FOR IMMEDIATE RELEASE
Contacts:
Deanna Mills, M.P.H. Member, Community Engagement Collaborative 612-204-4106 [EMAIL PROTECTED]
Mary Lilja Lilja Inc. for the Community Engagement Collaborative 952-893-7140 [EMAIL PROTECTED]
Cheri Reese, Executive Director of Public Affairs Minneapolis Public Schools 612-668-0230
Community Engagement Collaborative releases report on Minneapolis Public Schools
Calls for involvement of all parties to work together for a positive future
MINNEAPOLIS – (July 13, 2004) – After six weeks of research and gathering input from the community, the Community Engagement Collaborative hired by the Minneapolis Public School (MPS) Board says that it is ready to move forward with a series of community dialogue sessions beginning this month. Their approach is outlined in a report, MPS Community Engagement Interim Report and Implementation Plan, presented to the Minneapolis Board of Education today. A copy of the report is available at www.mpls.k12.mn.us <http://www.mpls.k12.mn.us/> .
The Community Engagement Collaborative,* comprised of Karen Gray, M.S. and Nora Hall, Ph.D. of GrayHall LLP; and Deanna Mills, M.P.H. and Michael Scandrett, J.D. of Halleland Health Consulting, was invited by the MPS Board in late April 2004 to plan and implement a community-wide listening and learning process.
“This is a time of change for the Minneapolis Public Schools,” says Deanna Mills, spokeswoman for the collaborative. “There’s a great deal of excitement over the new superintendent, as well as concern over the tough district-wide decisions that lie ahead. Actions taken over the next year will profoundly shape the future.”
MPS needs to move forward, knowing that it is supported by the vision, values, and principles of the larger Minneapolis community. To make the right decisions, the collaborative says that a community engagement process – a multi-dimensional, comprehensive discussion involving the MPS and all persons, organizations and stakeholders – is essential.
The report identifies the five most critical, and often conflicting issues that the community must wrestle with, and ultimately address:
* What constitutes achievement, and how do we measure it?
* To what extent and in what ways does the district value
diversity/integration?
* How important is school choice?
* What constitutes equity for students, programs, communities and
staff?
* What is the purpose of our schools – to educate students, or to do
much more?Mills says that the report represents a “well-researched approach to community engagement that is informed by the lessons we’ve learned from past community involvement activities in the MPS and other school districts nationwide.” The community engagement model and guidelines will help ensure that community engagement is fair, constructive and efficient and that many voices are heard.
The phases include:
Phase One: Community Input (Completed). Phase One represents an invitation for ideas from any interested party who wants to share. Input is requested and accepted as one-way communication from the community to MPS. This input is then analyzed to identify the major issues, shared community values and potential conflicting values, which serve as the foundation for Phase Two.
Phase Two: Community Dialogue (July – Sept. 2004). Phase Two consists of open community discussion of the major issues that emerged from Phase One. The dialogue phase is both a listening and a learning process that involves participants in determining priorities. Dialogue involves explanation, discussion, and sharing of ideas.
Phase Three: Feedback (Sept. - Oct. 2004). In Phase Three, the community and stakeholders are given a specific proposal or several alternative proposals for their final feedback.
Phase Four: Explain Decisions (Nov. 2004). In Phase Four, MPS will make informed decisions based on community values, and explain the rationale for the decisions.
Phase Two begins this month and will be completed over the next three to four months through a variety of meetings and formats that will give many in the community an opportunity to participate, including community members, leaders, partners and educators. Locations and times will be widely announced, and special efforts will be made to reach into culturally and linguistically diverse communities.
Community engagement activities will be integrated and coordinated with other MPS initiatives, such as the Facilities Utilization planning process and the Courageous Conversations About Race.
“Past efforts have not always included the level of community engagement that we believe is essential – especially when the school district faces major questions of policy and future direction that require tradeoffs between competing priorities and interests,” Mills says.
“We believe the community engagement approach will reap big benefits, long term, for MPS and the students it serves, because it ensures that the district and its key stakeholders are working together to address difficult issues.”
*The Urban Coalition provided research and initial input, but as of June 30, 2004, resigned from the Collaborative, based on a conflict of interest with its advocacy role in the community.
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