--- ## author: Jesse Sierks date: D:20171017085700-05'00' --- ## Work Session/Retreat Tuesday, May 19, 2026 6:00 PM ## Board Assembly Room, 1250 West Broadway Avenue, Minneapolis, Minnesota 55411 ## 1) Call to Order and Roll Call 2) Topics and Discussions ## 2)a. School Transformation ## 2)a.1. Parameter Executive Summaries 3) Adjournment May 19, 2026 ## Work Session ## Transformation ## Parameters 1 Where we’ve been and what’s next 2 Requested information provided 1Physical space cost/benefit8Enrollment strategies 2 Consolidations of schools/sites/programs 9Academic pathways 3Closing of school sites10Creative community engagement 4Repurposing of schools/sites11Examine area meetings 5 Building spaces for inclusive special education 12Citywide conversation starters 6K-8 advantages/disadvantages13Direct conversations with groups 7Enrollment pathways 3 ## School Board Sets values and priorities Provides direction ## Administration ## Develops recommended options using board values, priorities, and direction What happens next 4 ## School Board Receives and reviews recommendations Approval or further direction To inform a draft resolution for the June 9 meeting that directs the Superintendent on next steps Today’s focus Opportunity to discuss: 5 School Board values and priorities and provide guidance for Parameters 1-3 1.enrollment growth and retention strategies 2.holistic educational experience 3.programming and pathways Transformation timeline 1 2 Discussion protocol 6 1 ## Review Administrative Analysis Ms. Deborah Keys Write will help facilitate steps 2-4 2 ## Individual Reflection and Information Review ●Review the data provided and administrative analysis 3 ## Whole Group Share ●Each director shares about values and priorities for the parameter ●Connection to key data points 4 ## Synthesis ●What themes are emerging ●Where is there alignment ●Where do perspectives differ Parameter 1: ## Enrollment Growth & Retention 7 3 ## Stabilize ## Grade‑to‑Grade ## Improve Year‑to‑Year Retention Reduce losses between grade levels 4 ## Enroll ## Residents ## Enroll More Minneapolis Residents Students new to MPS & those returning from charter schools, non-public schools, or other districts 2 ## Parameter 1: Administrative Analysis (Enrollment) 8 ## Prioritize ## Early Entry ## Increase Kindergarten Enrollment Enroll more Minneapolis families at entry point 1 ## Bridge ## Transitions ## Strengthen Elem. → Middle Transition Address the largest loss point in the system ## Parameter 1: Individual Reflection and Information Review 9 ## Review the data provided 1 Prepare for Board discussion: •Does the Administrative analysis align with your values & priorities on this parameter? 2 ## Parameter 1: Whole Group Discussion 10 ## Each Board Member shares: Values & priorities for the parameter 1-2 data points that informed your recommendation ## Parameter 1: Synthesis 11 ## What themes are emerging? Where is there alignment? Where do perspectives differ? ??? Parameter 2: ## Holistic Educational Experience 12 ## Parameter 2: Administrative Analysis (MPS Student Experience) ## THE CORE Each MPS graduate is both academically prepared for their post-secondary path and has the skills necessary to successfully navigate an information-rich, culturally-diverse world. ## Social and Emotional: Skills & Needs are Met ## BEYOND THE CORE The opportunities and experiences for students to choose their individualized path that creates a sense of pride in themselves as they prepare to be contributing adult citizens. 13 ## Enrichment ●Opportunities to go deeper and extend learning ●Advanced challenges and interest-based exploration ## Intervention ●Targeted support to stay on track ●Responsive instruction based on student progress ## Special Education ●Instruction aligned to IEP goals ●Accommodations and specialized support within core learning ## English Learner Services ●Language support embedded in classroom instruction ●Development of academic language skills ## Parameter 2: Administrative Analysis (MPS Student Experience) 14 Buildings are staffed to support safe, welcoming schools through: ●Welcome desk staff ●Comprehensive student support teams PreK-12 ●Security staff in grades 6-12 ## Parameter 2: Administrative Analysis (MPS School Experience) 15 ●All MDE grade‑level requirements are met, including core courses and the arts ●Math and reading intervention at all sites ●A schedule that ensures access to a diverse selection of exploratory and elective options grades 6-12 ●Consistent access to counselors and social workers ●A welcoming, culturally responsive school environment ●Intentional social‑emotional skill development ●Connection between schools within the pathway ## Safe and Welcoming Schools ## AcademicsStudent Social‑Emotional Support ## Parameter 2: Individual Reflection and Information Review 16 ## Review the data provided 1 Prepare for Board discussion: •Does the Administrative analysis align with your values & priorities on this parameter? 2 ## Parameter 2: Whole Group Discussion 17 ## Each Board Member shares: Values & priorities for the parameter 1-2 data points that informed your recommendation ## Parameter 2: Synthesis 18 ## What themes are emerging? Where is there alignment? Where do perspectives differ? ??? Parameter 3: ## Programming & Pathways 19 ## Location-Based ## Pathway ## Parameter 3: Administrative Analysis (Choice in Pathways) 20 ## Different Paths. ## Same Strong Finish. ## The MPS Experience Community schools are neighborhood‑rooted, offering strong academics and a seamless K–12 pathway. Citywide magnet & program schools connect strong academics to student interests through themed learning. ## Community Schools ## Interest-Based ## Pathway ## Citywide Schools ## THE MPS COMMITMENT is a guaranteed experience in everything we offer ## Parameter 3: Administrative Analysis (Pathway Commitment) 21 ## High‑quality PreK option in every community ## PreK ## Guaranteed enrollment pathway through grade 12 ## Community ## School ## Cohesive themed-pathways through grade 12 ## Citywide Magnets and Programs ## Parameter 3: Individual Reflection and Information Review 22 ## Review the data provided 1 Prepare for Board discussion: •Does the Administrative analysis align with your values & priorities on this parameter? 2 ## Parameter 3: Whole Group Discussion 23 ## Each Board Member shares: Values & priorities for the parameter 1-2 data points that informed your recommendation ## Parameter 3: Synthesis 24 ## What themes are emerging? Where is there alignment? Where do perspectives differ? ??? ## Timeline 25 ## Timeline: Administrative Analysis 26 June 2026 Board adopts parameters and directs administration to come up with recommended options Sept. 2026 Administration presents options to the Board and community Sept. - Nov. Community feedback & consultation Nov. 2026 Board decisions for any program changes for implementation in the 2027-2028 school year For implementation in the 2027-2028 school year, the following timeline has been suggested as possible: ## Timeline: Individual Reflection and Recommendation 27 ## Review the data provided 1 Prepare for Board discussion: •Does the Administrative analysis align with your values & priorities on this parameter? 2 ## Timeline: Whole Group Discussion 28 ## Each Board Member shares: Values & priorities for the parameter 1-2 data points that informed your recommendation ## Timeline: Synthesis 29 ## What themes are emerging? Where is there alignment? Where do perspectives differ? ??? 1 Synthesis of the Board’s values and priorities for parameters 1-3 and timeline 2 Board Chair will take that information and draft a resolution for the June 9 meeting that will direct the Superintendent to develop recommendation options What’s next 30 ## Parameter Summary Guide ## Parameter #1: Enrollment Targets Values and priorities for Parameter 1. Does the board agree with the administrative analysis that our district needs to focus on the key strategies below to increase enrollment and retention? Data points that inform your decision: ## Parameter Summary Guide ## Parameter #2: Program Size for Holistic Education Values and priorities for Parameter 2. Does the Board agree that the guaranteed MPS student experience, shaped by parent and caregiver feedback, captures a well-rounded, holistic education? Does the Board acknowledge that there is a minimum enrollment size needed to ensure equitable access to the guaranteed MPS student experience for all students districtwide? Data points that inform your decision: ## Parameter Summary Guide ## Parameter #3: Program Types Values and priorities for Parameter 3: Does the Board agree with the administrative analysis that we must provide cohesive and reliable pathways by repairing current interrupted pathways and expanding access? Data points that inform your decision: ## Transformation Workshop ## Parameter #1: Enrollment Targets May 19, 2026 ## Parameter #1: Enrollment Targets ## Executive Summary ## Purpose To determine the 10-year districtwide enrollment growth targets we will plan for. ## Intended Use This parameter will establish a consistent understanding of the enrollment we will plan for over the coming decade, providing the foundational data to assess if MPS has the right number of programs that offer a holistic education and how those programs align with our physical space and the demographics of the city. Resulting in a projected range of enrollment, these parameters will be used to align school sizes to educational goals (using the low end of the range) and the physical spaces that will house them (using the high end of the range). This parameter is comprised of four interrelated subparameters: ## ● Parameter 1.1: Kindergarten Enrollment Rate ## ● Parameter 1.2: Overall K-12 Enrollment Rate ● Parameter 1.3: 5th to 6th Grade Retention Rate ## ● Parameter 1.4: Overall Grade-to-Grade Retention Rate ## Data & Context The following Givens (factors that are immutable in this process, either by strategic Board direction or external factors outside of the control of MPS) and Additional Data are shared to provide additional information and context as the Board works to set this parameter. ## Givens 1. As was reported by our independent demography expert earlier in this process, the city of Minneapolis has experienced a 21% decrease in the number of children being born over the last 16 years and it will continue to decline for the next 10 years. Much like there were more than 1,200 less children born in the city of Minneapolis in 2024 compared with 2014, the pool of kindergarten-aged children 10 years from now is projected to have 500 fewer children than this year’s pool. In order to maintain the same size kindergarten class that we have currently, MPS would need to increase our kindergarten enrollment rate from its current 44% to 48% in the next 10 years. ## Additional Data ## A. 10-Year Parameter History Transformation Workshop Parameter #1: Enrollment Targets May 19, 2026 2/8 ## School ## Year Parameter 1.1 ## Kindergarten ## Enrollment Rate (based on birth rate) Parameter 1.2 ## Overall ## Enrollment Rate (based on MDE records) Parameter 1.3 5th-6th ## Retention Rate (based on MDE records) Parameter 1.4 ## Overall Retention ## Rate (based on MDE records) 2025-26 44.0% 53.3% 88.0% 100.4% 2024-25 43.4% 52.5% 91.8% 103.5% 2023-24 38.8% 52.4% 86.3% 100.4% 2022-23 39.9% 52.9% 87.4% 97.1% 2021-22 39.1% 53.8% 81.2% 91.0% 2020-21 39.6% 56.2% 87.1% 94.9% 2019-20 47.1% 57.1% 88.5% 96.0% 2018-19 47.9% 58.6% 88.1% 96.8% 2017-18 48.3% 59.5% 92.2% 98.6% 2016-17 48.4% 59.7% 88.5% 98.1% Notes: Overall enrollment in Parameter 1.2 includes K-12 students enrolled on October 1 of each year. Contract alternative schools, ECSE, and PreK are not included in this table. For parameters 1.3 and 1.4, a higher than 100% retention rate means more students were enrolled than were enrolled in the previous year. Highest % 48.4% 59.7% 92.2% 103.5% Lowest % 38.8% 52.4% 81.2% 91.0% Transformation Workshop Parameter #1: Enrollment Targets May 19, 2026 3/8 ## Parameter 1.1 Supporting Visual ## Parameter 1.2 Supporting Visual Transformation Workshop Parameter #1: Enrollment Targets May 19, 2026 4/8 Parameter 1.3 and 1.4 Supporting Visual B. 3-Year Total Resident Student Count. This tallies all students (Public, Charter, Non-Public, Open Enrolled) who live in the city of Minneapolis. Please note the general decrease of school-aged children in elementary grades K-5 compared to middle school grades 6-8, indicating a general trend of families moving out of the city as children age. Please also note that while the “Kindergarten Enrollment Rate” in the table above is based off the number of children born in the city of Minneapolis, the actual number of students who attend kindergarten (in any setting; table below) is significantly less than the total birth pool (approximately Transformation Workshop Parameter #1: Enrollment Targets May 19, 2026 5/8 26% in from the birth years 2019 and 2020, that form the SY2025-2026 kindergarten pool), indicating that a significant number of families move out of the city before their children even start school. ## Grade ## School Year 2023-24 ## School Year 2024-25 ## School Year 2025-26 ## K 3,922 4,111 3,973 1 4,036 4,057 4,078 2 4,230 4,226 4,012 3 4,003 4,248 4,127 4 4,051 4,126 4,193 5 4,057 4,181 4,004 6 3,766 3,949 3,976 7 3,789 3,944 3,796 8 3,888 3,906 3,872 9 4,058 4,155 3,996 10 4,225 4,233 4,184 11 4,212 4,261 4,180 12 4,595 4,817 4,945 Transformation Workshop Parameter #1: Enrollment Targets May 19, 2026 6/8 C. 10-Year Mobility. This tallies the overall percentage change in enrollment in MPS, which is shared as a historic perspective on what percentage of families make an active choice to change educational options as a means to give context to the amount of change that is possible in a single year. ## School Years Overall Enrollment % Change ## Overall Enrollment ## Change 2024-25 to 2025-26 -0.14% -41 2023-24 to 2024-25 +2.81% +779 2022-23 to 2023-24 -0.38% -105 2021-22 to 2022-23 -3.12% -896 2020-21 to 2021-22 -8.39% -2,630 2019-20 to 2020-21 -4.85% -1,596 2018-19 to 2019-20 -3.03% -1,028 2017-18 to 2018-19 -2.19% -761 2016-17 to 2017-18 -0.11% -37 2015-16 to 2016-17 +0.10% +36 10-year Average -1.93% -628 Note: Overall enrollment includes K-12 students enrolled on October 1 of each year. Contract alternative schools, ECSE, and PreK are not included in this table. Transformation Workshop Parameter #1: Enrollment Targets May 19, 2026 7/8 D. K-12 MPS Enrollment by Community of Residence. Map of the number of MPS K-12 students enrolled in community and magnet schools who live in each of the 11 communities of Minneapolis and a 5-year percent change of that figure. Map does not include non-Minneapolis resident enrollments. Transformation Workshop Parameter #1: Enrollment Targets May 19, 2026 8/8 ## Transformation Workshop ## Parameter #2: Holistic Program Size May 19, 2026 ## Parameter 2: Holistic Program Size ## Executive Summary ## Purpose To determine the minimum enrollment that all programs must achieve and maintain in order to provide the opportunities MPS believes are necessary. The transformation process has been anchored in the caregiver-informed MPS guaranteed student experience, and this parameter is the commitment to the school attributes necessary for equitable access districtwide, across all programs, to that student experience. ## Intended Use This parameter will establish the minimum size for all different program types so that they can sustainably provide the full MPS experience for their students. This parameter will be used to apportion the future enrollment defined in Parameter #1 so that the school district is not spreading its resources too thin to adequately provide all of the academic rigor and choices that families have asked for. ## Data & Context The following Givens (factors that are immutable in this process, either by strategic Board direction or external factors outside of MPS’ control) and Additional Data are shared to provide additional information and context as the Board works to set this parameter. ## Givens 1. Each minimum holistic size represents inclusive specialized learning needs and programs at all sites, even though the specifics of each program may vary. 2. This parameter assumes largely a status quo school district funding paradigm at both a state and federal level. Significant changes of either would require a revisiting of this parameter. 3. All modeling for this parameter must respect contractual obligations and recent investments in smaller class sizes – a consistent priority we’ve heard from caregivers. ## Additional Data ## A. Caregiver Top Priorities Transformation Workshop Parameter #2: Holistic Program Size May 19, 2026 2/7 B. MPS student and school experience based on caregiver feedback Transformation Workshop Parameter #2: Holistic Program Size May 19, 2026 3/7 C. Student experience by grade band and size a. Please see information about each grade level band below. Areas of the MPS experience with yellow or red indicators in the tables signify the financial inability to provide those components in a stable and sustainable way. Transformation Workshop Parameter #2: Holistic Program Size May 19, 2026 4/7 ## Enrollment ## Core Academics (includes SPED, EL supports) ## Specialist experience ## Consistent intervention access ## Consistent SEL support ## Community School Below optimal size (varies by school) (varies by school) (staffing limitations) (staffing limitations) >=70% FRL: 360 to 408 students <=70% FRL: 432 to 477 students ## Magnet School Below optimal size (varies by school) (incomplete magnet experience) (staffing limitations) (staffing limitations) >=70% FRL: 424 to 544 students <=70% FRL: 485 to 795 students Reliable student access Reduced or inconsistent access Experience cannot reliably be provided Transformation Workshop Parameter #2: Holistic Program Size May 19, 2026 5/7 ## Enrollment ## Core Academics (includes SPED, EL supports) ## Exploratory learning/ electives ## Consistent intervention access Safe & ## Welcoming /SEL support ## Community School & Citywide Magnet Below optimal size (varies by school) (limited) (staffing limitations) (staffing limitations) 6 period day >=70% FRL: Min 594 <=70% FRL: Min 648 (schedule constraints) 7 period day >=70% FRL: Min 693 <=70% FRL: Min 756 K-8 - Minimum total enrollment K-8: 1018-1113 Below optimal size (varies by school) (incomplete magnet experience) (staffing limitations) (staffing limitations) Grades 6-8 >=70% FRL: Min 594 <=70% FRL: Min 648 (6 period) Reliable student access Reduced or inconsistent access Experience cannot reliably be provided Transformation Workshop Parameter #2: Holistic Program Size May 19, 2026 6/7 ## Enrollment Multiple paths for graduation requirements ## (includes SPED, EL supports) ## Robust elective/beyond the core opportunities ## Consistent intervention access Safe & ## Welcoming /SEL support ## Community School & Citywide Magnet Below optimal size (varies by school) (limited offerings) (staffing limitations) (staffing limitations) 6 period day >=70% FRL: Min 888 <=70% FRL: Min 912 (schedule constraints) 7 period day >=70% FRL: Min 1,036 <=70% FRL: Min 1,064 Reliable student access Reduced or inconsistent access Experience cannot reliably be provided Transformation Workshop Parameter #2: Holistic Program Size May 19, 2026 7/7 ## Transformation Workshop ## Parameter #3: Holistic Program Size May 19, 2026 ## Parameter #3: Program Types ## Executive Summary ## Purpose To determine the types of programs MPS will invest in, in order to offer students a holistic education in their chosen model. ## Intended Use Taking Parameters #1 and #2 In tandem, identifying the program types that offer sufficient choice and rigor for families will enable us to model ways to align those offerings at a holistic scale. As a general approach, this will allow MPS to take the overall enrollment targets of Parameter #1, model regional and citywide interest pathways at a holistic size, and then provide for the balance of families that would choose comprehensive community options in an equally sustainable scale. This parameter would also establish an expectation that all identified programs have a connected PreK-12 pathway so that families have a consistent and reliable progression between grade bands throughout their 13+ year journey within MPS. ## Data & Context The following Givens (factors that are immutable in this process, either by strategic Board direction or external factors outside of MPS’ control) and Additional Data are shared to provide additional information and context as the Board works to set this parameter. ## Givens 1. Caregivers have provided consistent feedback about the value of our existing programs. They value the current pathways and want them to be stable and uninterrupted. 2. If the full PreK-12 pathway for a particular program model cannot sustain minimum holistic size standards established in Parameter #2, certain grade bands of that program might have to be colocated with other programming in order to maintain academic requirements for students. 3. The unique needs of each learner (IEP supports, EL services, intervention, enrichment) are supported in the core academic experience. ## Additional Data A. The list of existing MPS program types are as follows: ## a. Citywide Magnets i. Currently in connected K-12 pathways ## 1. American Indian Culture and Language ## 2. Spanish Dual Language ii. Currently NOT in connected K-12 pathways 1. Arts ## 2. Global Studies and Humanities 3. Montessori ## 4. Science, Technology, Engineering, and Math (STEM) ## 5. Science, Technology, Engineering, Arts, and Math (STEAM) ## b. Interest-based Regional Draws ## i. Hmong Language and Culture ## ii. Somali Heritage Language and Culture ## c. Community-based Comprehensive Schools i. Reflecting the culture and fabric of our neighborhoods across the city ## d. Alternative and Specialized Programming ## i. Alternative Learning Centers (ALCs) ## ii. Dedicated Special Education and Transition Programs ## iii. Care & Treatment Programs ## iv. Juvenile & Adult Detention Center services B. Current interest-based pathway examples Transformation Workshop Parameter #3: Program Types May 19, 2026 2/4 C. Current community pathway examples D. Spanish Dual Language Task Force Information (see full presentation here) ## a. Support for Dual Language Teachers Transformation Workshop Parameter #3: Program Types May 19, 2026 3/4 i. Recommendations on recruitment, retention, and development strategies for dual language staff b. Provide additional pathways and options for families i. Expand programs to address waitlists, suggesting the creation of a new elementary school to do so ii. Suggestion of an additional high school pathway on the North side iii. Increase PreK opportunities c. Align and monitor academic programming i. Adoption of aligned bilingual assessments and investment in curriculum and resources d. Revise enrollment practices i. Change enrollment practices to better support families ii. Suggestion to increase transportation options e. Ensure proactive future planning i. Suggestions for how to ensure long-range planning and support Transformation Workshop Parameter #3: Program Types May 19, 2026 4/4 ## Transformation Workshop ## Parameter #1: Enrollment Targets May 19, 2026 ## Timeline Background & Factors ## Executive Summary ## Purpose The following information is intended to provide information and greater context around the potential timelines for implementing recommendations stemming from the Transformation process. The intent is that this information can be of use in setting actionable milestones and timeframes for implementing any programmatic changes that may impact families’ school selection process or programmatic changes. ## Data and Context The following Givens (factors that are immutable in this process, either by strategic Board direction or external factors outside of MPS’ control) and Additional Data are shared to provide additional information and context as the Board works to set this parameter. ## Givens 1. System constraints a. Enrollment timeline October Mid-month, enrollment guides are finalized and sent to printers, changes to District enrollment websites and school descriptions are pre-loaded. November Mid-month the school enrollment process begins, with families able to submit requests for the coming year. January School Finder Fair offers an in-person opportunity for families to explore schools. February Deadline for families to submit their school requests to be entered into the lottery for school choice in magnet and out-of-area community schools. March 1st lottery for school choice. Families notified of school placements. April 2nd lottery for school choice. Families notified of school placements. June Transportation requests completed. b. High school course selection i. Students select courses for the following school year in December/January. ii. School and program types have to be determined in conjunction with the timeline above in order to ensure students know where to register and the courses they will have access to. c. Budget i. The budgeting process begins in December. Decisions about any potential school changes would need to be made in advance of the budget process in order to ensure accurate resource allocation. d. Staffing i. Typically staffing processes, and the contractual supports and obligations around them, align to the budgeting process, with decisions being made by March. For Transformation, decisions with potential school changes may require additional support and greater lead times to implement changes with the level of care desired. Transformation Workshop Timeline Background & Summary May 19, 2026 2/4 ## Additional Data 1. Feedback from the caregiver priority survey indicates that the majority of families would prefer at least six months’ notice if their student’s school were to make an operational change (e.g., school hours, new location, etc.), and just over one-third of families would prefer at least nine months’ notice. 2. Over the last two years during caregiver feedback collection from the Dr. ## Sayles-Adams’ 100 Days Listening Tour, Caregiver Priorities Feedback, and Transformation, caregivers have emphasized the need for clear direction, timely decision-making, and a sustainable model that protects access to high-quality programming while stabilizing resources for the future. This feedback reflects a desire for decisive action that aligns financial stewardship with caregiver priorities. 3. Based on the Transformation discussions to date, senior leadership believes that it is plausible to have options for how to implement parameters and system change on the following timeline. (see visual representation of this below): a. June 2026: Board adopts parameters and directs administration to come up with options for implementation of them. Transformation Workshop Timeline Background & Summary May 19, 2026 3/4 b. September 2026: Administration presents options to the Board and public. c. September -November 2026: Student, caregiver, staff, and community engagement d. November 2026: Board decisions for any program changes for implementation in the 2027-28 school year. i. Decisions made after November 10, 2026 would likely push implementation of any changes to the 2028-29 school year. 4. Without knowing exactly the type of changes that the implementation of Transformation may take, it is difficult to precisely define the supports – and the timeline for those supports – that we know to be a critical component of a successful rollout of such changes. Generally speaking, we believe it to critical that by the time the Board makes any final decisions about program changes stemming from Transformation that we have prepared and ready to deploy expansive communications tailored to different audiences (families, staff, community partners, etc.) that both inform of the change(s) as well as provide actionable information about how they will be supported specifically to the way they are impacted. Depending upon the options developed, such communication and supports would require 60-90 days to develop, but that work can happen largely in parallel with options being generated and broader pre-decision community engagement. Transformation Workshop Timeline Background & Summary May 19, 2026 4/4