Response from Cris Carusi
(1) Do you think Advanced Learning is adequately included in the district priorities detailed in the Strategic Framework and School Improvement Plan processes?
The MMSD Strategic Framework does not provide many specific goals or recommendations for advanced learners; however, this is also true for English Language Learners and students with disabilities. Advanced learning is mentioned under the “coherent instruction” priority area; specifically, the plan talks about the external evaluation of the Advanced Learning Department and the development of a revised Advanced Learning Plan. This evaluation has been completed and partially released. The process for revising the Advanced Learning Plan will begin this spring.
Over the coming year, the administration and school board will be working on the next generation of the MMSD Strategic Framework as well as the Advanced Learning Plan, and they need to engage with parent and community groups including the Madison Partnership for Advanced Learning (MPAL) when setting priorities for advanced learning in our schools. MPAL was instrumental in ensuring broad participation in the external evaluation. This kind of public input is critical to ensuring healthy future directions for advanced learning in our district.
The Strategic Framework Goals in individual School Improvement Plans (SIPs) are focused on expectations established by the administration. Meeting the needs of advanced learners, thus far, has not been among those expectations. I believe that schools should have more autonomy when creating their SIPs, and that each school should include a parent representative on the School-Based Leadership Team that crafts the SIP. Shifting to a participatory process for crafting SIP goals could result in more attention to the needs of advanced learners in these plans.
(2) How should the district invest time and resources to meet the instructional needs of students who could benefit from challenge above grade level standards while continuing the critical work of helping other students reach grade level proficiency? Will you make this a priority for our district if elected?
This is one of the central challenges of the Madison school district. In order to foster just and equitable schools and help all children reach their fullest potential, the district needs to address achievement gaps, opportunity gaps and excellence gaps. Effective differentiated instruction and flexible grouping of students needs to be part of the solution, because it ultimately benefits all students. Smaller class sizes give teachers time to better identify students who need an extra challenge, while meeting the needs of struggling students and providing differentiated instruction. We need to give our teachers support and autonomy to respond to the unique interests and abilities of each student in their classrooms.
The district should invest in identifying and serving advanced learners from the earliest grades, including African American children and others who are typically underrepresented in advanced learning. This will help close opportunity and excellence gaps and ensure more diverse participation in high school honors and AP classes. At the elementary and middle school levels, we should continue to provide enrichment opportunities for children who need an extra challenge, such as Future Problem Solvers, WCATY classes and math acceleration. Some of the district’s advanced learning opportunities, such as Science Cohort, reach just a handful of students when many more would benefit. Schools could reach more advanced learners while challenging all students by doing more classroom-based enrichment activities. The outdoor education program at Crestwood Elementary School is an example of providing school-wide science enrichment, with opportunities for advanced learners to take on more challenging assignments.
We need to, at the very least, maintain current funding and allocations for advanced learning IRTs in order to meet the instructional needs of students working above grade level while continuing to support students who are working toward proficiency. When the full advanced learning evaluation report is released, I am hopeful it will provide guidance on the most effective roles and contributions of advanced learning IRTs at the school level. I will prioritize support for advanced learners, if elected.
(1) Do you think Advanced Learning is adequately included in the district priorities detailed in the Strategic Framework and School Improvement Plan processes?
The MMSD Strategic Framework does not provide many specific goals or recommendations for advanced learners; however, this is also true for English Language Learners and students with disabilities. Advanced learning is mentioned under the “coherent instruction” priority area; specifically, the plan talks about the external evaluation of the Advanced Learning Department and the development of a revised Advanced Learning Plan. This evaluation has been completed and partially released. The process for revising the Advanced Learning Plan will begin this spring.
Over the coming year, the administration and school board will be working on the next generation of the MMSD Strategic Framework as well as the Advanced Learning Plan, and they need to engage with parent and community groups including the Madison Partnership for Advanced Learning (MPAL) when setting priorities for advanced learning in our schools. MPAL was instrumental in ensuring broad participation in the external evaluation. This kind of public input is critical to ensuring healthy future directions for advanced learning in our district.
The Strategic Framework Goals in individual School Improvement Plans (SIPs) are focused on expectations established by the administration. Meeting the needs of advanced learners, thus far, has not been among those expectations. I believe that schools should have more autonomy when creating their SIPs, and that each school should include a parent representative on the School-Based Leadership Team that crafts the SIP. Shifting to a participatory process for crafting SIP goals could result in more attention to the needs of advanced learners in these plans.
(2) How should the district invest time and resources to meet the instructional needs of students who could benefit from challenge above grade level standards while continuing the critical work of helping other students reach grade level proficiency? Will you make this a priority for our district if elected?
This is one of the central challenges of the Madison school district. In order to foster just and equitable schools and help all children reach their fullest potential, the district needs to address achievement gaps, opportunity gaps and excellence gaps. Effective differentiated instruction and flexible grouping of students needs to be part of the solution, because it ultimately benefits all students. Smaller class sizes give teachers time to better identify students who need an extra challenge, while meeting the needs of struggling students and providing differentiated instruction. We need to give our teachers support and autonomy to respond to the unique interests and abilities of each student in their classrooms.
The district should invest in identifying and serving advanced learners from the earliest grades, including African American children and others who are typically underrepresented in advanced learning. This will help close opportunity and excellence gaps and ensure more diverse participation in high school honors and AP classes. At the elementary and middle school levels, we should continue to provide enrichment opportunities for children who need an extra challenge, such as Future Problem Solvers, WCATY classes and math acceleration. Some of the district’s advanced learning opportunities, such as Science Cohort, reach just a handful of students when many more would benefit. Schools could reach more advanced learners while challenging all students by doing more classroom-based enrichment activities. The outdoor education program at Crestwood Elementary School is an example of providing school-wide science enrichment, with opportunities for advanced learners to take on more challenging assignments.
We need to, at the very least, maintain current funding and allocations for advanced learning IRTs in order to meet the instructional needs of students working above grade level while continuing to support students who are working toward proficiency. When the full advanced learning evaluation report is released, I am hopeful it will provide guidance on the most effective roles and contributions of advanced learning IRTs at the school level. I will prioritize support for advanced learners, if elected.