Evidence gathered from the MPS Climate Suite, transition essays, and monitoring of disaggregated data, make clear the need for additional supports around key grade-level transitions for our students. We are leveraging student voice, peer mentoring, and restorative practices to ensure that students are supported during these critical times.
As students have greater voice and choice in their learning, it has become evident that there are multiple pathways to achieve mastery or core academic content. Our next steps include expanding opportunities for students to self-design credit-earning programs of study based on an area of interest or career exploration.
We know when our teachers learn, our students learn. Providing ongoing, differentiated professional learning opportunities for staff will ensure they are well-equipped to meet the educational needs of all students.