KPS Acceleration Plan:
KPS Acceleration Plan: Three-Year COVID Response Strategy
Late in the evening of March 12, 2020, educators across Michigan were alerted of an emergency press conference hosted by Governor Gretchen Whitmer. The press conference informed the state residents that all K-12 schools would be closed for two weeks due to COVID-19. Educators were hopeful for a quick return to school, but no one knew exactly what COVID-19 entailed. Educators knew that the virus was serious enough to close schools but wondered if a two-week break from school would mitigate the spread of the unknown virus.
Kalamazoo Public Schools (KPS) immediately orchestrated a plan to continue educating students; especially seniors preparing to graduate. A local business, Schupan Asset Management, donated refurbished Chromebooks to seniors. KPS also donated Chromebooks that were “end of life” to seniors to continue their learning.
On April 2, 2020 Governor Whitmer closed all K-12 schools for the remainder of the school year. With the closure of schools, the Governor’s Executive Order (EO 2020-35) required all schools to provide learning opportunities for all students. School districts were to complete a Continuity of Learning and COVID-19 Response Plan no later than April 28, 2020.
As the reality of remote learning became apparent, KPS provided support for both students and families. KPS issued Chromebooks, launched twenty-four sites for twice-weekly grab and go meal packet distribution, disseminated learning packets, and created a Learning Hub in which families could access grade level content for their child(ren) 24/7 on the district’s website. The Learning Hub also included Social-Emotional Learning (SEL) lessons and links for families to access core learning resources like read alouds and technology supports.
The district quickly provided over 120 hours of virtual professional development for teachers and administrators once it was decided that remote learning would begin in short order. Teachers were able to choose the professional development sessions most relevant to their level of expertise and the subjects they taught. Sessions were centered around both the hardware and software necessary to deliver lessons and included best practices for virtual learning pedagogy. The digital gradual release model was introduced, and Teaching and Learning Services quickly created a hub for teacher learning called The Knowledge Center. Teachers could continue their professional learning at The Knowledge Center and use virtual drop-in help sessions and a help ticket system.
KPS created a remote learning schedule for students at all levels. Students were assigned to meet with their teacher(s) daily. The schedule created flexibility for families to ease them into remote learning to minimize the prospective fatigue from the computer screen. Despite all of the challenges, KPS successfully ended the school year. Seniors had rolling outdoor graduations and many other schools held outdoor social distanced activities to celebrate fifth and eighth-graders.
At the onset of the pandemic, we knew that just giving student devices for home usage did not solve the need for internet access at home. On June 15, 2020, the Kalamazoo City Commission announced a new partnership with the Kalamazoo Public Schools, Kalamazoo Public Library, The Kalamazoo Promise, the Kalamazoo Community Foundation, and the city of Kalamazoo, called the Digital Access For All (DAFA) partnership. The new partnership committed to provide Wi-Fi hot spots to 1,000 KPS students. The city amended their budget to allocate $200,000 from the Foundation for Excellence Aspirational Fund to pay for the hot spots. In addition to the funds from the city of Kalamazoo, KPS, and The Promise contributed additional dollars to offset the expenses. The Kalamazoo Public Library took responsibility for the check-in and check-out procedures for students and families.
With the Governor’s Executive Orders in effect, we could not offer in-person summer school, and instead, we opted to provide a virtual summer school experience for all. A select group of K-8 students had synchronous summer school four days a week for five weeks with a KPS teacher. All K-8 students in the district continued to have access to the Learning Hub throughout the summer asynchronously. High School students were able to have synchronous summer school with a KPS teacher with an emphasis on credit recovery.
On June 30, 2020, Governor Whitmer and the COVID-19 Task Force on Education Return to School Advisory unveiled MI Safe Schools: Michigan’s 2020-2021 Return to School Roadmap. All school districts were required to submit an Extended Continuity of Learning Plan/COVID-19 Preparedness and Response Plan (“Preparedness Plan”) by August 15, 2020.
Throughout Summer 2020, the district engaged in committees with staff to plan the options for the 2020-2021 school year. The committee recommended that KPS offer a fully-virtual option, a hybrid option, and a fully in-person option. The superintendent hosted numerous virtual town hall meetings for families before announcing the final plan for the 2020-21 school year.
The superintendent again led numerous virtual town halls in August 2020 to share the plan details. Option 1 was a three-tiered model moving from fully remote for trimester one, to hybrid for trimester two, and finally fully in-person for trimester three if it was deemed safe to do so. The district created two virtual options. Option 2A was the Kalamazoo Virtual Learning Path (KVLP) where families could choose to have their child remain in virtual learning the entire school year in a program run by Kalamazoo Public Schools. The third and final option the district created was Option 2B or the Kalamazoo Virtual Innovative Collaborative (KVIC). In this model families could choose to have their child remain in virtual learning the entire school year, but KVIC would be run by Kalamazoo Regional Service Agency (KRESA). Option 1 was designed for synchronous instruction using the KPS curriculum taught by KPS teachers. Option Options 2A and 2B were designed for asynchronous learning.
The superintendent developed a weighted formula that considered family input, teacher input, non-teaching staff input, health department data, and research from around the world.
For trimester one, the district unveiled a schedule for families that permitted time for whole group and small group instruction four days a week. Teachers were also available for virtual drop-in support for office hours. On Wednesdays, teachers taught lessons for social emotional learning. To further support students, the district partnered with Kyd Network which organized Learning Hubs throughout the community. In addition, each KPS school provided students with school supplies and supplemental material.
Teachers collaborated in Professional Learning Communities (PLCs) each Wednesday at the building and district levels. Continuous professional development was provided for teachers. The district purchased Google Enterprise, NearPod, Kami, ScreenCastify, Schoology, PearDeck, Fast Forward, Newsela, Lexia, and Dreambox to assist teachers with instructional technology. As Google made updates to features in Google MEET, teachers could create breakout groups, polls, and the question and answer tool.
Throughout the first trimester, the district created opportunities for teacher feedback and sent surveys. Parents also had a chance to complete surveys on their experiences. The district worked on dual plans in preparation for trimester two. Based on the weighted formula, it was determined that students would remain fully virtual for the second trimester.
As a result of the decision and the input from stakeholders about trimester one, the secondary schedule was modified to structure the courses in chronological order, and the district provided Educator Learning Time embedded in the teachers’ workday. The district then provided school learning hubs in addition to the learning hubs that were already in place in the community.
The superintendent revisited the formula, and the decision was made for the district to remain remote for the third trimester. The school district kept the same schedule intact but offered spring in-person activities for students.
As a result of the coronavirus disease (COVID-19), teachers, students, and families have had to overcome numerous challenges to meet vast social-emotional and academic needs within the greater school community. Schools have faced a series of difficult decisions regarding what is best for children, families, and the community.
Since March 2020, school districts have had to adjust policies and procedures, teachers and students have had to learn to engage with one another in new and challenging ways. For the first time in modern history, school leaders have had to fundamentally rethink how to transform learning opportunities in order to prioritize the safety and well-being of students and school staff.
Upcoming school years present both an opportunity to fundamentally change teaching and learning and the challenge to do so in a way that addresses inequitable gaps in educational opportunities and outcomes for students. The impact of the COVID-19 pandemic has been disproportionately felt by historically underrepresented groups, including communities of color, English Language Learners, and families experiencing economic hardship (ED COVID-19 Handbook: Volume 2). This plan represents a commitment to equitable education and a responsibility for every child, every opportunity, every time.
Input from stakeholders has been paramount to our development of teaching and learning strategies since this pandemic has begun. Students, families and teachers have been surveyed multiple times for input. Townhalls have taken place multiple times to both give and receive insight into what is happening at our schools as well as what would help students and families. Our Teacher Advisory Council, Parent Advisory Council, Instructional Leadership, United Auto Workers and Kalamazoo Education Association have been consulted for their valuable insight both during the school year and in development of this Acceleration Plan.
After careful review of input, research, and guidance documents developed by educators and researchers across the country, the KPS multi-year COVID Acceleration Plan is centered around the following focus areas:
- Student, Family, and Educator Well-being
- Assessing, Monitoring, and Evaluating Needs
- Equity, Access, and Targeted Instruction
- Leveraging Community Partnerships
Student, Family, and Educator Well-being is well documented in educational research (Child Development, Jan. 2011). Attainment of social-emotional skills is tightly linked to whole-child well-being and positive academic outcomes. Engaging students, families, and educators with the common goal of providing safe and healthy learning environments, through participation in carefully selected activities, supports the well-being of the school community as a whole. This area is central to the transition period from a virtual learning environment for over a year to the return to face-to-face learning in the fall of 2021.
Assessing, Monitoring, and Evaluating Needs as part of a robust Multi-Tiered System of Supports (MTSS) enables school staff to target academic and social-emotional supports to meet the needs of students in a proactive manner (Bernhardt, 2018). School staff will use universal and targeted assessments to inform decision-making related to meeting students’ varying needs. The check and balance of assessing needs is critical to moving student achievement forward from where students are at the beginning of the school year.
Equity, Access, and Targeted Instruction is a commitment to continue to engage in critical conversation around current practices to ensure that Kalamazoo Public Schools is living up to its philosophy, “Every Child, Every Opportunity, Every Time.” Engaging students with a strengths-based approach to learning and growing builds on success as a stepping stone to accelerating learning (Clay, 2019). Students have had an experience like no others in history by learning virtually for such a long period of time. The equity lens is critical to ensure that all means all for instruction. Both the strengths-based model and the equity needs are strong values within the district.
Through Leveraging Community Partnerships, Kalamazoo Public Schools is planning several activities to support student needs. Effective community partnerships have long been recognized as a vehicle for promoting positive communication, interaction, and growth within the greater school community (Epstein, 2018). The district recognizes that it “takes a village” to raise our children. The Kalamazoo community continues to work closely with the district to meet the needs of the students. These partnerships will continue to grow and expand for the needs in the transition.
Kalamazoo Public Schools’ mission is “Every child. Every Opportunity. Every time.” The current school year has been challenging as well as inspiring with all the new initiatives started in the digital world. Staff members continue to respond with learning, adjustments, and support. With the transition back to in-person learning, there will be many new tools and resources for students and staff to use. The KPS Acceleration Plan addresses the mission statement as the focus of the plan targets the following strategies: 1. Student, Family, and Educator Well-being; 2. Assessing, Monitoring, and Evaluating Needs; 3. Equity, Access, and Targeted Instruction; and 4. Leveraging Community Partnerships.
The KPS Acceleration Plan begins with the launch of KPS Summer Readiness 2021. This in-person program will provide learning opportunities for over 2000 students. Community partners will collaborate with the district to provide hands-on experiences during the six-week program. In addition, students in fifth and sixth grades have the option to attend a camp at the conclusion of KPS Summer Readiness. The KPS Acceleration Plan will serve as the framework for our continuous improvement plan starting with the 2021-2022 school year.
During the 2020-21 school year, the Superintendent provided bi-monthly updates at Board of Education meetings on a variety of items including virtual learning and progress towards the current plan. Both parent and teacher advisory councils were empowered to respond with official KPS information and their work will continue to be structured using the RPIE method (Research, Planning, Implementation and Evaluation). KPS launched new communication platforms including a website redesign, a new app, increased use of social media, and an e-flyer system to ensure that families had access to information.
The goal of the 2020-2021 school year was the focus on the safety and emotional well-being and academic progress. Students were in a virtual option the entire school year. As the KPS Acceleration Plan is launched, there will be continued innovation, creativity, and student growth with a focus on providing an equitable education for all students. The initiatives being brought forward into the 2021-2022 school year are research-based and open-ended for additional items. Digital learning platforms, virtual parent-teacher conferences, educator and student ed-tech skills, personal safety measures and much more will be utilized as the district continues to serve children. The plan is a three-year plan with some initiatives starting in the Fall of 2021 and others starting at a later date. With our commitment to continuous improvement, we will evaluate the impact of the KPS Acceleration Plan at strategic intervals. Students and staff will continue to learn with an increased use of technology and support.
Student, Family and Educator Well-Being
Creating safe and healthy learning environments both physically and mentally
Assessing, Monitoring, and Evaluating Needs
Identifying individual students needs and checking for success
- Social Emotional Learning & Skill Assessment
- Behavioral Specialist/Home Support Specialists
- Social Emotional Learning Center - Adults and Students
- Social Emotional Learning Skill Integration Daily in All Courses
- Family Engagement Events
- District/Building Climate/Culture Surveys and Action Plans
- Equity Taskforce & Workgroup
- Inquiry/Equity Work with Core Teachers
- Diverse Classroom Libraries K-6 Including Teacher Training
- Family Learning Nights for Online Learners
- Educator Training on Best Practices for Student Engagement and Well-Being
- Playworks SEL and relationship support during K-5 Recess
- Early Reading Screening & Diagnostic Assessments
- Early Math Screening & Diagnostic Assessments
- NWEA MAP Growth (Benchmark) Assessments
- HS Credit Analysis
- PSAT/SAT Aligned Interim Assessments
- Multi-Tier Systems of Support Progress Monitoring System
- Early Warning System for Students Who Fall Behind Academically or Socially
- Child Study Teams
- Tier 3 (Intensive) Students with Special Needs Team
Equity, Access, and Targeted Instruction
Working from a strengths mindset for each student and growing the skills necessary for individual success
Leveraging Community Partnerships
Utilizing our community
- Attendance / Engagement Analysis
- Student Improvement Plans (ELA & Mathematics)
- Elementary and Secondary Intervention/Enrichment Time
- Updates to Elementary Report Cards, CA-60s, and K-12 Pacing Guides to Reflect Most Important Content
- New Equitable HS Math Core resources
- After School HS Credit Recovery and Support
- Bolster/Expansion of Supports for Students with Special Needs
- New Expanded Summer Readiness Program
- K-12 Virtual Learning Including Synchronous Supports
- 1:1 6-12 Chromebooks and Chromebook Carts in Every K-5 Classroom Make Learning Transparent and Accessible to All
- “Lunch and Learn” and other Mentoring K-12 Programs
- Career Awareness/Exploration K-12
- Expansion of Summer Readiness Programs to Incorporate Community Groups
- Wifi Hotspots for Families in Need Via Community Partnership
- Communities in Schools, WMU and K-College Tutoring Programs
- First Day Shoe Fund, Beyond the Backpack Event, Free 3 Month YMCA Event, Registration in the Park, KRESA Career Exploration Events, Other Partnered Programming Throughout the School Year.
2021/22 COVID Acceleration Plan
Student, Family and Educator Well-Being
SEL Skill Assessment
SELweb; xSEL Labs Assessment is a web-based, direct assessment of social and emotional competencies. It is aligned to the CASEL model and will provide teachers and administrators with reports indicating the competency level of each child in the SEL strands.
Family Needs Assessment
Engagement at SEL PD Center on Kalamazoo Public School’s Campus. Rootead/Fetzer Institute in support of CASEL standards. Activities/assessment. Family Advocate Surveys, Local Community Partnerships/Referrals will also be a component.
Behavioral Specialist/Home Support Specialists
Provide support to students, teachers, administrators, and families with student behavioral interventions.
BSS/HSS Prof. Dev. planning for summer through the 2021-22 school year has been developed by the
SEL Professional Development Center
Student Services administrators and district climate and culture coaches will provide social emotional learning support to staff, teachers, and parents through the SEL PD Center. Plans are forming related to
professional development, parent engagement events, and other hands-on support to ensure the adults
serving our young people learn and use best practices to embed SEL development activities into daily
xSEL Labs data and other information will inform this work.
Students explore symbols and features of Michigan through drawing. Students grow in their fine motor skills, content vocabulary (art and social studies), and art expression. Allows additional creative outlet and way to learn content.
SEL Skill Integration
Train all summer school and instructional staff to conduct SEL morning meetings and other class meetings to focus on SEL daily. Vocabulary across content will be introduced and content teachers trained on implementation. (Please see SEL Center as well)
A program that includes activities, games, and protocols to incorporate SEL and relationship building into recess and conflict resolution. The program will be implemented in the KPS Summer Readiness 2021 at the elementary level as well as in all elementary schools starting the fall of 2021. Training will take place for all staff involved.
Parents/families will be encouraged to attend various family engagement activities with the support of the SEL coaches and the SEL P.D. Center. Local resource agencies will provide support for 3-4 parent events. Special events will also be held for families who have students with special needs.
Building and District Culture/Climate
Teach Upbeat and Urban Connection surveys and data analysis.
Family training nights for KVLP and KFLEx
Back to School August and frequent training sessions will take place for students/families on the online programs and best practices in virtual learning. The platform, daily schedule and tips for students and families will be provided.
Core Content Areas Professional Development
Back-to-School and ongoing training for updated curriculum written during Spring/Summer 2021 will take place for the 21/22 school year. There will be updated pacing guides to reflect core competencies/standards; including links to appropriate resources for whole group instruction, intervention, and enrichment when applicable, and updated report card competencies/standards. PD will also focus on how to best support social emotional learning in all classrooms and content including culturally relevant instructional practices.
Social-Emotional/Culture and Climate Training
K-12 teachers will continue to learn best practices for classroom instruction, culturally relevant instruction models and how to support students post-pandemic which will be embedded in back to school as well as ongoing training.
Assessing, Monitoring, and Evaluating Needs
Early Reading Screening & Diagnostic Assessments
Implementation of Fastbridge a Reading/Auto Reading (computer adaptive) and Early Reading/CBM Reading diagnostic assessments.
Early Reading Screening & Diagnostic Assessments
Implementation of Fastbridge a Reading/Auto Reading (computer adaptive) and Early Reading/CBM Reading diagnostic assessments.
Early Math Screening & Diagnostic Assessments
Implementation of Fastbridge - a Math (computer adaptive) and Early Math/CBM Math diagnostic assessments.
NWEA MAP Growth
Continued use of NWEA MAP Growth Reading, Math, and Science assessments three times per year.
Create and monitor an ‘on-track’ metric for high school students.
Attendance / Engagement Analysis
Building teams will analyze which students struggled with engaging or attending on a regular basis in 2020/21.
PSAT/SAT Aligned Interim Assessments
Implementation of Horizon Education PSAT/SAT aligned interim assessments in grades 9-12
This work will be done utilizing the eduClimber program within Illuminate.
EduCLIMBER is an interactive system that supports the whole child by combining assessment, social-emotional behavior (SEB), and attendance data into a single student profile view. From individual insights to district-level patterns, eduCLIMBER makes equitable support for every student a reality.
Early Warning System
Illuminate Achievement Dashboard built with KPS metrics in mind. This Interactive dashboard tool with customizable visualizations of real-time data creates shareable insights and school improvement and professional development plans.
Tier 3 Students with Special Needs Team
Data review and collection of SWD enrolled in summer school.
Provide support to students k-12, progress monitoring review/IEP goals- Develop priority areas (e.g., behavior, SEL), cross-reference data pre-closure versus post-closure across grades, assessments, behavior, attendance/engagement, and SEL.
CBM, aimswebPlus, NWEA MAP data, FastForward, CBM, NewsELA, and aimsweb will be utilized.
Assessment for Progress Monitoring (Math)
The assessment system will have progress monitoring and prescriptive capabilities (District created, NWEA Checklist, FastBridge, Eureka Math Equip)
ELA Assessments for Progress Monitoring
Progress monitoring assessments reflective of priority standards. Assessments will be differentiated to determine the next steps for students above, below, or at grade level based baseline assessments. Assessments will also be used to determine if interventions are appropriately working for students.
Equity, Access, and Targeted Instruction
Student Improvement Plans
Supports for IEPs and Extended-Learning Services, Individualized Education Plan adjustments, etc. Expansion of IRIP plans K-5 as well as 6-12 possibilities explored.
Child Study Team Process
Child Study Team Process-
Review school-wide data monthly to assess any learning loss, recommend strategies, supports, programs, and related services to meet students’ educational needs. Progress monitor all interventions to determine the best ways to accelerate the learning of students.
Elementary Intervention/Enrichment Block
A modified elementary schedule to identify a time in the day that can be allotted for intervention and enrichment activities. All buildings will plan a specific time for intervention/enrichment.
Secondary Intervention/Enrichment Block
Embed in the middle/high school schedule; targeted academic support, social emotional learning, and progress monitoring. Teachers will receive support and training on how to best utilize this time.
High School Expansion in School Credit Recovery Programming
Increase the number of credit recovery sections available during the school day. Highly qualified teachers in each core content area will facilitate the courses.
Updates to the Critical Competencies and determine levels of proficiency (Math)
Revise critical competencies based on research related to high priority standards and created descriptions for the four levels of proficiency
Update to the curriculum, including pacing charts (Math)
Update pacing charts to identify high-priority lessons and link resources for tier 1, intervention and enrichment.
Provide Guidance for the Structure of the Intervention Block and Intervention/Enrichment Guides (Math)
Develop best practices for the intervention block and link resources, activities, and lessons in the intervention and enrichment guides.
Implement New Core High School Materials
Select new Algebra, Geometry, Algebra II resources, manage the delivery and distribution, develop pacing charts, assessments, and provide professional development.
Update ELA, social studies, and writing pacing guides and report cards
Update pacing guides to reflect core competencies/standards. Include links to appropriate resources for whole group instruction, intervention, and enrichment when applicable. Report cards will be updated to determine proficiency within core competencies/standards.
Provide guidance for the structure of intervention and enrichment during the school day (ELA)
Develop best practices for enrichment and intervention. Link resources, activities, and lessons in the intervention and enrichment guides as necessary and appropriate.
Provide updated structure to ELA literacy block
Adjust the literacy block from 90 minutes to 75 minutes to open time for process writing instruction and allow adequate time for intervention and enrichment, based on student need. Provide targeted areas of support related to foundational practices in literacy through a structured literacy approach.
Student Improvement Plans (formerly Reading Improvement Plans)
Expand to ALL students in grades K-5. Include information on baseline data, ILC cycle data, progress monitoring, and enrichment or intervention supports. This will allow all students to have reading growth addressed.
Exploration of new ELA resources
K-5 & 9-12
Explore elementary and high school resources for ELA instruction which best support equity and individualized instructional practices.
Support targeted incoming 6th graders for Read 180 in the middle school. Integrate ELA content reflective of text annotations, note-taking, and process writing.
Special Education Classes
Additional resource classes (or study skills and supports) For specialized instruction based on IEP goals additional support in GE classes. Bring KPS into compliance with Continuum of Services and address lost SE instructional time.
Special Education Expansion
Expansion of Unique Learning System, N2Y, and SymbolStix to include all ASD classrooms, Functional Skills Classrooms, and Behavioral Classrooms. Extended Learning for SWD.
After School Credit Recovery
All high school buildings will offer an after-school program for students that need to make up credits through GradPoint. The program will be staffed by a highly qualified teacher or teachers depending on class size - similar to how GradPoint is supported throughout the school day.
Expansion of Summer Readiness (2021 and 2022)
Demographic targeted and expansion of programming beyond a traditional “Summer School” program. Additional ancillary staff and community partners delivering an engaging recovery of lost learning.
K-12 Virtual Learning Program
The Kalamazoo Virtual Learning Path (KVLP) is a Kindergarten-5th grade program built for student success in a both synchronous and asynchronous learning environment. KVLP is built on the Edmentum Calvert Learning Platform along with KPS teacher support. KRESA Flexible Learning Experience (KFLEx) is a joint program of the Kalamazoo Public Schools and theThe Kalamazoo Regional Educational Service Agency which services 6-12 grade students in a dynamic project based learning environment focused on the 4 core areas as well as career awareness and traditional electives. KFLEx is built on the Accelerate Learning platform and has both synchronous and asynchronous learning environments.
Secondary 1:1 Device Roll Out
Building upon the increased technology use by teachers and pupils, all students in grades 6-12 will have a Chromebook that they will use in and out of school.
Elementary Classroom Chromebooks
The pre-Covid standard was at least 10 Chromebooks in K-3 rooms and classroom sets for 4th and 5th. Due to the increased expertise and intervention/enrichment, we will be resetting our elementary schools with 15 Chromebooks in every K-2 classroom and classroom sets for all 3rd-5th grade classrooms.
Leveraging Community Partnerships
Tutoring Support Programming
Communities in Schools of Kalamazoo will coordinate 800+ volunteers for small groups and 1:1 academic tutoring. Training will occur to support new and veteran tutors on KPS curriculum resources. HS students may also ‘apply’ for Literacy Buddies via CIS. Western Michigan University as well as Kalamazoo College will also support tutoring programs.
KRESA Flexible Learning Experience (KFLEx) is a joint program of the Kalamazoo Public Schools and theThe Kalamazoo Regional Educational Service Agency(KRESA) which services 6-12 grade students in a dynamic project based learning environment focused on the 4 core areas as well as career awareness and traditional electives. KFLEx is built on the Accelerate Learning platform and has both synchronous and asynchronous learning environments.
“Real Careers, Real Talk” Lecture Series
In partnership with local businesses and KRESA, Kalamazoo Public Schools will host guests from numerous different
The district continues to develop the goal of career awareness, exploration, and development in the middle years. A new software program was implemented this year and other plans are in place for the future to offer onsite opportunities for students and additional support specific to career development.
The district uses mentors to help students to connect to learning. Mentors come from all areas of the community and are matched to students in the schools to provide a meaningful relationship.
Digital Access For All (DAFA) Partnership
Community collaboration between Kalamazoo Public Schools, Kalamazoo Promise, City of Kalamazoo, Kalamazoo Public Library, Kalamazoo Community Foundation, Kalamazoo Literacy Council, KYDNet, Kalamazoo Regional Service Agency, and Western Michigan University ensures that all students have reliable internet access at home.
Current Community Supports
The Kalamazoo community is very gracious to the district in supporting students. There are a number of ongoing supports that are greatly appreciated including: First Day Shoe Fund, Beyond the Backpack even, Free 3 month YMCA event, Registration in the Park, KRESA Career Exploration events, KydNet and Learning Hubs, Kalamazoo Public Library initiatives (first grade trips to the library, First Saturday of the Month, and summer reading programs), Kalamazoo Promise (kindergarten signing, career coaches, and other support), SLD Center, and others.
Summer Reading partners Independent Summer Reading Program partnership. Since 2009, Goodwill has helped distribute approximately 28,000 books to rising 3rd, 4th, 5th, and 6th graders each summer. Since 2020, Goodwill has distributed approximately 3,000 books to rising kindergarten, 1st, and 2nd graders each summer.
Communities In Schools Kalamazoo Programming
Communities In Schools Kalamazoo (CIS-K) continues to provide supports to students in most of the KPS schools. After school tutoring and care, connection to medical and dental health needs, and mental health supports are provided through the CIS-K staff.
Summer Camp/Early Fall Experiences
The district is offering additional camp experiences this summer and next fall to address the social emotional needs of students as well as develop leadership opportunities for students. The Y Sherman Lake and Pretty Lake Camp are actively involved in the planning of the upcoming events.
Research to Support the Work:
- Achievethecore.org :: Priority Instructional Content in English Language Arts/Literacy and Mathematics. (n.d.). Achieve the Core. Retrieved May, 2021, from https://achievethecore.org/page/3267/priority-instructional-content-in-english-language-arts-literacy-and-mathematics
Bernhardt, Victoria L. Data Analysis for Continuous School Improvement. Routledge, 2018.
Clay, M.M. 2019. An observation survey of early literacy achievement. Portsmouth, NH: Heinemann
- C.P.R.L. (2021, March 23). RISE to Thrive: A Vision for a Transformed and Equitable Education System | Center for Public Research & Leadership. Columbia Law School. https://cprl.law.columbia.edu/content/rise-thrive-vision-transformed-and-equitable-education-system
- Disproportionality, Discipline, and Race. (2020, May 27). MAEC, Inc. https://maec.org/resource/disproportionality-discipline-and-race/
DTMB - Student Recovery. (2021, May). Michigan Department of Education. https://www.michigan.gov/dtmb/0,5552,7-358-82547_56345_106374---,00.html
Durlak, Joseph A., et al. “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions.” Child Development, vol. 82, no. 1, 2011, pp. 405–432., doi:10.1111/j.1467-8624.2010.01564.x.
Epstein, Joyce L. “Practical Applications: Linking Family and Community Involvement to Student Learning.” School, Family, and Community Partnerships, 2018, pp. 493–572., doi:10.4324/9780429494673-6.
- Exploring Equity - Culturally Responsive Leaders. (2018, June 6). MAEC, Inc. https://maec.org/resource/culturally-responsive-leaders/exploring-equity-culturally-responsive-leaders/
Fullan, M. (2021, April 9). The Right Drivers for Whole System Success. Corwin Connect. https://corwin-connect.com/2021/04/the-right-drivers-for-whole-system-success/
- Jacques, S. (2020, October 13). Preparing for Post-COVID-19 Student Re-Engagement. Hanover Research. https://www.hanoverresearch.com/reports-and-briefs/preparing-for-post-covid-19-student-reengagement/
- Learning Personalized Guest Author. (2021, May 11). Learning Loss: Are We Defining the Problem Correctly? Learning Personalized. https://www.learningpersonalized.com/learning-loss-are-we-defining-the-problem-correctly/
MDE - Accelerated Learning. (2021, May). Michigan Department of Education. https://www.michigan.gov/mde/0,4615,7-140-81351-557696--,00.html
M.M.T.S.S.T.A.C. (n.d.). Intensifying Literacy Instruction: Essential Practices | National Center on Intensive Intervention. Intensifying Literacy Instruction: Essential Practices. Retrieved May 2021, from https://intensiveintervention.org/resource/intensifying-literacy-instruction-essential-practices
Parent/Home Involvement in Schools. (n.d.). Parent/Home Involvement in Schools (Research). Retrieved May 2021, from http://smhp.psych.ucla.edu/qf/homework.htm
The Path Forward Strategic Action Plan | Michigan Department of Education. Retrieved May 2021, from https://intensiveintervention.org/resource/intensifying-literacy-instruction-essential-practices
Resources: SEL Background and Research. (2020, August). CASEL. https://casel.org/resources-learn/
S. (2021b, April 1). Culturally Responsive Schools. NAESP. https://www.naesp.org/resources/publications/culturally-responsive-schools/
SEL Discussion Series for Parents and Caregivers (English) - Casel Schoolguide. (n.d.). CASEL. Retrieved May 2021, from https://schoolguide.casel.org/resource/sel-discussion-series-for-parents-and-caregivers-english/
- Social Emotional Learning for Families | Social Emotional Learning At Home. (2021, April 23). Move This World. https://www.movethisworld.com/social-emotional-learning-families/
- 2021-22 Planning and Guidance. (n.d.). NIET | National Institute for Excellence in Teaching. Retrieved May 2021, from https://www.niet.org/our-work/brochures/category/2021-22-planning-guidance