

Feasibility Studies of Small Specialty High Schools

Anwatin no longer identified for separate feasibility study

  • Changes to pathway or programs at Anwatin will be considered as part of a holistic plan for magnet programs and school boundaries
  • Consistent with a more systemic approach to these topics.

Wellstone High School feasibility study (Oct. 2019)

  • To determine the merit of a proposal for the school to be housed on MCTC campus

Heritage High School feasibility study (Oct. 2019)

  • To determine educational adequacy of current location and sustainability of current staffing based on enrollment and required programming

FAIR High School feasibility study (Oct. 2019)

  • To determine the merit of a proposal to convert FAIR to a “conservatory model” arts high school

Longfellow High School feasibility study (Oct. 2019)

  • Feasibility of co-locating the school in-tact in another District school building