Educational Framework

Our Work

The Madison Metropolitan School District is committed to improving our capacity to carry out our strategic plan and reach our vision. Our Educational Framework describes our work to improve outcomes for students. It also provides a structure for organizing this work.

The Framework is based on three fundamental concepts:

student engagement, learning and relationships are equally important;
systematic, district-wide supports are critical; and
a collaborative culture in which adults share responsibility for all students is essential.

To do our work, we will...

use data to make decisions.
provide consistent system-wide interventions for each child who is struggling.
act on the understanding that each child may see the world differently than the adults in the school.
collaborate with one another to provide effective learning environments for all students.
establish and implement systems that respond to student behaviors in ways that promote positive change and re-engagement.
engage in professional development on research-based best practices.

The School Improvement Process guides schools through a comparison of their performance to the district vision, the Board of Education priorities, and the three fundamental concepts of the Educational Framework. Schools use this process to develop a plan for recommended changes, assess the results of these changes, and modify plans for improvement, as necessary.

This process includes:

identifying areas of strength and areas of concern through data analysis;
determining root causes;
selecting goals, objectives, strategies and timelines for improvements;
faithfully implementing the plan; and
assessing outcomes through data analysis.

Engagement

Staff will address student engagement by:

acting on the belief that the student's effort toward success is as important as aptitude;
creating a school culture that evokes focused student effort;
creating a climate and an environment of physical and emotional safety.

So that students will connect with school as demonstrated by:

being present and open to learning;
- attend school regularly
- arrive at class on time
- be emotionally and physically ready to learn
maintaining an inquisitive, curious and positive attitude;
developing responsibility for learning.
- participate in learning tasks
- know and access school resources
- be part of the school community
- respect rules
- participate in school activities
- take pride in the school

Learning

Staff will address student learning by:

acting on the belief that sustained and directed effort can yield high achievement;
requiring academic rigor in all instruction including
- commitment to a core of subject matter knowledge
- high demand for thinking
- active use of knowledge.

So that students will learn as demonstrated by:

acquiring skills and knowledge in
- academics
- functional life skills
- social, emotional and physical health.
applying skills and knowledge to
- acquire new knowledge
- solve problems
- think critically
- plan for the future
- work with others
- be resilient
- communicate effectively.

Relationships

Staff will address student-adult relationships by:

approaching every day as a new day for each child;
assuming that all students want to do well in school;
believing that adults can affect each child through positive relationships;
taking responsibility for determining why students aren't successful, and intervening appropriately;
using encouragement and support as primary intervention tools.

So that students will develop positive relationships as demonstrated by:

communicating verbally and non-verbally with other children and adults in a positive way;
practicing peaceful resolution of social conflicts;
showing respect, responsibility, enjoyment and compassion for self and others;
developing relationships with school staff members and peers that are trusting, reciprocal and supportive;
participating positively with others
- cooperatively
- competitively
learning to value diversity, and the gifts and strengths of others.