MIDDLETON-CROSS PLAINS AREA SCHOOL DISTRICT
inclusive. innovative. inspiring.
STRATEGY MAP 2021 -
DEAR MCPASD COMMUNITY
The 2021-2022 Strategy Map clarifies Middleton-Cross Plain Area School District’s ongoing commitment to excellence. The District Mission: “To educate all students… inspiring them… challenging them with rigorous and innovative curriculum… empowering them through inclusion and collaboration.” This is not lofty hyperbole, but the actions required to graduate individuals prepared to succeed in a 21st Century environment.
Successfully achieving the mission requires the choreographed efforts of hundreds of skilled district employees: educators, administrators, technicians, transportation specialists, counselors, cooks and custodians. It requires appropriate facilities and resources; and most important, it requires motivated students and caring parents. Our district is fortunate, indeed, to possess all the requirements for success.
We anticipate the 2021-2022 school year returning to a typical school setting. Without question, the previous year was filled with disruptions brought about by a pandemic without modern day precedence. It was a period when educators and parents sought quality learning in an uncertain environment filled with conflicting opinions and recommendations. Assisted by professional medical guidance, the district navigated a safe path by employing all possible resources. We will now transition to a more typical school year and restore those students whose learning and emotional wellbeing were impacted by the pandemic.
The Board is unanimously proud of the educators and staff tasked to accomplish the detailed strategy found within this document. The district employees are tempered-strong by the pandemic, eager to return to schools, and enthusiastic to see students learning in a classroom setting. They are equally dedicated to ensuring those still learning in a virtual setting will experience the very best outcomes, every day. They are purposed and prepared, and we are pleased to endorse their plan.
We encourage you to read the full 2021-2022 Strategy Map the guide to our shared vision: “Inclusive, innovative and inspiring schools where everyone thrives.”
Bob Hesselbein, Board of Education President
It is with gratitude for our amazing community that we look ahead to the 2021-2022 school year! While the pandemic is not over, it appears that a school year full of familiar faces and routines awaits all of us in September. We will take the lessons learned from this past school year into the next and create welcoming and academically enriching environments in all of our schools and in our virtual settings, for all of our students. We are very much looking forward to being all together very soon.
Our district strategy map outlines our beliefs, our priorities, and our hopes and aspirations for the school year. We are intentionally focusing on a small number of goals and initiatives as we want our staff to focus on welcoming students back into our buildings, helping them reestablish relationships and routines. We want all of our students to feel safe, loved and valued, and engaged academically as we begin next school year.
We are absolutely committed to helping make the 2021-2022 school year one that is positive and productive for students and families and for our staff. We are appreciative of our School Board and the leadership they provide and for our families who entrust their children to our care. Thank you for your ongoing support of our district and our schools!
Dana E. Monogue, Ph.D., Superintendent
OUR COMMITMENT TO EXCELLENCE
The Middleton-Cross Plains Area School District (MCPASD) serves approximately 7,200 students in a community-based four-year-old kindergarten program, seven elementary schools, two middle schools, and two high schools. Our student body is beautifully diverse, uniquely talented, and the future of our community. Our students excel in pursuits in the classroom, on the athletic field, and on the stage. Our district has consistently been recognized as one of the top in the state of Wisconsin and number one in Dane County. We pride ourselves on our expansive academic and co-curricular offerings. Our athletic teams consistently compete for and win state championships and our musicians and thespians excel in their productions and competitions. Annually, our students earn thousands of dollars in scholarship monies and attend universities and colleges across the country.
Our community is incredibly supportive of our schools and because of their support, we opened our seventh elementary school, Pope Farm Elementary, in the fall of 2020.
OUR COMMITMENT TO EXCELLENCE
Middleton High School is undergoing a massive renovation and the newly constructed school will open its doors in the fall of 2022.
Our expert staff is committed to student success. Sixty percent of our certified staff have a Masters degree or Ph.D. Many of our staff have been recognized for their work and received Herb Kohl Fellowship Awards and National Board Certification. Our staff engages in ongoing professional development and learning so they can stay at the forefront of advances in the field of education. We are proud of our staff and work hard to recruit and retain the best and brightest educators in the region.
Through the course of the COVID-19 pandemic, we invested in technology infrastructure and staff training, implemented two instructional models to meet the needs of our families, and worked with partner agencies to care for our community. We provided thousands of meals, personal hygiene products, and personalized services to our students. As an organization, we learned how to prioritize, how to be flexible and agile, and how to work together in ways previously thought impossible. While all of our students and families weathered the pandemic, we realize some faced greater challenges than others. As we head into the 20212022 school year, our educators will focus on academic growth and progress and helping students accelerate their learning after the pandemic. We will again be offering a fully-virtual option for students and ensuring a high quality experience for those students and their families that is supported with appropriate staffing and supports.
We are grateful to our staff, our families and our students for everything they did to support one another through the COVID-19 pandemic. The love, care, and compassion shown throughout our community during this incredibly challenging time will serve as a source of inspiration going forward.
District Mission
To educate all students to be contributing members of a community and global society by inspiring them with a lifelong love of learning, challenging them with rigorous and innovative curriculum, and empowering them through inclusion and collaboration.
District Vision
Inclusive, innovative and inspiring schools where everyone thrives.
OUR COMMITMENT TO EQUITY FOR OUR STUDENTS
Equity in education means ensuring that every student gets what they need to be successful and to meet their maximum potential. Our school district has so much to offer our students and we must ensure all students have access to rigorous curriculum and expert educators, an expansive menu of co-curricular activities, and the resources and support necessary to achieve and excel. In alignment with our aspirations of inclusion, innovation, and inspiration, it is our belief that all students deserve to be academically challenged in a safe and supportive learning environment in which they feel a sense of belonging. This environment should be free of bullying, harassment, discrimination, and racism.
The educational system has historically disenfranchised specific groups of people, but we aspire to change that in the Middleton-Cross Plains Area School District. We seek to disrupt and eliminate disparities based on student and family characteristics such as, but not limited to, race, color, national origin, home language, citizenship status, ancestry, religion, sexual orientation and gender identity/expression, economic status, disability status, and age. We are committed to ongoing professional learning for all of our staff as it relates to identity development, its connection to issues of racial and social justice, and our roles as agents of positive change within our system.
Educational equity is based on the principles of fairness and justice in allocating resources, opportunity, treatment, and creating success for every student. Achieving equity means students’ identities will not predetermine or predict school success. Expanding opportunities for students who have been historically disenfranchised by our system will enrich the overall development of all students. Specifically, our work is focused on the following:
1. Classroom materials that help all students feel represented and valued in the books and activities that are adopted and implemented in our schools.
2. A workforce that is demographically representative of our student body so that our students see themselves represented in the staff working in our schools. A diverse workforce benefits the educational experiences for all students and helps all of our students prepare for success in a global and diverse economy.
3. High expectations for every student that are made possible through high quality instruction and assessments, lesson plans, classroom materials, and grading practices.
4. Teaching our students empathy and to see the world through the eyes of others so that students learn to listen to and learn from each other.
5. Teaching accurate and representative history so that our curriculum is both critical and patriotic and tells the age-appropriate truth about our nation’s history.
Board of Education Equity Policy
Every student is unique and deserves a respectful, inclusive learning environment in which to thrive. Every student's experience is shaped by many factors, and our schools must provide equitable educational opportunities that align with a student's needs including, but not limited to, race, ethnicity, native language, religion, gender, ability/disability, sexual orientation, gender identity/expression, income and preference for rural or urban lifestyle. We will appropriately prioritize educational equity in all our schools including the intentional allocation of resources, professional development, instruction, and opportunities to meet the specific needs of all our students.
OUR SHARED BELIEFS
Beliefs About Students
We believe each and every student:
• is brilliant and capable of exceeding universally high goals.
• comes to us with valuable experiences, background knowledge, gifts and talents that we must learn and grow from, honor, and celebrate.
• deserves to be challenged in a safe and supportive learning environment in which they feel a strong sense of belonging.
• must see themselves in the curriculum we are teaching and in the staff who work in our schools.
Beliefs About Our Collective Responsibility
We believe that each and every adult:
• impacts the success of every student in our system; therefore:
• is responsible for living our equity commitment, and
• must be committed to the lifelong pursuit of understanding their own identity and how we can each have a positive impact on student success.
• is responsible for interrupting inequitable practices, examining their own biases, and creating inclusive environments for all.
• contributes to the discovery and cultivation of the unique gifts, talents, and interests that every human possesses.
Beliefs About Education Equity
We believe that:
• equity work is humanitarian work that benefits our entire community.
• because the educational system has disenfranchised some in our community and negatively impacted their sense of belonging, we must work tirelessly to change the system.
• actively seeking feedback and perspective from community members who have been disenfranchised will ensure our decisions are grounded in our beliefs.
• we can create a system within which all students thrive by tailoring and personalizing their experience.
LIVING OUR BELIEFS
Because we are committed to equitable outcomes for every student, we need to live our commitment in the work we do for students. These non-negotiables guide the work of every staff member in our district:
Self Identity Work
Because changing our system to eliminate inequities requires a deep understanding of our own identities, all staff members will engage in life-long self-identity learning and reflection.
Responsibility
The responsibility for learner success (and failure) lies with every adult in our system.
Representation
We find proportional representation of all learners in every environment.
Teaming
We align all educational staff in teams to maximize our collective efficacy to serve every learner within our “classrooms.”
Co-Plan to Co-Serve to Co-Learn
Within the co-plan to co-serve to co-learn teams, educational staff share and gain knowledge and expertise from each other to collectively strengthen staff efficacy to educate every learner.
Learning Design
We proactively design identity-relevant, engaging curriculum and instruction for and with all learners.
Relationships
We build relationships to validate, empower, and engage every learner in rigorous, identity-relevant learning experiences.
Personal Learning Plans
All educational staff ensure the support and empowerment of every learner to develop an identityrelevant, personal learning plan which drives their educational experience.
Alignment
We align all District policies, procedures, and resource allocations to eliminate inequities.
A DISTRICT WHERE STUDENTS BELONG & THRIVE
In order for every student to achieve at high levels, they need to be seen, honored, and valued. Students feel a strong sense of belonging in their school communities when they can be their true and authentic selves, their gifts and talents are acknowledged, they see themselves in the curriculum and in the staff who work in our schools, and they feel loved and held to high expectations.
Through a comprehensive feedback protocol with our internal and external community, we have identified a set of competencies in our “Portrait of a Graduate”. These competencies will serve students as they pursue their life goals:
Academically Oriented in Their Mindset “I understand that with patience and persistence, I can learn anything.”
Competent Communicators “I am able to convey information with strong writing, speaking, listening, and reading skills.”
Collaborative “I am able to work with others to achieve a task or goal.”
Critical Thinkers “I can form a judgment through close analysis of information.”
Compassionate “I am able to understand and show concern for others’ feelings and experiences.”
Culturally Competent “I am aware of my own worldview and am able to effectively interact with people across cultures.”
Two of the most important competencies for life success are communication and critical thinking. Our students need to be confident and competent communicators, with strong reading, writing, listening, and speaking skills. This is why we are intently focused on our students’ literacy achievement and proficiency.
We review many pieces of student achievement data to inform our goals and priorities. While teams throughout the district use many pieces of data to inform decisionmaking, there are four primary student achievement metrics that connect to our goals: 3rd grade reading proficiency, 8th grade reading proficiency, the ACT reading composite, and graduation rate. Our current data tells us we have more work to do in order to remove the predictability of success or failure that currently correlates with a variety of demographic factors, particularly those who are Black or Latinx, students with disabilities, and students with low socio-economic status. This is our call to action for every staff member in our system in our collective efforts to be truly inclusive, purposeful, and collaborative in serving every student.
MIDDLETON-CROSS PLAINS AREA SCHOOL DISTRICT
A DISTRICT WHERE STUDENTS BELONG & THRIVE
Our School Board sets the strategic direction for the district. Board goals are broadly defined. District goals are more narrowly focused and guide the work of our schools.
Board Goal for the District:
1. The district will analyze student achievement outcomes and prioritize a focus area for the next five years to ensure at or above grade-level proficiency in reading for all students.
District Goals:
Our current system is responsible for inequitable outcomes for our students. Only through ongoing individual reflection and learning, and collaborative approaches to professional development will we create a school district where this is no longer true. We have the ability, through our beliefs and actions, to change the educational outcomes for our students.
1. Every educator will use effective literacy practices that are culturally and linguistically responsive so that every student achieves the following by the 2025-26 school year.
• Reading proficiency by the end of third grade as measured by the Wisconsin Forward Examination;
• Reading proficiency by the end of eighth grade as measured by the Wisconsin Forward Examination;
• ACT reading composite of 22.
These practices will be validated through the Educator Effectiveness Evaluation process.
2. Every student will graduate with their respective class by the end of the 2023-24 school year.
Action Steps:
1. Professional development for staff in the areas of literacy, culturally and linguistically responsive practices, and identity.
2. Structures and supports for school-based teams so they can effectively plan together to meet the needs of all students.
3. Systemic review and revision of curriculum and programming options for students.
4. Continued development of social and emotional learning supports and resources for students.
Note about student academic achievement data:
Our academic achievement data has historically shown significant gaps in achievement for some of our students. Due to the COVID-19 pandemic, the state of Wisconsin did not administer the Wisconsin Forward State Assessment in the spring of 2020 and we will not receive the results of the 2021 administration until fall. As soon as those results are received, we will insert them into this document.
ACTION
AREA
DISTRICT
A DISTRICT WHERE STAFF ARE EMPOWERED AND SUPPORTED
We want our employees to find meaning and purpose in their work. We want them to feel respected and empowered to do great work for our students, their families, and for each other. We recognize the positive impact of talented staff in our schools. We remain committed to our talent attraction and retention efforts and our need to employ staff that are a representation of the demographics of our student body.
Board Goals for the District:
1. Increase the number of staff of color in all employee groups until our staff demographics at least match our district demographics.
2. Achieve a 90% retention rate of all employee groups, with a particular emphasis on our staff of color.
District Goals:
1. Increase the percentage of teachers of color to 18% by the beginning of the 2022-2023 school year.
2. Achieve a 90% retention rate of staff of color by the end of the 2021-2022 school year
Action Steps:
1. Establish a talent attraction and retention plan that focuses on the diversification of our workforce to better mirror our student population.
2. Continue staff listening sessions with district administrators and the School Board, to learn, first-hand, of the successes and challenges our faculty are experiencing.
3. Develop a compensation strategy that contributes to retention and job satisfaction.
PLAINS AREA SCHOOL DISTRICT
A DISTRICT WHERE STAFF ARE EMPOWERED AND SUPPORTED
Our current student body demographic breakdown: American
Two
White: 67.51%
MIDDLETON-CROSS PLAINS AREA SCHOOL DISTRICT
A DISTRICT THAT IS VALUED AND TRUSTED
We value stakeholder feedback and involvement and know that community partnerships help us provide better service to those in our care. MCPASD is a premier school district in the state and our reputation has helped the greater community prosper and thrive. We understand the role we play in our community and want to continue to improve in all aspects of our operations. We understand the impact of the COVID-19 pandemic and want to continue to strengthen our communication and our outreach efforts to build trust and transparency.
Our School Board adopted a sustainability resolution and we now have an opportunity to create a systemic approach to bring these ideals to reality. Our community relies on us to be stewards of taxpayer monies and thoughtful in our resource allocations and decision-making processes. Therefore, we need to ensure efficiency and security in our fiscal operations.
Board Goals for the District
1. Establish a long-term vision and action plan for community engagement and communications.
2. Continue to prioritize sustainability efforts throughout the district.
3. Achieve a fund and cash-flow balance that reflects the district’s ability to operate efficiently in both the short and long term.
District Goals:
1. Sustain a fund balance (What the district owns less what the district owes) of at least 30% of the overall budget.
2. Create a comprehensive communications approach to ensure information sharing and feedback between the school district and our stakeholders.
Action Steps:
1. Successful launch of a new website at the district and school levels.
2. Develop comprehensive district communication plans to include specific evaluation metrics, with a specific emphasis on families of color, no later than November 1, 2021.
3. Develop new family, staff, and student survey tools for implementation in spring 2022.
4. Implement a family advisory council who will provide consistent feedback and perspective to district administrators to inform action planning, by June 1, 2022.
5. Create an action plan connected to the sustainability resolution by the end of the 2021-2022 school year.
6. Create a plan to achieve a fund balance of at least 30% of the overall budget.