Antecedentes

Las 6 áreas originales fueron seleccionadas a partir de modelos de clima escolar e iniciativas actuales de los distritos. Sirvieron bien al proceso al principio, ya que nuestro Comité Directivo y los Grupos de Trabajo se centraron en los elementos del clima/ambiente. A medida que trabajaban, comenzaron a notar la superposición de las declaraciones de creencias que se estaban escribiendo. De hecho, había superposición porque cada Grupo de Trabajo sabía que existían valores más grandes que debían estar presentes en todas las áreas climáticas.

Ese pensamiento fue confirmado a través de una Encuesta Climática que se envió a nuestras familias en junio - los encuestados clasificaron las 6 Áreas y luego explicaron por qué sus elecciones principales eran tan importantes para ellos. Una vez más, emergieron estos valores principales. Después de que la primera ronda de compromiso terminara a principios de septiembre de 2020, los grupos de trabajo revisaron la información recogida hasta ese momento y trabajaron en el nuevo modelo para explicar las Declaraciones de Creencias.

Este nuevo modelo tiene cuatro Valores. Cada Valor es definido de forma general y luego desglosado por aula, personal, compromiso familiar y comunitario, y por edificio.

Climate Framework Purpose and Rational - Executive Summary (2-pages)

Climate Framework Purpose and Rationale - Full Paper

Este proceso tendrá éxito solamente si incluimos de forma intencionada las voces de los más afectados por esto en toda nuestra comunidad de Minneapolis Public Schools. Este es un desafío, pero será esencial para un cambio verdadero y sostenible. Es importante señalar que el compromiso en el diseño está apenas comenzando, solamente está esbozado el proceso de apoyo a la elaboración del Marco Climático, no el marco en sí mismo. Este trabajo previo ha incluido la recopilación de los datos y prácticas actuales de nuestras aulas, escuelas, departamentos e investigaciones externas para comprender los elementos comunes al abordar el clima, pero no dicta la dirección de nuestro Marco Climático diseñado de manera colectiva.

Las oportunidades de participación incluyen: Participación en el Grupo de Trabajo para preparar las declaraciones de creencias (actualmente en curso), amplias oportunidades para comentarios a través de una variedad de modos, y la plena participación a nivel de escuelas y departamentos (estudiantes, familias, personal y líderes) en la elaboración e implementación del Plan Climático local para cumplir las declaraciones de creencias.

Click here to see the recommendations for Summer/Fall 2020 engagement from the Steering Committee

National Center for School Climate 6 areas:

1. Safety

2. Teaching & Learning

3. Interpersonal Relationships

4. Institutional Environment

5. Social Media

6. Staff Specific

MPS Equity Framework

1. Pedagogy of Equity

2. Equity and Diversity Impact Statement

3. Families as Education Partners

4. Equity in Operations

5Essentials System

1. Effective leaders

2. Collaborative Teachers

3. Involved Families

4. Supportive Environment

5. Ambitious Instruction

MPS Academic Plan –

1. College and Career Domains and Competencies

2. Mindset and Social Awareness: Growth Mindset, Relationship Skills, Cultural Fluency & Global Awareness, Self Management, Problem Solving, Decision Making, Self-Advocacy

3. Middle Level Focus Essential Attributes: 16 characteristics (has many climate related elements)

4. Curriculum Transformation

MPS 2019 Retention Committee Findings:

1. Trust between administration and schools

2. Welcoming tone for the school community

3. Connect with families of color

4. Leaders continually work to build relationships be part of school community

5. Parents be willing to work cooperatively with teachers

6. Students work with school administration to find ways to reflect student input

7. Invite community elders to guide students

MTSS & Positive Behavior Interventions and Supports:

1. Academic Supports

2. Behavioral Supports

3. Social Supports

4. Emotional Supports

SEL (adapted from CASEL)

1. Self-Awareness

2. Self-Management

3. Social Awareness

4. Relationship Skills

5. Responsible Decision Making

MPS Climate Survey (Tableau):

1. Student School Connectedness

2. Fairness of School Rules/Consequences

3. Global competency

4. Perceptions of equity

5. Reporting and seeking help

6. School safety

7. Student-student relationships

8. Student-teacher relationships

Parent Participatory Evaluation Themes:

• Parents feel the MPS academic experience does not reflect and value the languages, cultures, and histories of MPS students.

• Parents expect staff to create safe learning environments by addressing issues of bullying and student conflict.

• Parents need better communication about schools’ expectations for behavior, as well as equitable treatment in response to behavior.

• Parents of students in Special Education programming want to better understand Special Education services and the progress their child is making.

• Parents want to be partners in their child’s education, but need schoolwide structures to support them in this role.

• Parents seek more positive communication from the District and their child’s school.

• Parents want to be able to communicate with school staff, but often do not find multilingual staff or interpreters at MPS schools.

• Parents find it essential that schools make their cultures visible by creating and displaying culturally-specific works and languages, and acknowledging important cultural holidays.

• MPS must prioritize hiring staff who represent the students who attend schools in the District.

• Parents want MPS staff to know more about their students’ cultural histories, values, and practices.

• It is important to many parents that MPS provide transportation to all students.

Youth Participatory Evaluation Findings:

• Relationships (student-to-staff and student-to-student) are impacted by student identity (race/ethnicity and gender), the presence or lack of trust, and a perceived belief gap.

• Students feel school policies are enforced inequitably based on student identity and require modifications.

• Student learning is impacted by a school culture and environment that often lacks diversity, engaging and culturally relevant curricula, and positive student-teacher relationships.

National Center of Safe and Supportive Learning Environments:

1. Well-rounded education

2. Improve school conditions

3. Improve use of technology

National Association of School Psychologists:

1. School safety for all students

2. Positive prevention systems and effective interventions

3. School connectedness

4. Positive discipline

5. Cultural Competence

6. Home-School Collaboration

US Dept. of Education School Climate Survey:

1. Engagement: cultural and linguistic competence, relationships, school participation

2. Safety: emotional safety, physical safety, bullying/cyber bullying, substance abuse, emergency readiness/management

3. Environment: physical environment, instructional environment, physical health, mental health, discipline

Organizational Climate (Burke-Litwin Model)

1. Management

2. Expectations for work

3. Performance recognition

4. Decision Making

5. Challenge and fairness

6. Support from co-workers

7. Cross unit collaboration

Positive School Climate Toolkit (expired)

1. Behavior

2. Attendance

3. Health

4. Safety

5. Cultural competence and equity

6. Family and community involvement

7. Operational systems

• Greta Callahan - President, MFT Teacher Chapter

• Shaun Laden - President, MFT ESP Chapter

• Jessica Burton - President, MPS Clerical and Technical Chapter AFSCME

• Monica Shockency - President, MPS Association of Professional Employees

• Martin Goff - Business Agent, Teamsters

• Aaron Janson - President, SEIU Food Service and Janitors

• Chris Stinson - Political Director, SEIU

• Basilio Diaz - Member, World’s Best Workforce Committee

• Victoria Balko - Member, World's Best Workforce Committee

• MPS School Board's Student Representative

• Emily Sowell - Member, District Parent Advisory Council

• Dulce de la Rose - Member District Parent Advisory Council

• Cheryl Flugaur-Leavitt - Member, District Parent Advisory Council

• Asia Givens - Member, District Parent Advisory Council

• Maggie George - Member, District Parent Advisory Council

• Abdul Abdi - Member, District Parent Advisory Council

• Sherrill Lindsey - Principal Hall Elementary

• Michael Luseni - Principal Heritage Academy

• Ellen Shulman - Principal Anwatin Middle School

• Candace Miller Lopez - Member, Equity Diversity Impact Assessment (EDIA) Committee

• Aimee Fearing - Sponsor of the High Expectations for Teaching and Learning Climate Area

• Maggie Sullivan - Sponsor of Interpersonal Relationships, Respect and Leadership Climate Area

• Suzanne Kelly - Sponsor of the Community and Family Engagement Climate Area

• Rochelle Cox - Sponsor of the Wellness: Social, Emotional and Physical Climate Area

• Karen DeVet - Sponsor of the Physical Environments, Security and Accessibility Climate Area

• Eric Moore - Sponsor of the Sense of Safety and Belonging Climate Area