Margarita Muñiz Academy School Innovation Plan January 2018

2017- SY 2018

Margarita Muñiz Academy School Innovation Plan

January 2018

Submitted on: May 25, 2017 Submitted by: Dania Vázquez for Margarita Muñiz Academy

Table of Contents

Section Section Title Page Number

I School Information Sheet 2

II Executive Summary 4

III Mission, Vision, and Statement of Need 9

IV Curriculum, Instruction, and Assessment 24

V Operations 57 ● Building ● Schedule & Calendar ● Leadership, Staffing & Professional Development ● Policies & Procedures ● Projected Budget

VI Capacity of Applicant Group 63

VII Timetable for Expansion 72

VIII Measurable Goals 74

IX Attachments 78

1 I. School Information Sheet

Current School Name Margarita Muñiz Academy

Proposed School Name (if changing)

Current Grades 9 to 12

Proposed Expansion 7 to 12 Contingent on Facility Approval

Current School Address 20 Child Street, Jamaica Plain, MA

Proposed School Address 20 Child Street, Jamaica Plain, MA

Primary Contact Dania Vázquez, Headmaster Name/Address/Phone/Fax/Email 20 Child Street, Jamaica Plain, MA 781-424-8640 Cell 617-635-8198 School 617-635-7835 Fax

Proposed School Expansion Year(s) September, 2019-20

Expansion Plan Overview School Year Grade Levels Total School Total Number of Enrollment Staff

2017-2018 9 to 12 300 28.5 FTE 2019-2020 7 and 9 to 12 380 to 390 39.9 FTE 2020-2021 7 to 12 460 to 470 45 FTE

Will this school serve students from multiple districts? Yes √No

Attachments Item

Dual Language Policy

School Profile

Grade Guide for Universities

Sample Schedule

2 Budget Planning

Administrator Resumes

Letters of Support

3 II. Executive Summary

A. Current School Mission The Margarita Muñiz Academy is the first dual-language high school in the Boston Public Schools dedicated to preparing citizens and leaders who are fluent in English and Spanish. Every student will be ready for college and contribute to the community and beyond. Muñiz Academy partners with families and community to realize our mission together.

Margarita Muñiz Academy implements a college preparatory, culturally relevant two-way bilingual curriculum that provides students with the 21st century skills necessary for success in higher education and beyond. The Muñiz Academy has three critical platforms for dual language: Expeditionary Learning (formerly known as Expeditionary Learning and now EL Education), the arts, and technology. Our collective work as a community is grounded in the shared values of diversity, inclusion, community, citizenship, scholarship, and creativity.

Key details about the innovation plan Planning is underway by the school for the innovation plan to include grades 7 and 8, tentatively proposed to begin with expansion to grade 7 in September 2019. This timeline is contingent upon the district solving the school's facility need that would provide the space necessary for expansion. Facility approval and grade expansion will be accomplished through a separate vote of the Boston School Committee. The current school enrollment of 300 students in grades 9-12 will expand by 80-90 students each year, reaching 460-470 students by the 2019- 2020 school year. There are no entrance requirements for enrollment in Muñiz, making it unique as a two-way, bilingual, arts focused school within the Boston Public Schools. Muñiz Academy is currently located in Jamaica Plain, central to the school’s student population that is largely drawn from Jamaica Plain, Roxbury, Dorchester, South Boston, and Mattapan. The current demographic makeup of the student body is expected to continue:

English language learners 83% 47% are designated as ELL levels 1 to 5; 36% are formerly ELL Students with disabilities 12% Overage 1 year or more 40%

Innovation plans are based on current experience at the school and needs identified by the Boston Public Schools:

4  Boston’s Need for Muñiz 7-12 Grade Configuration Boston is in the process of reconsidering grade pathways, moving toward aligning more schools in a binary system of K-6/7-12 and K-8/9-12 grade configuration models. In addition, Boston is in need of additional elementary seats for dual language students. Expanding Muñiz Academy to grades 7 and 8 will free elementary seats at the current district K-8 dual language schools, increasing needed capacity for Boston students, and will offer another school beyond the current exam schools in the district with a grade 7-12 configuration model. Adding grades 7 and 8 will also provide expanded educational opportunities for students and families who are recent immigrants in an instructional model that embraces language and diversity and empowers students as citizen leaders. All references to a 7-12 school are contingent upon finding a facilities solution as part of the BuildBPS process and will require a separate vote by the School Committee.

 Muñiz Academy’s Need for a 7-12 Grade Configuration In its first five years, teachers and administrators have found that students enter with skills that are well below grade level. Intensive supports provide a pathway to success, but having students enter in grades 7 and 8 will enable an earlier start on language and skill acquisition and college preparation.

Key Changes with Expansion  A continued progression towards more rigorous college-going culture bolstered by starting to focus students at earlier grades on both mindset and academic skills.  A focus on both skills and mindset with targeted academic interventions in both language and math literacy for incoming students.  Increased focus on developing strong learning habits framed as RAICES, our school values (responsibility, advocacy, integrity, compassion, excellence and stretch); strong learning habits are a clear correlate to student success.  Increased access in the arts and deepening art-making skills, considered another language frame at Muñiz Academy.  Improved staffing patterns benefitting school-wide instructional supports with additional staff for English as a second language, Spanish as a second language, and a new position for a math interventionist.  Continued partner development to establish a college-going culture starting with incoming our 7th grade, supported activities.  A newly formed leadership team that fully supports a two-house design – Lower House with grades 7 to 9 and an Upper House with grades 10 to 12; the new leadership team allows for a more sustainable leadership model over time.

Key Anticipated Challenges Three core challenges are identified at this time yet all three do have potential solutions as we collaborate with the district and school partners. These challenges include:

1. We have been able to sustain our growth over the first five years largely on the BPS district allocated budget, even in difficult budget years. The current budget models need to be further developed to reflect the needs of a dual language high school using the complex design of Muñiz Academy that includes an extensive arts program and is structured to make the school sustainable over time. Our autonomies have been key in ensuring budget sustainability to this point in time. The BPS budget office has worked with Muñiz Academy to develop a preliminary budget framework attached in this document.

2. The expansion would require additional space central to the population we serve in Boston.

3. The enrollment processes in BPS would need to support our expansion, ensuring communication with families for this new and exciting opportunity. Our deep collaboration and the benefits to our partner dual language K-8 schools will facilitate changes that support benefits to many school communities and Boston as a whole.

Key prior successes Dual Language Instructional Model: Our dual language model embraces what students bring as much as it strives to deepen and enrich their skills and knowledge in both language and subject matter. Learning in both languages and across content is designed to engage students as they construct meaning from their experiences and become bi-literate. Students learn in a dual-language model, with classes taught in Spanish and English in a 50-50 split.

Expeditionary Learning: Muñiz Academy draws on EL Core Practices to inform our model for curriculum development, assessment, instruction, and school culture. Authentic learning encompasses a depth of content and an approach for engaging in new ideas and skills development. Authentic learning at Muñiz Academy incorporates strategies to ensure students own their learning and progress.

The Arts: The arts are a daily component of each student’s schedule. Students choose from an array of offerings, including visual art, technology, theatre, instrumental instruction/band, and choir. The Venezuelan model called El Sistema is used as a basis for instruction; music is a daily

6 class, with approximately 160 of 280 current students playing an instrument. Visual arts, theater, and technology follow a sequence of learning throughout the four-year program and are also scheduled daily.

Knowing Students Well: We believe that an important element in every student’s success is knowing each well as learners and members of the community. Knowing students well happens through an ongoing focus on cultural competence and structures that support personalization. Three key school structures support knowing students well: relationships with Crew leaders, grade team meetings, and the Student Support Team. Through the formation of personal relationships as well as team dialogue, we come to know each student and their needs and interests.

Academic impact The implementation of a comprehensive program at Muñiz has supported considerable academic success by students, as measured by two years of MCAS data provided below. Additional data can be found in the full application.

2015 98% ELA MCAS pass rate: 80% advanced/proficient; student growth percentile of 62 90% math MCAS pass rate: 62% advanced/proficient; student growth percentile of 68 65% physics MCAS pass rate 66th percentile for student growth on the WIDA/ACCESS for English language learners

2016 92% ELA MCAS pass rate: 80% advanced/proficient; student growth percentile of 63.5 81% math MCAS pass rate: 55%% advanced/proficient; student growth percentile of 47 AP Spanish Language: 81% scored 3 or better; AP Spanish Literature: 5 of 6 Scored 3 68.5% physics MCAS pass rate 68th percentile for student growth on the WIDA/ACCESS for English language learners

First graduating class, June 2016: 63 of 65 Graduated

Summary of any autonomies requested – current and future. Margarita Muñiz Academy has waivers from the collective bargaining agreement between the Boston Teachers Union and the Boston School Committee and autonomy from district policies in the following areas:

 Governance and Policies: Muñiz Academy has its own governance structure based on effective structures used at high performing schools.  Curriculum and Assessment: Muñiz Academy has autonomy from district curricular requirements, allowing the school to offer a two-way bilingual curriculum and determine graduation, promotion, and homework requirements.  School Calendar: Muñiz Academy has autonomy from district scheduling requirements and collective bargaining agreements pertaining to length of school year and day, summer programming, and professional development. The school has modified the weekly schedule to ensure additional common planning and professional development time for teachers, expanded learning time for students, and a summer institute for students in need of interventions and course completion.  Staffing: Muñiz Academy has the freedom to hire and excess staff based on the needs of students and mission of the school. The school may hire staff regardless of their current status and has waivers from BTU collective bargaining agreements related to seniority and attachment rights. Compensation for core teachers mirrors the district salary structure, however, teacher’s job descriptions and responsibilities are significantly expanded. Working conditions also differ from conditions stipulated in collective bargaining agreements. The school seeks to continue the SY2012-13 agreement with the Guild to ensure a bilingual secretarial position.  Budget: Muñiz Academy receives a lump sum per pupil budget based on the school’s agreement with the district and determines the best use of its budget resources, planning for staffing and instructional materials and supports. The school may decline certain discretionary services and receive compensation from the district, to be used towards staffing or materials as designated by the school.

Autonomies that will be requested with innovation plan The district assigns students to Muñiz based on their choice form and the district lottery process. Muñiz Academy requests control of student enrollment processes, specifically access to waitlists and the ability to manage waitlists, and call students and confirm student assignments in real time.

8 III. Mission, Vision, & Statement of Need

A. Mission Statement The Margarita Muñiz Academy is the first dual-language high school in the Boston Public Schools dedicated to preparing citizens and leaders who are fluent in English and Spanish. Every student will be ready for college and contribute to the community and beyond. Muñiz Academy partners with families and community to realize our mission together.

Margarita Muñiz Academy implements a college preparatory, culturally relevant two-way bilingual curriculum that provides students with the 21st century skills necessary for success in higher education and beyond. The Muñiz Academy has three critical platforms for dual language: expeditionary learning, the arts, and technology. Our collective work as a community is grounded in the shared values of diversity, inclusion, community, citizenship, scholarship, and creativity.

B. Vision Statement Margarita Muñiz Academy is a college preparatory high school providing a two-way, bilingual high school education aimed at fostering community consciousness and preparing students for success in higher education. It is the only school of its kind in Boston. The two-way bilingual model is supported through a program built on EL, the arts, and the use of technology. Classes in the Expeditionary Learning (EL) curriculum are student centered, standards based, and taught in both Spanish and English. All students participate in visual art or music instruction that is given using the El Sistema model. With a maximum enrollment of 300 students, Muñiz offers graduates of Boston’s public bilingual middle schools a continued dual language pathway. Admissions priority is currently given to students who graduate from one of the K-8 dual language schools (Sarah Greenwood, Rafael Hernández, Joseph Hurley, and John McCormack).

What is unique about the current school practices? Highlights of our School ● Muñiz Academy is a college preparatory high school. ● Students learn in a dual-language learning model – Spanish and English. ● Learning is student-centered, designed around expeditions and inquiry projects that are about social change and real connections to the community. ● Students and staff use technology as a core tool for learning. ● Every student is engaged in the arts as part of their core learning experience, including music, visual arts, and media arts. Students in our music program learn music through

9 the internationally recognized El Sistema program. Muñiz Academy is the recipient of the 2015 Grammy Signature School Enterprise Award - one of 13 schools in the country. ● The Muñiz Academy Debate Team members are recipients of JV City Wide Championship in both English and Spanish in our first year in the league! ● Full enrollment at 300 students, grades 9 through 12. ● The school day is from 8:30 a.m. to 3:30 p.m., Monday to Thursday; 8:30 a.m. to noon on Fridays. ● Innovation school status is used to support a creative learning and teaching model.

Describe the key achievements of the school and the reasoning behind a request for expansion.

Family Demand – Enrollment by the Numbers Muñiz Academy enrolls students through the district lottery/assignment process. Inaugural year, 2012-13 399 student applied in total for grade 9 only School year 2013-14 408 students applied in total for grades 9 and 10 School year 2014-15 558 students applied in total for grades, 9, 10, & 11 School year 2015-16 431 students applied to all grades:  183 applied to grade 9 (50 ranked #1; 39 ranked #2; 37 ranked #3)  134 applied to grade 10 (48 ranked #1; 35 ranked #2; 28 ranked #3)  79 applied to grade 11 (33 ranked #1; 17 ranked #2; 6 ranked #3)  35 applied to grade 12 (12 ranked #1; 12 ranked #2; 6 ranked #3)

Student Demographics Students are not selected by Muñiz Academy: English language learners 83%: 47% are designated as ELL levels 1 to 5; 36% are formerly ELL Students with disabilities 12% Overage 1 year or more 40% Free/reduced lunch 83%

10 Progress Data 2013 80% Physics MCAS pass rate

2014 92% ELA MCAS pass rate: 69% advanced/proficient; student growth percentile of 51 90% math MCAS pass rate: 66% advanced/proficient; student growth percentile of 72 69% physics MCAS pass rate 76th percentile for student growth on the WIDA/ACCESS for English language learners

First graduating class, June 2016: 63 of 65 Graduated

Summer College, Internships, and Job Placements: Harvard Crimson Summer Academy, Boston University Upward Bound, Summer Search, UMass Boston TAG, Bridge to Calculus

C. Statement of Need The effort to expand the grade levels offered at Muñiz is based on current experience at the school and needs identified by the Boston Public Schools.

 Boston’s Need for Muñiz 7-12 Grade Configuration Boston is in the process of reconsidering grade pathways, moving toward aligning more schools in a binary system of K-6/7-12 and K-8/9-12 grade configuration models. In addition, Boston is in need of additional elementary seats for bilingual students. Expanding Muñiz Academy to

11 grades 7 and 8 will free elementary seats at the current district K-8 dual language schools, increasing needed capacity for Boston students, and will offer another school beyond the current exam schools in the district with a grade 7-12 configuration model.

 Muñiz Academy’s Need for a 7-12 Grade Configuration In its first five years, teachers and administrators have found that students enter with skills that are well below grade level. Intensive supports provide a pathway to success, but having students enter in grades 7 and 8 would enable an earlier start on skill acquisition and college preparation. The additional two grades would total 160 to 180 students (minimum of 80 students and up to 90 students per grade).

Key Goals of the Innovation Plan The innovation plan will facilitate:  the creation of needed elementary seats in Boston by providing a placement for students who would currently attend existing dual language K-8 schools;  expanded educational opportunities for students and families who are recent immigrants in an instructional model that embraces language and diversity and empowers students as citizen leaders;  intensive academic supports for grade 7 and 8 students, including support to reach grade level academic skills, and intensive language, literacy, and arts immersion at an earlier grade level than currently possible, with the goal of college preparation and academic success;  the introduction of college readiness activities in grades 7 and 8, providing a longer continuum of support with a goal of college persistence beyond the first year of postgraduate experience in both college and career pathways; and  a deepening of our alumni support program to ensure students are successful in their college and career pathways.

What are the key components of the current academic program (curriculum, school schedules, other unique supports), and how will the innovation plan affect those components? Muñiz Academy’s design is based on fieldwork, experience, and research regarding effective models for learning and teaching. The following core principles guide our design and are critical to ensure an effective school model for all students:

Dual Language Instructional Model: Our dual language model embraces what students bring as much as it strives to deepen and enrich their skills and knowledge in both language and subject matter. Learning in both languages and across content is designed to engage students as they construct meaning from their experiences and become bi-literate. A critical feature of 12 our dual language model is a focus on integrating cultural proficiency throughout our learning and teaching experiences, a central component of success for students learning language and content. Students learn in a dual-language model, with classes taught in Spanish and English in a 50-50 split. Students take core courses in either English or Spanish to achieve this split and the school designates a ‘language of the day’ for all other interaction. Students take four years of humanities in English and four year of humanities in Spanish; math, science and arts classes are taught in both languages in alternating units. The community language and the designated course language create a bridge for language learning that allows students to access content while learning Spanish and English in a seamless and culturally relevant experience.

Expeditionary Learning: Muñiz Academy draws on Expeditionary Learning (EL) Core Practices to inform our model for curriculum development, assessment, instruction, and school culture. Authentic learning encompasses a depth of content and an approach for engaging in new ideas and skills development. Authentic learning at Muñiz Academy incorporates strategies to ensure students own their learning and progress.  Teachers build expeditions and inquiry projects that are focused on social change and real connections to the community. After five years, the school has made significant progress toward teaching the majority of core content through learning expeditions.  Students are expected to develop RAICES, essential habits as citizen scholars: responsibility, advocacy, integrity, compassion, excellence and stretch. We believe these habits are essential to becoming fully prepared and well-rounded citizens and scholars at Muñiz Academy and beyond.  Standards-based grading is our platform for assessments and is aligned to core EL practices. Progress on academic mastery and progress on developing RAICES is accessible to all students and families throughout our on-line grading platform.  ‘Crew,’ the EL term for advisory, meets twice a week in small groups of 10-12 with a teacher. Crew provides students will additional support in a small group setting, including character and social support, and academic support. Crew leaders serve as the primary contact for a student’s family throughout the year. We believe that students and families are partners in creating a community culture of engagement and excellence. Families engage in their child’s progress in a wide variety of ways, including access to ongoing progress data, student-led conferences, individual family meetings, and school events.

The Arts: The arts are a daily component of each student’s schedule. Students choose from an array of offerings, including visual art, technology, theatre, instrumental instruction/band, and choir. Students who choose music pick an instrument within the first two weeks of school, receive music instruction in small groups, and play in ensembles. The Venezuelan model called

13 El Sistema is used as a basis for instruction; music is a daily class, with approximately 160 of 280 current students playing an instrument. Visual arts, theater, and technology follow a sequence of learning throughout the four-year program and are also scheduled daily. At the end of grade 10, students choose two arts courses as their focus for grades 11 and 12. Although technology courses focus on specific skill development such as basic skills, coding, and media communications, content courses use technology applications such as Google Classroom to support learning. Currently, a Chromebook cart is available to every academic content teacher and our technology teacher; arts teachers share computer carts with their grade team partners as needed.

Targeted supports are provided through our Learning Block time with opportunities for students across our wide continuum of learners. Students are grouped and staffing aligned to address needs and interests. During this period, students are scheduled in one of the following for three days each week:  honors classes in Spanish and/or English for students who demonstrate advanced skills;  academic interventions across content for students who demonstrate need for additional supports; and/ or  targeted academic supports with special education staff in our Learning Center for students with deeper learning needs.

Innovation Status: Innovation status allows the school to set independent graduation, promotion, and homework requirements. In order to be promoted to the next grade level, students need to demonstrate proficiency in all core classes by earning a minimum of 70%. Students who earn below this minimum in three or more courses are slated to repeat the year. Homework may exceed the district recommended amount of 2.5 hours, especially on weekends and during school vacations.

14 As an innovation school with autonomy from district scheduling requirements, Muñiz has expanded the length of the school day in order to offer a comprehensive, college preparatory education. The expanded schedule allows for additional common planning for teachers and expanded learning time for students. The school day is from 8:15 a.m. to 3:30 p.m., Monday through Thursday and 8:15 a.m. to 12:30 p.m. on Fridays.

Expected Impact of Innovation Implementation As a dual language high school focused on college and career readiness and serving students with exceptionally high needs, we will expand our learning framework with more intensive academic and social-emotional wrap-around supports aligned to 21st century skills to ensure that every student is college and career ready. Expansion planning includes:

 additional staffing for English as a second language (ESL), Spanish as a second language (SSL), and special education will allow for additional learning supports during a recast Learning Block. Supports will be offered to both students with IEPS and those who do not have an IEP, but are struggling learners.  an intensive focus on literacy across content, starting at lower grades, that will be aligned to upper grade courses and advanced learning opportunities;  reconceptualization of our arts schedule to allow increased access to the pursuit of intensive arts, dual enrollment and/or career pathway opportunities for students at the upper grades while ensuring that all students experience a rich arts education. Students in the early grades of 7 and 8 will experience an exposure approach to the arts; students in grades 9 to 12 will have the option to pursue either a specialized arts track in one or two arts courses in a four year sequence or a specialized focus on one art form and continued exposure in the other arts offerings.

Expansion of our dual enrollment programs with our current partners to strengthen our college-readiness goals (Harvard Crimson Summer Academy, Boston University Upward Bound, Summer Search, UMass Boston TAG, Bridge to Calculus, 826 Boston) will include:  college and career readiness beginning at grade 7 and continuing through all student experiences at Muñiz Academy;  college essay support in collaboration with 826 Boston during our first week of school in September (starting Sept. 2017); 826 Boston Writer’s Room;  alumni support for our students in their post-graduate experiences in both college and career. Additional partners will be identified to strengthen our emerging alumni support program; and  establishment of a Family Resource Center will offer full support services as a strategy to increase family and community engagement. 15 What is the current leadership structure at the school? Muñiz is currently led by a Headmaster, Dania Vázquez, and Assistant Headmaster, Dan Abramoski. The headmaster has overall responsibility for the school, for developing and managing the budget and staffing plan, as well as working with the school’s board and managing the ongoing relationship with the Boston Public Schools. The Assistant Headmaster leads the focus on developing curriculum and the instructional platform based on the Expeditionary Learning (EL) platform. He guides professional development planning and delivery guided by the instructional leadership team. He partners with the headmaster to lead the ongoing development and refinement of the school culture through a focus on grade, content teams, and Crew groups as well as operations.

An informal teacher leadership model currently exists. Teachers with interest in leadership roles and with demonstrated instructional expertise are engaged to support colleagues and to co-lead common planning time. Teachers volunteer to represent content and grade teams on the school’s Instructional Leadership Team.

How will the innovation plan affect the leadership structure? The school will be organized in a lower (grades 7, 8, and 9) and upper (grades 10, 11, 12) house model. The upper house will be led by our current assistant headmaster. We will hire an Instructional and Curriculum Design Leader with expertise in middle school curriculum and instructional practices to lead the lower house. Teacher leaders will be formally identified for content and grade teams as well as for our college and family programs. The newly formed leadership model will ensure continuity across all grades by focusing on school culture and instruction while developing a sustainable leadership model that capitalizes on teacher knowledge and voice. Teacher leaders will focus on curriculum development, instructional strategies, and school goals in their work with designated grades and content areas. Grade team and content team leaders will be selected by the respective teams. District operational issues and development work will remain with the headmaster and assistant headmaster to ensure that the wider team focuses on culture and instruction. The key school-wide teams will be maintained: ILT, Content and Grade Teams, Student Support Team, Family Council, and Governing Board.

What is the current staffing structure at the school? The current administrative staff includes the headmaster and assistant headmaster, secretary, nurse, mental health coordinator/counselor, university coordinator, and family coordinator. The current instructional staff includes two teachers, providing instruction in either English or Spanish for each grade level in humanities, math, and science staff for each grade level. The staff also includes 1.5 special education teachers, three music teachers, two visual arts 16 teachers, a media/technology teacher, one teacher for English as a second language for all grades, one Spanish as a second language teacher for all grades, and a part-time physical education teacher.

How will the innovation plan affect that staffing structure? The addition of grades 7 and 8 will allow the school to increase key areas of staffing aligned to the goal of increasing instructional supports and interventions on both the academic and arts platforms. The following staff will be added:  lower and upper house school structure (Lower House - Grades 7, 8, 9; Upper House - Grades 10, 11, 12):  8 core academic staff for grades 7 and 8 (2 English, 2 Spanish, 2 math, and 2 science);  3.5 additional arts teachers will support a reorganization of the offerings from grades 7 through 12 with increased opportunities for students at the upper grades to deepen their skills in the arts they select to pursue; our current arts partners will continue to support the school’s arts programming: o 1 additional visual arts teacher; o 2 additional technology teachers; and o one .5 music teacher;  an additional ESL and an additional SSL teacher will allow reorganization of scheduling, grouping and interventions. Each ESL and SSL teacher will work with three grades (7, 8, 9 and 10, 11, 12) and will offer additional interventions focused on language and literacy skills in English and Spanish during the learning blocks for their respective grades;  1 FTE for a math Intervention teacher to focus on students in grades 7, 8, and 9 for targeted skills and knowledge development to build a solid foundation prior to entry to the upper school grades;  1 FTE for an Instruction and Curriculum Design Leader for the Lower House grades  an additional .5 FTE for special education, bring the FTE to 2, will allow reorganization of how interventions are delivered. With 2 special education teachers working full-time, each teacher will offer targeted group classes for students in need of additional instructional supports in literacy and math during learning time blocks;  a full-time physical education teacher will ensure that students are offered health and wellness learning opportunities across grades; and  additional partnerships will be identified to expand our current alumni support program.

17 What is the school’s location? Muñiz Academy is currently located in Jamaica Plain, central to the school’s student population that is largely drawn from Jamaica Plain, Roxbury, Dorchester, South Boston, and Mattapan. Muñiz Academy shares the current building with the Mission Hill K-8 Elementary School. Muñiz Academy is currently located on the first and third floors:  first floor – main office for administration, counseling, shared nurse, teacher room; six classrooms for grade 9, ESL, and technology;  third floor: grades 10, 11, and 12 as well as the arts classes.

The headmaster is working with the Boston Public Schools’ central office to identify facilities within the system that accommodate the expanded school, however, Muñiz is committed to its current neighborhood and strongly prefers to stay in the same area of Boston.

How will the physical space need to change in order to support the plan? In order to house the additional two grades as well as additional programs, the following additional space is required to serve new grades and offer expanded services for all grades:  8 classrooms for core academics in grades 7 and 8 (humanities English, humanities Spanish, math, science);  3 additional classrooms for arts courses in grades 7 and 8;  1 additional ESL classroom and 1 additional SSL classroom;  2 special education classrooms;  high school library;  increased and improved rehearsal and performance spaces for the approximately 300 students who will be in our bands; band ensembles will represent beginner, intermediate, and advanced groups as well as wind, brass, and percussion ensembles;  an auditorium that can house our performance needs and seat the entire school community;  1 classroom for an 826 Boston Writer’s Room;  1 classroom for a Language Lab managed by SSL and ESL staff;  1 classroom for expanded college and career counseling and classes for current students as well as for our alumni support program;  1 room for a full Family Resource Center to house partners and offer classes to family and community members;  mental health counseling office suite (3 small meeting rooms) to provide adequate counseling spaces for our current partner service providers;  teacher leader offices.

18 The additional space is aligned with our instructional priorities: providing targeted intervention support at earlier grades to ensure college ready upper house students and graduates. The space design supports a continued focus on strengthening the pillars of our current model:  Expeditionary Learning (EL), with a literacy focus across all content in a dual language model, along with an integration of the arts;  a focus on family and counseling, strengthening our current model of strategies that focus on the social emotional learning that is key to our current success;  collaboration with BPS Food Services to re-imagine food and nutrition with a focus on cultural and age appropriate models;  better use of the external space of the school that offers many rich opportunities for environmental learning such as sustainable gardening and solar energy projects.

C. Statement of Need

How will the school innovation plan continue to support the community where the school is located? Our innovation goals are aligned to the ongoing district work of building cross-cultural understanding, especially critical in our current social-political context:  Muñiz Academy is interested in diversifying our student body and offering more opportunities to a cross section of students from different cultural backgrounds. Our goal is to create students who are bilingual/bi-literate global citizens, ready to contribute and seek a wide range of post-secondary opportunities.  Our extensive arts program serves students in a bilingual/bi-literate and multicultural model as one of the few schools in the district with expansive arts offerings that does not require an audition or an entrance portfolio; 95% of our students have not experienced rigorous arts instruction. Our model is replicable for other schools and based on open enrollment.  We have developed an Expeditionary Learning model that supports the current district effort to establish EL in more schools.  Our emerging alumni support program is a model for other district schools interested in collaborative partnerships focused on ensuring first generation college-going students succeed in their first one to two years, post high school graduation. We participate in ongoing work with Success Boston.

19 Cite evidence of need when applicable. The following evidence supports the need for our plan and how it would contribute to the broader Boston community: • supports the district potentially moving toward K-6 & 7-12 grade configurations; • creates a model for the district of a college-going/career pathways school with support for alumni, serving students who are first generation, and who come with a wide range of learning, linguistic, and social needs; • opens seats for current K-8 schools (Hernandez & Hurley) so they can serve a growing population of elementary students; • opens more dual language seats to serve growing immigrant communities and families; • creates a pathway across dual language schools as we build more opportunities district- wide; • establishes Muñiz Academy as one of two open enrollment high schools serving grades 7-12 – all other 7-12 high schools have an application process; • establishes Muñiz Academy as the only open enrollment high school with expansive arts opportunities for all students throughout their six-year experience.

Collaboration with district dual language K-8 Schools The dual language school leaders form a unique collaboration in Boston Public Schools. The dual language leaders supported the early stages of proposal planning of the Muñiz Academy. Today, the group meets 3 to 4 times a year to share concerns, progress and new ideas. As Muñiz Academy expands and deepens its innovative practices, our collaboration with our dual language partner schools and others will continue with the shared goal of creating pathways and aligned instructional practices. For example, this year, we participated in Instructional Reviews for each other’s schools to share best practices and consider places for improvement.

Over the years, the Muñiz Academy, the Hurley and the Hernández communities have agreed that expanding Muñiz Academy would create a ‘win-win’ for all the schools and the larger Boston community. The Sarah Greenwood and the Umana are at very early stages of rolling out full dual language programs through grade 8. Currently, both the Hurley and Hernández loose many middle school students after grade 6 to charter and exam schools straining their budgets and in turn the capacity of continuity of their instructional models offered in the lower grades. In particular, due to budget constraints, each school has one teacher for both English and Spanish literacy and one for math and science, challenging instructional capacity and intended design. For example, the Hernández starts off with a class of approximately 60 grade 6 students yet graduates 20 to 25 students in grade 8; the Hurley graduates between 15 and 20 students. Families and students seek a 7-12 school to ensure continuity in a rigorous program

20 through high school years – exactly what Muñiz Academy will offer in a newly designed dual language model. Given the enrollment realities at both K-8 schools, we would also recruit students district wide from the large pool of SEI and general education programs in K-8 and middle schools throughout BPS and Boston. We currently recruit in a similar fashion for our grade 9 students, receiving students from the Hurley and Hernández who choose Muñiz Academy and recruiting students district wide. Our current efforts include presentations as every K-8 and middle school, school visits and tours, and student shadow days. On the average, our incoming 9th grade classes have approximately 15 students from both schools and the remaining students from district schools. We anticipate a similar pattern for entering 7th grade classes.

Are there any current partnerships the school engages in? Current Partnerships at Muñiz Academy 2016-17 Partner Level of Activity Managed by Instructional Boston Debate League: Headmaster Partners  Debate Team Asst. Headmaster  Evidence Based 2 Teacher Leaders Argumentation (school- wide)

826 Boston:  Supports our EL curriculum model for senior year  College Essay Boot Camp – starting Sept. 2017  Exploring establishment of a Writer’s Room and collaboration across dual language schools Instructional partners share instructional practices, opportunities for site visits.  Codman Academy Charter School  Expeditionary Learning (EL)  Inquilinos Boricuas en Acción

BPS Dual Language schools meet during the year for collaborative learning walks and to discuss specific needs and interests as a group:  Hurley K-8 School  Rafael Hernández K-8 School  Sarah Greenwood K-8 School  Umana K-8 School College/ Career and Provide on-site college readiness Alumni Partners support: Asst. Headmaster  Bottom Line  Hyde Square Task Force Post graduate transition  Sociedad Latina counselor and college  Success Boston team:

 Higher Education  Post Grad. Resource Center Transition provides a full time Counselor counselor for college  BU –CAC Intern readiness and specifically  HERC Counselor for alumni support; 3 year commitment.  Boston University College Advising Corp Full Year Intern 2016-17 and 2017- 18 Dual Enrollment  Boston University Asst. Headmaster Partners Upward Bound; currently 2 cohorts of students – 20 total  UMass Boston Honors Asst. Headmaster Program – establishing an MOU by June 2017 12th Grade Teacher  Crimson Harvard Summer Academy; annual applicants

22 Afterschool and  Summer Search Asst. Headmaster, Summer  Center to Support Headmaster Programming Immigrant Organizing  Private Industry Council provides an onsite coach one day per week; she Asst. Headmaster and 12th assists in coordinating Grade Team our Career Fair and senior internship placements. Arts Partners Music partners provide on-site Music Team interns, rehearsal space, concert opportunities, and shared student learning opportunities:  Boston Philharmonic Orchestra  Boston Symphony Orchestra  Conservatory Lab Charter School  Longy School of Music  New England Conservatory  Roland Hayes School of Music provides concert space; provides on-site band teacher 1 hour 3x Headmaster per week

 Company One Theater provides two onsite Headmaster and visual teaching artists arts team  Museum of Fine Arts provides ongoing professional support for Visual Thinking Strategies and visual arts supports (annual Muñiz Art Show at the MFA). Family and South End Community Health Headmaster and Mental Counseling Partners Center provides on-site mental Health On-site Coordinator health counselor.

23 Organizational BARR Foundation Headmaster and Foundation Support Klarman Foundation respective teams based on Partners Mass Cultural Council grants funded. Nellie Mae Education Foundation The Boston Foundation

Will there be any additional partnerships formed, or greater depth to current partnerships to support the school expansion? We are currently deepening the partnerships that support our alumni, focusing on improving our relationships with alumni and support activities. We are seeking to increase partnerships in the following areas:  to support our counseling and family resource needs;  to increase college/dual enrollment opportunities for students in grades 10, 11, and 12;  to increase afterschool and summer programming opportunities for all students;  to establish a cadre of in-school tutoring fellows focused on overall literacy skills; and  to re-engage 826 Boston, a non-profit youth writing and publishing organization, to establish a Writer’s Room serving all grades.

IV. Curriculum, Instruction, and Assessment

A. Curriculum: What are the core curriculum components in the current school? Margarita Muñiz Academy implements a college preparatory, culturally relevant dual language curriculum that provides students with the 21st century skills necessary for success in higher education and beyond. Our model has four intersecting features:  learning in two languages across content areas;  Expeditionary Learning (EL) as the approach to skills and knowledge in both arts and academic domains;  an intensive arts programs for all students; and  a focus on character education through shared values around habits of character which we have identified as RAICES: responsibility, advocacy, integrity, compassion, excellence and stretch (going beyond).

Dual Language Learning and Literacy: Our model embraces what students bring as much as it strives to deepen and enrich their skills and knowledge in both language and subject matter, incorporating a focus on 21st skills including critical thinking, creativity, innovation, 24 communication, and collaboration. Learning in both languages and across content is designed to engage students as they construct meaning from their experiences while still learning a second language – our experience shows that learning is enhanced through second language acquisition. The school’s comprehensive Dual Language Policy (Attachment A.) ensures that students receive an exemplary dual language education as evidenced by our spring 2016 data:  ELA MCAS 92 % pass rate and 80% proficient advanced;  ACCESS data – Student Growth 66;  70% met a 3 or above on AP Spanish Language; and  73% met criteria for Seal of Biliteracy recognition by senior year.

Evidence-based Argumentation (EBA): As a first year EBA school, we are learning how to implement the core EBA concepts through a focus on instructional strategies and meaningful activities that support deep learning. This instructional approach aligns with both our dual language and Expeditionary Learning model, supporting conceptual and linguistic development in authentic learning contexts. In addition, students engaged in both class debates and the Debate League are demonstrating increased motivation and focus on their core habits overall.

This year, staff will have engaged in 8 EBA professional learning sessions and weekly coaching opportunities with an EBA coach on-site. In addition, two teacher leaders have continued our Debate League participation started last year with a team of approximately 20 students debating in both Spanish and English.

Expeditionary Learning (EL): Curriculum is organized around the principles of EL, framing units in projects that include case studies, field research, and field experts, culminating in presentations to the class and/or broader learning community. Key to the EL curriculum is ensuring that content is designed around real world connections. Students experience these skills in band, visual arts, technology, and theater classes as much as they do in their humanities, math, and science classes.

Classes in the school’s college preparatory program are standards-based and taught in both Spanish and English. Muñiz Academy aims for 50-50 language use, balancing both Spanish and English across the curriculum. As students journey through their four years, they experience learning academic content as well as learning social expression in both languages.

Small School with A Big Arts Program: The inclusion of the arts into the school and the school day are a unique characteristic of the program at Muñiz. Arts block, scheduled by grade level, happens throughout the school day. During this time, students in grades 9 and 10 participate in

25 two arts classes that are rotated over their first two years at Muñiz, so they can experience a variety of arts experiences including music, theater, visual arts, and technology/media communication. At the end of sophomore year, students choose two arts courses they will continue through senior year. Our well-regarded El Sistema band program is visited by many schools that want to learn and share best practices. Our visual arts, theater, and technology programs have created partnerships to showcase student work such as the Museum of Fine Arts and a variety of BPS Arts Festivals.

Character Education – RAICES and College/Career-Readiness: All students are members of Crew groups at each grade level. Crew groups have 10 to 12 students and are led by a grade level teacher. Crew leaders work with students to create success plans that focus on both academic goals as they review quarterly grades and progress. Student-led conferences offer an opportunity to share progress and plans with families. Crews focus on both academic and social supports as well as a college-readiness curriculum at all grade levels. RAICES (responsibility, advocacy, integrity, compassion, excellence and stretch (going beyond)), our core values, are framed as key skills to be college and career ready. All students in grades 9 and 10 engage in college-readiness content during their weekly Crew meetings supported by grade team lessons focused on college-readiness ranging from specific academic and character skills development, understanding the meaning of grade point averages, and the college application process. Every student school-wide visits 2 to 3 colleges annually as an important part of the college-readiness curriculum experiences.

Crew leaders are also key liaisons for families and among grade level colleagues, the Student Support Team, and service providers. They offer supports for all levels of student needs and interests, including referrals for additional resources as well as letters of recommendation for students seeking specialized learning opportunities beyond our school such as BU Upward Bound and Crimson Summer Academy at Harvard. Students are required to present their work to families in student-led conferences held in November and April of each year. Ongoing progress is shared with families through mailed interim reports and family meetings, when necessary.

What are the core classes offered? What are currently the graduation and promotion requirements? Core classes include the following and meet the school’s graduation requirements:  4 years of passing credits in science (physics, biology, chemistry, integrated science);  4 years of passing credits in mathematics (algebra, geometry, pre-calculus, calculus, statistics);

26  4 years of passing credits of humanities in English or humanities ESL (English as a second language) - learning English literacy through history content;  4 year of passing credits of humanities in Spanish or humanities SSL (Spanish as a second language) - learning Spanish literacy through history content;  11th grade Spanish courses are AP level; students take the AP Exam;  an optional AP Spanish Literature course; students take the AP Exam;  4 years of participation and credits in arts courses including music, visual arts, technology, theater, and choir;  college readiness class: 11th grade/spring semester and 12th grade full year;  20 hours of community service prior to graduation; and  Senior Portfolio, assessed using the school-wide rubric of the Qualities of the Muñiz Graduate. In addition to core classes, the following classes and supports are also included in the curriculum and are rolling out over the next 2 years:

Internship Program (12th grade) This year, we are piloting our first set of internships for qualifying seniors. Internships are a key authentic real-world experience as a transitional bridge between high school and college/career choices. Students are eligible for internships based on passing courses, evidence of school values – RAICES, and completion of the college application process. Students are working with Crew Leaders to identify areas of interest that will drive internship placements for up to 30 students. Placements are identified in collaboration with staff and community contacts and are being coordinated by our Private Industry Council counselor. Students who are not participating in internships will continue preparing their portfolio presentations and final course work.

Career Certifications During school year 2017-18, we will be piloting a medical interpreters course for eligible students based on academic standing. Students will earn a medical interpreters certificate enabling them to seek positions immediately after high school. Other areas of certification we are exploring include technology and the arts.

College Prep Opportunities Through Dual Enrollment We currently have two cohorts participating in the Boston University Upward Bound Program for eligible students based on meeting BU acceptance criteria. We also have 10 to 12 students engaged in Summer Search programs that include college experiences. In addition, we match individual students to specific college/university dual enrollment opportunities such as Crimson Harvard Summer Academy, Smith College, and some two-year community college programs. 27 What are the supplemental classes or learning opportunities offered?  Crew Groups and mentoring (advisory model)  Restorative justice practices – circle groups managed by teachers  Individual or small group tutoring  Honors seminars - (see page 22)  Challenge group – intervention groups (see page 22)  Guided study hall  Computer based tutorials  Fieldwork related to core classes  On-site counseling  Leadership groups: HER Project, HIS Project, Peer Leaders, Caballeros, Student Council

What other key programming supports students in the school? Are there any unique practices the school has employed? Assessing Student Language, Skill, and Interest Levels During the first two weeks of school, entering 9th graders and any new students at 10th and 11th grade are assessed for academic skills and interest and prior exposure to the arts. We look at a variety of data to determine supports for students including:  MCAS, prior middle school report cards;  IEP information;  Muñiz Academy Spanish Language Assessment;  English language learner/WIDA data, in-school arts surveys; and  In-class teacher assessments such as writing prompts and math assessments.

Based on this data, students are grouped with the following key drivers that align to a schedule designed to support learning for all students, who represent a broad continuum of learners.  Language levels in English and Spanish to ensure access to appropriate courses - humanities English, humanities English as a second language (ESL), humanities Spanish, or humanities Spanish as a second language (SSL). Over time, students in ESL or SSL classes are transitioned to the general humanities English and Spanish courses based on student skill levels.  Muñiz Academy serves only students with Resource Room classifications. Students are placed across cohorts to ensure full inclusion; students with IEPS are not in separate classes.  Math skill levels are assessed and considered in our grouping strategy.  Gender balance and prior middle schools are final considerations in forming groups.

28 How does the school support all students, including students who arrive at the school below grade level as well as specific student populations, including ELLS and students with individualized education plans? At the end of the academic year, students are grouped for academic, arts and Learning Center cohorts. Incoming 9th graders and any new students in other grades are evaluated for learning needs during the first 3 weeks in September. Another group focused on for instructional supports includes our students who are over-age by one or more years, common among English learners who are often placed in earlier grades as a strategy to remedy language learning. Currently, 40% of our students are over-age by 1 or more years. The additional supports of Crew groups, success planning, integration of the arts, and student supports such as counseling and leadership groups are designed to ensure that our overage learners experience success.

Student Support Team Throughout the year, grade teams can make referrals to the Student Support Team (SST) for any additional students who should be included in the Learning Center and/or who should be evaluated to determine any special education needs. Our SST monitors academic and attendance progress for those students with the highest risk indicators, using academic progress data, attendance data, and social/emotional indicators. The SST creates support plans using a menu of options including: academic contracts, attendance plans, family meetings, home visits, truancy plans, specialized programming, in-school counseling, and in-home family counseling. The SST determines additional interventions prior to any special education referral. The SST includes the Headmaster, Asst. Headmaster, special education teacher, Special Education Coordinator, Family Coordinator, Mental Health Coordinator, and School Psychologist. Teachers are invited on an as-needed basis.

Learning Block: Learning Center, and Challenge and Honors Classes Students in all grades are also organized to address diverse needs based on skill levels. A subset of students receive grade level support during the “learning block” that is a part of the daily schedule.

Learning Center: The Learning Center (LC) serves both students with IEPs and those without IEPs who need academic supports and is currently staffed by 1.5 FTE special education teachers. LC staff also provide additional targeted support through pull-out individual and group tutoring throughout the day. In addition, LC staff support students who may need to pass state assessments because they did not pass at the time of grade level testing or because they are newcomers to the country entering at upper grades.

29 The Learning Center team and administration meet quarterly to assess student progress using key indicators including course grades, attendance, and behavior. Grade teams review student progress every week, focusing on students of most concern as well as opportunities for enrichment for students in the middle and upper academic range; grade teams review course grades quarterly using the data to assess progress, determine additional interventions, develop enrichment opportunities, and gauge overall progress. Key questions explored through progress monitoring include:  are students getting on track?;  are the interventions the ‘right fit’?; and  what other interventions or enrichments are needed?

Challenge Classes and Honors Seminars: Remaining cohort students on both ends of the learning continuum in each grade are organized to participate in either Challenge Classes designed to provide targeted academic course support or Honors Seminars designed to engage students for extended learning experiences. Challenge and Honors classes are offered by grade level core content teachers throughout the week. For example, a student might participate in Honors Spanish Seminar and Challenge English both led by their content teachers. Another student might be scheduled for two days of learning center and one day of an honors seminar. A third student might participate in two days of Math Challenge class and one day of physical education.

What are the key components of lesson design that are consistent across the school? (i.e., direct instruction, class discussion, independent work, group work, use of technology, etc.)

Key Components of Lesson Design: Courses are based on Common Core Standards with course goals framed around yearlong and short term (supporting) learning targets. Guided by the principles of EL, course content is designed around authentic learning opportunities framed through case studies, projects, fieldwork, and presentations. Formative and summative assessments are designed by teachers and aligned to units for each of four quarters throughout the year.

All classes are taught in a model of facilitated learning. Lessons start with a warm-up activity followed by short direct instruction focusing on specific learning targets. Students engage in collaborative learning groups while teachers provide ongoing learning supports to individuals and small groups. Students are engaged in presenting work and ideas throughout the lesson as well as developing key anchor charts. Technology is used in every course with most academic content organized through Google Classroom and other on-line applications. Technology 30 applications are used to document student work and offer ‘live,’ ongoing feedback to students as well as develop basic skills in using a variety of technology tools such as Powerpoint, GoogleDocs, Google Tools, Excel, Voice Thread, and Microsoft Word.

Key instructional strategies across both academic and arts learning platforms include Evidenced-based Argumentation, a deep focus on vocabulary development in both languages, and a focus on both spoken and written language. Teachers focus on developing process skills as well as quality products.

What are the school’s key successes and learnings regarding the curriculum? Cite appropriate data and research when applicable. We have two key events that capture evidence of the positive impact of our curricular approach: Achievement Zone and our Senior Portfolios. One of the key learnings regarding our curriculum work is the recognition that the power of presenting to authentic audiences is an important motivator for students to engage in their own learning. A second learning has been the deep professional development work necessary to plan and implement a project-based learning platform. Both events described below capture evidence of our curriculum work through projects and full expeditions demonstrating relevant social justice themes by content and/or grade.

Achievement Zone, student exhibitions held in late June, is an event that honors and celebrates the students’ learning and high quality work. All students in grades 9, 10, and 11 participate, beginning preparation by mid-March. Students collect quality work samples in every academic and arts course and prepare a written analysis to explain the artifacts and why each is representative of their learning. The Qualities of the Muñiz Graduate serves as the rubric guide across grades. Preparation occurs during Crew meetings with Crew leader guidance. Students are graded on the quality of preparation and presentation by their Crew leader; the quality of the selected work artifacts is graded by their respective content teachers.

Exhibitions also bring our “RAICES” values to life through the students’ achievements, written reflections, and oral presentations. Achievement Zone provides students the opportunity to showcase their work in an open exhibition to the community in both English and Spanish. By presenting to an authentic audience, students connect more deeply with their learning experiences and have a stronger sense of accomplishment about their work. The exhibition experience is designed as a lead up to Senior Portfolios.

Achievement Zone gives the community a chance to participate in the academic learning process of our students. Attendees expand their knowledge and gain a deeper understanding of our school’s unique educational heritage and vision. They witness the purposeful learning, collaboration, and rigorous academic experiences happening at the school. The students share their achievements in a variety of ways. 31 All seniors present a senior portfolio at the end of their 12th grade year to show that they have the knowledge and skills to graduate. During the month of May, students collect two quality artifacts from each of their six classes and complete a written analysis of these artifacts as evidence of their mastery of the Qualities of a Muñiz Graduate, the rubric used to evaluate portfolio work. Students are regrouped by level of support overall so that artifact selection and reflections can be reviewed and edited with teacher support prior to their presentation. Crew leaders also weigh in on student readiness to present (See Attachment B). Once students complete the written component, they work on creating a slideshow to present their work. Students present an artifact from each of their classes to a panel of staff, fellow students, and community members. During the presentation, students use their work to make an argument about why they are ready to graduate. In keeping with our mission, students present in Spanish and English. At the end of the presentation, students answer questions and receive feedback based on our rubric. Students who do not pass the portfolio presentation are required to address the feedback and present again; a second presentation requires sign-off by the Assistant Headmaster and Crew leader.

Other specific evidence that points to our curricular successes includes:  a unique dual language model allows students to access content in their dominant language while developing skills in the second language;  strong examples of projects and expeditions:  Senior Project 2016 - High School Redesign, recognized across the city; Senior Project 2017 - Changing Boston;  10th grade Stand-up for Your Rights Expedition;  11th grade case studies on race and diversity;  emerging math projects;  Band Projects: Hair, Revolution  curriculum maps vertically aligned across grades for each academic and arts content;  established rubric for the Qualities of the Muñiz Graduate re-assessed and updated by our Instructional Leadership Team;  63 of 65 seniors of the 2016 graduation class presented their portfolios to qualify for graduation; 10 students were required to improve their presentation, including artifacts and analysis, and present their work a second time;  all students in grades 9, 10, and 11 participated in the Achievement Zone exhibitions in June, 2016;  ongoing formative and summative assessments that guide instruction;  integrated character education focusing on school culture and values as implemented through habits of character (RAICES), Crew, and the Peer Leaders Program; 32  college readiness curriculum and practices across all grade levels as implemented through Crew college readiness activities, college visits, college readiness classes.

How will the school plan impact the core curriculum components stated above? What will the school need in order to continue best practices in curriculum? The school will develop core curriculum for grades 7 and 8 prior to the implementation of the lower school and maintaining the balance of language instruction and use. Prior to implementation, content teams, working with administrators, will review skills and content for the current grade span to create vertical alignment that can then be extended to the new grade levels. Similarly, the arts, and college and career curricula will be restructured and aligned. The goal for the arts is to create a pathway by which upper house students may choose a concentration that could become an arts major in college. The college and career curriculum will be tailored for younger students, establishing expectations and supports that continue into the upper house. The senior portfolio rubric, Qualities of a Muñiz Graduate will also be evaluated and modified for use in the lower school.

Dual Language and Literacy Curriculum: We focus on language and literacy in both Spanish and English throughout all content areas. Curriculum is designed by teachers based on Common Core Standards as the guide for skills and content knowledge embedded in current social justice themes. Curriculum design will be aligned for grades 7 and 8, with our existing platforms focused on:  instruction in both Spanish and English in all content areas;  project-based learning experiences that include intensive vocabulary development, research, authentic novels and literature, writing, and oral presentations;  unit maps that include formative assessments and culminating projects;  unit maps that include evidenced-based argumentation strategies to support language and literacy across content;  year-long planned curriculum maps vertically aligned across grades and content that identify standards, learning targets, assessments, projects, field work, and presentations.

Schedule and Interventions: The schedule and staffing will be redesigned to support our diverse learners across both language and skills levels. We will maintain our current Learning Block to support both Honors and Challenges classes. Students in grades 7, 8, and 9 who are ready for honors seminars or need additional support will be programmed for additional honors or challenge seminars throughout the week for extension work. Students in grade 7, 8, and 9 who require more intensive additional learning supports will be programmed for additional 33 intervention block classes in math and language /literacy development with our math intervention teacher and our ESL and SSL staff each day. Instead of 2 arts classes each day, these students will participate in one arts class and one intensive intervention support class. As students solidify their foundational skills and knowledge, their overall course program will be evaluated and adjusted to reflect both progress and interest.

Literacy and Language Interventions Curriculum: The Common Core Standards and the WIDA Language Proficiency Standards currently frame our humanities curriculum. The humanities team will work on vertical alignment including grades 7 and 8 with a focus on the following anchor standards:  Reading -Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas; Range of Reading and Level of Text Complexity  Writing – Range of Writing, Research  Speaking and Listening – Collaboration; Presentation  Language – Conventions; Vocabulary Acquisition, Knowledge of Language.

The humanities team will consider the Ramp-Up to Literacy program as one resource for grades 7, 8 and 9. Ramp-Up to Literacy is designed for middle school and 9th grade students who are reading two years below grade level and has a specific focus on English Language learners. The program has five explicit anchors which are consistent with our instructional model: motivation, explicit instruction and modeling, vocabulary instruction, differentiated monitoring and instruction, authentic reading and writing experiences.

Math Literacy Curriculum: Math instructional strategies for grades 7 and 8 will include a focus on key Common Core Standards in areas that students in middle schools show the most challenges and gaps in particular: the number system, ratios and proportions, expressions and equations, functions number and quantity. Math across all grades will follow the following common set of practices and principles:  Make sense of problems and persevere in solving them.  Reason abstractly and quantitatively.  Construct viable arguments and critique the reasoning of others.  Model with mathematics to show your thinking.  Use appropriate tools strategically and attend to precision.  See patterns and connections.

34 The curriculum will build solid foundational skills and knowledge and to ensure students are ready for our course sequence ending in Pre-Calculus and Calculus in Senior Year. The following programs are preliminary resources that will be reviewed by the math team to determine implementation:  First in Math and Ten Marks – both online programs  Transition to Algebra – currently being explored by BPS  Summit Learning

Expeditionary Learning (EL): The core practices of EL will be implemented in the lower school, informing curriculum maps and themes with adjustments to the design of expeditions for the differences in grade level. Expanded staffing allows for additional time to spend with small groups and individuals.

Arts Instruction: In the current configuration, students are unable to reach levels of expertise and experience in the arts that would qualify them to choose the arts as a major in college. With the addition of the lower house, arts instruction can provide essential skills at an earlier age and students will be able to make focused choices in the upper house, allowing them to pursue the arts in college, even as a major. Students who require additional intervention support in math and language/literacy will be scheduled for one arts class with increased arts courses as they progress each year.

Character Education: Our CREW Calendar will be designed for grades 7 and 8 to both align with our current practices and include a focus on new key areas. The CREW Calendar will map the following curriculum throughout the year:  Community Building – building a sense of community;  Academy Supports – building ownership for learning and teaching students how to monitor their progress;  College and Career readiness lessons – building foundational skills for college and career readiness;  Mindset and Character – building strong learning habits for both academic and leadership success.

To create relationships across the school, upper house students will mentor younger students, supporting their success through our Peer Leaders Program. Restorative Justice principles are currently used as the approach for conflict resolution, in combination with RAICES, the character education curriculum. Crew will expand to the lower grades, providing academic and social/emotional supports to students, creating success plans, and involving families. 35 Crew leaders will monitor student progress and also play a role in student academic and social/emotional success. During professional development, teachers will work to ensure alignment of expectations across the expanded grade span. New teachers will successfully implement EL practices in their classrooms, supported by mentor teachers and the addition of a teacher leader for each house. The college and career readiness curriculum will also be expanded to begin in grade 7 and continue through the upper house.

What is the plan for implementing the school plan to support student learning? What is the timeline for the following needs to support a strong curriculum for students? What are the key goals relating to curriculum in the plan? What is the timeline for these goals? How will you know you have been successful?

KEY GOALS, TIMELINE AND MEASURES FOR CURRICULUM DURING IMPLEMENTATION (Goals for Grades 7 and 8 - Pending Approval for Expansion) Key Curriculum Goals Timeline Measures

Curriculum Across Content 1. Align all curriculum 1. Evidence of completed All core curricula in both maps in grades 9 curriculum maps for academic and arts courses will through 12 by June each course. 2017. be vertically aligned for content 2. Vertical maps for and indicate language balance 2. Vertically align 7th humanities English and from 7th to 12th grade, with grade curriculum Spanish, math, science, shared curriculum maps, revised through grade 12 by visual arts, music, annually. June 2019 and key technology. revision June 2020. Curriculum will be heavily 3. Student work / final 3. Vertically align 7th and products at each grade focused on math and literacy 8th grade curriculum level as exhibited in our development in foundational through grade 12 by Zona de Logros/ grades 7, 8, and 9. June 2021. Exhibition Day and Senior Portfolios. Content curriculum will be aligned to the Qualities of the Muñiz Graduate rubric.

36 Debate and Evidence-based By the end of 8th grade, 95% of Student Participation in Argumentation: students will have participated both English and Spanish Curriculum maps will reflect EBA in one season (half a school Debates skills and practices across all year) of English OR Spanish grade levels. debate.

By the end of 11th grade, 95% of students will have participated in one debate season of BOTH English AND Spanish.

Intensive Math and Literacy Supports 1. The schedule will be 1. By spring 2019, staffing 1a. Schedule completed and schedule will be 1b. Criteria developed by organized to ensure staffing and finalized reflecting ILT. interventions blocks for intervention blocks and additional supports. criteria for student selection 2. Curricular resources and for additional supports or programs will be reviewed and honors classes. identified to support grades 7, 8 2. Respective math and 2. Math and Literacy and 9. humanities teams will select programs identified. resources and programs aligned with our current curriculum and anticipated middle school student needs.

College-going Culture: 1a. 70% of students will have 1a. Student participation in 1. Crew curriculum will be participated in at least one college prep programs by revised to deepen focus on college prep summer program senior year. college and career lessons by senior year. 1b. College readiness across grade levels and aligned 1b. 10 College readiness lesson lessons archived and to the Qualities of the Muñiz plans delivered to every implemented; student Graduate rubric. student in CREW each year. reflections. 1c. Increase dual enrollment 1c. Additional 4 dual opportunities by June 2020 enrollment partnerships. 2d. “Career Pathways” will be 1d. College and Career plans developed to expand post- for every student by graduate plans. 100% of graduation students will have a college and career plan by graduation.

37 2. Focus on executive 2a. Crew lessons will be 2a. Crew Calendar and functioning skills through our developed to focus on Lessons character education model executive functioning skills and based on RAICES habits based on RAICES.

Key Curriculum Infrastructure Timeline Measures Goals

1. Staff for each additional 1a. Staff identified by March of 1a. Staff identified by March grade will be identified and the year prior to opening the 2019. engaged in professional new grade. 1b. Professional development 1b.Professional development development focused on sessions for new staff will begin sessions planned and curriculum planning and the spring and summer prior to implemented between March instruction/assessment opening the new grade. and August, 2019. practices by March of the prior year to opening the new grade.

1. Curriculum materials included 1. All materials and equipment 1. All materials received by additional technology hardware ordered by July of year prior to August, 2019. ordered by July prior to new opening; all materials received by August prior to opening (this grade opening. is as per BPS ordering protocols). Classrooms and classroom equipment ordered by July of prior to opening of new grade opening.

1. Facilities for adequate 1. Facilities for expanded Muñiz 1. All renovations are completed classroom space will be Academy will be identified by prior to August 2019. identified by spring, 2018 in spring, 2018 and voted on by Boston School Committee; collaboration with BPS. renovations will be planned by January 2019 and implemented prior to opening in Sept. 2019.

38 B. Instruction What is the current instructional philosophy of the school? What are the core components of instructional practice that lead to student results, academic and non-academic?

Instructional Philosophy Dual Language and Literacy: Our instructional model embraces what students bring as much as it strives to deepen and enrich their skills and knowledge in both language and subject matter. Learning in both languages and across content is designed to engage students as they construct meaning from their experiences. We welcome a wide range of language learners including students who are learning English or Spanish at a beginning level along with students who have a high level of proficiency in both languages. As well, some of our students speak Spanish, but are learning the language in a formal, academic context for the first time. Our experience confirms that student success is related to learning in a dual language/bi-literate model.

Classes in the school’s college preparatory program are standards-based and taught in both Spanish and English. Muñiz Academy aims for 50-50 language use, balancing both Spanish and English across the curriculum. Students are given the appropriate level of academic support and intervention at their instructional and language levels. As students journey through four years, they experience learning academic content as well as learning social expression in both languages. The school’s comprehensive language policy ensures that students receive an exemplary dual language education.

Across all our students’ language groups, they hold in common a need to explore their cultural identity as young people and as future citizen-scholars. The themes of identity, purpose, and culture are critical aspects of language learning. Students entering Muñiz Academy need to explore the value of living and learning in two languages in the context of an environment that encourages risk-taking and confidence in language learning. Our Dual Language Policy has several key features that address instruction, assessment, and cultural competence for students, teachers, and the community at large. (See Dual Language Policy in attachments.)

Evidence-based Argumentation (EBA): The three key anchors that define EBA include critical thinking, collaboration, and student voice. As a first year EBA school, we are learning how to implement the core EBA concepts through a focus on instructional strategies and meaningful activities that support deep learning. This instructional approach aligns with both our dual language and EL model, supporting conceptual and linguistic development in authentic learning contexts. In addition, students engaged in both in class debates and the Debate League are demonstrating increased motivation and focus on their core habits overall.

39 This year, staff will have engaged in 8 EBA professional learning sessions and weekly coaching opportunities with an EBA coach on-site. In addition, two teacher leaders have continued our Debate League participation started last year with a team of approximately 20 students debating in both Spanish and English.

Expeditionary Learning (EL) Implementation means that teachers use a mix of direct instruction, class discussion, independent work, and group work. Teachers at Muñiz Academy invite students to take risks, ask questions, and work together to further their understanding and the understanding of their peers. Teachers design purposeful lessons working backward to ensure that lessons flow from the design of the investigation and associated standards. Each lesson includes daily learning targets and each component of the lesson aligns with the specified targets. The majority of lessons include an assessment to gauge student mastery of the daily learning target. The school’s instructional philosophy is deeply rooted in the EL Education Schools Active Pedagogy Core Practice Benchmark.

An important feature of our instructional model is to ensure access to both strong academic and arts programs. Our school design incorporates a focus on both arts and academics as equal entry points to the 21st century skills demanded by employers, such as critical thinking, creativity, innovation, communication, and collaboration. Students experience these skills in their band, visual arts, technology, and theater classes as much as they do in their humanities, math, and science classes.

The core practices of EL lesson design are built around the idea of active pedagogy. Lessons are developed with the purpose of asking students to take risks, ask questions, and work together to further their understanding and the understanding of their peers. A lesson or investigation may start with a complex or provocative problem and build skills, vocabulary, and concepts on a ‘need to know’ basis. A lesson may also start from what students bring as life experiences and they are then invited to make sense of them. Each student is responsible for producing something that shows his or her thinking. The goal is for teachers to talk less and for students to talk more. The majority of lessons contain an assessment mechanism to gauge student mastery. All of these features are rooted in the EL Education Schools Active Pedagogy Core Practice Benchmarks:  using effective instructional practices school-wide;  teaching reading and writing across the disciplines;  teaching inquiry-based math, science and social studies;  learning in and through the arts; and  using effective assessment practices.

40 Teachers are currently working to document expeditions and other curricular components using a uniform planning document that includes alignment to standards. EL practices are aligned to our Evidenced-based Argumentation strategies that focus on student voice, collaboration, and critical thinking.

Character Education – RAICES: Throughout all of their experiences at Muñiz Academy, students are expected to develop RAICES, the essential habits of citizen scholars. We believe these Habits are essential to becoming fully prepared and well-rounded citizens and scholars at Muñiz Academy and beyond. Our RAICES are: responsibility, advocacy, integrity, compassion, excellence, and stretch.

Every class incorporates attention to RAICES as part of the instructional experience. Crew is a key space where students engage in deeper conversation and reflection around RAICES.  Every student is assigned to a grade level Crew group with 10 to 12 other students.  Students meet with their Crew twice a week for a forty-five minute block on Wednesdays and Fridays.  Crews focus on character and social support (RAICES, college readiness, community service, teambuilding) as well as on academic support (study skills, reflecting on grades).  Crew Leaders support students by creating an individual plan for success, especially with those who may be struggling.  Crew leaders are the primary contact with families; they contact families at least 1-2 times per month. Teachers may also call home at their discretion.  Crew is graded as Pass/ Fail.  The Crew Advisor may advocate on a student’s behalf and helps students learn how to effectively advocate for what they need.

What is the online platform for sharing? An ongoing goal has been to equip every academic classroom with a Chromebook computer cart as well as 1 shared cart for our arts team. At this point, we are three carts short of reaching this goal. Teachers use Google Classroom as a key online platform for teaching and providing live feedback to students as well as sharing documents with other staff. The school uses JumpRope as our online platform for standards-based grading. Students identified as needing

41 additional support may receive individual tutoring or use computer based instructional software to further develop skills. Every content classroom has a set of computers so that technology is completely accessible at all times to all students and staff. Additional online sharing platforms and applications are used by teachers and selected based on content and student need.

What are the key successes that have resulted from these practices? A key example of our curriculum and instruction success is the senior team’s work on their 2015-16 expedition that resulted in a published collection of essays on high school redesign, entitled “Attendance Would Be 100%.” This year, the senior team is working on a collection of essays entitled “Changing Boston.” Other grade level teams are also developing expeditions related to course content and moving towards integrated models. Expeditions include studies on “The American Dream” in grade 9, “Stand Up for Your Rights” in grade 10, and on social movements in grade 11. This approach to curriculum and instruction is yielding more student engagement as well as development of student activism as citizen-leaders. As well, these examples are evidence of implementation of key strategies including implementation of Evidenced-based Argumentation – Year One School, focused use of vocabulary development across content areas, and increased focus on reading and writing in math, science, and the arts.

Other evidence of our success includes learning walk observations by internal staff and district teams, data on state testing as well as increased quality in student work as evidenced by our looking at student work sessions. Standardized test data is also additional evidence of our success as cited on page 6 of this proposal (see Attachment B., School Profile).

Finally, our staff engaged in a mid-year review of our EL core practices. Highlights include:  48% rate us at a moderate to high level for implementation of expeditions and 32% rate us at a strong to exemplary level for implementation of expeditions;  32% rate us at a moderate to high level of effective lesson practices and 76% rate us at strong to exemplary level for effective lesson practices;  72% rate us at strong to exemplary on supporting all students and 16% rate us at moderate for supporting all students.  58% rate us at strong to exemplary in our Crew practices and 37% rate us at moderate to high on our Crew practices.  72% rate us at strong to exemplary in our practices around positive school culture and 20% rate us as moderate to high in our positive school culture practices.

42 How do these practices support all students, including students below grade level as well as special populations, including ELL and students with an individualized education plan?

Our instructional practices are designed to meet the needs of a wide continuum of learners: English language learners 83% 47% are designated as ELL levels 1 to 5; 36% are Formerly ELL Students with disabilities 12% Overage 1 year or more 40%

English Language Learners Given the fact that our school serves a population that includes 83% English learners, our dual language model is designed to create a learning environment focused on language and literacy development across content and grades, ensuring that all students can continue to access content regardless of language and literacy development. Research on bilingual education and our own practice affirm that teaching students in their language of dominance, L1, strengthens their learning of a second language, L2, creating an assets based model. The Guiding Principles of Dual Language Education by Howard, Sugarman, and Christian, published by the Center for Applied Linguistics, offers a clear research-based explanation for the benefits of dual language education:

Research consistently demonstrates the advantage of a dual language education program that is sustained and consistent (e.g., August & Hakuta, 1997; Cazabon, Lambert, & Hall, 1993; Christian & Genesee, 2001; Christian et al., 1997; de Jong, 2002; Howard, Christian, & Genesee, 2003; Howard, Sugarman, & Christian, 2003; Kirk Senesac, 2002; Lambert & Cazabon, 1994; Lindholm-Leary, 2001; Lindholm-Leary & Borsato, 2001, 2006; Ramirez, 1992; Ramirez, Yuen, & Ramey, 1991; Thomas & Collier, 2002; Willig, 1985). For example, in a review of the peer-reviewed, empirical research on effective programs for English language learners by Lindholm-Leary and Borsato (2006), the studies converged on the conclusion that educational success is positively influenced by sustained instruction through the student's primary language. In both the descriptive and comparative program evaluation studies, almost all results showed that by the end of elementary school and into middle and high school, the educational outcomes of bilingually educated students (in late-exit programs and dual language programs) were at least comparable to, and usually higher than, their comparison peers who did not participate in bilingual education. No study that included middle school or high school students found that bilingually educated students were less successful than comparison students. In addition, most long-term studies reported that the longer the students

43 stayed in the bilingual program, the more positive the outcomes. These results were true whether the outcomes included reading achievement, mathematics achievement, grade point average, attendance, school completion, or attitudes toward school and self (page 29).

Effective schools have faculty who share the commitment to “breaking down institutional and community barriers to equality” (Stedman, 1987, p. 219); they demonstrate awareness of the diverse needs of English language learners, have staff trained in multicultural understanding, use multiethnic materials and curriculum, integrate students’ cultural values into the classroom, and celebrate and encourage non- English languages. In addition, the shared belief that “all children can learn” is a central operating principle that empowers students, especially English language learners (Garcia, 1988, 1991; Lucas et al., 1990; Tikunoff, 1983).

This vision of bilingualism and multiculturalism for a dual language program necessitates the concept of additive bilingualism—that all students are provided the opportunity to acquire a second language at no cost to their home language (Cloud et al., 2000). Additive bilingual programs are associated with content area achievement and proficiency in the second language and the home language (Lindholm-Leary, 2001; Ramirez, 1992; Thomas & Collier, 2002) and improved self-esteem and cross-cultural attitudes (Cazabon, Nicoladis, & Lambert, 1998; Kirk Senesac, 2002; Lindholm, 1994; Lindholm-Leary, & Borsato, 2006) (page 24-25).

Our dual language model goes beyond ensuring that every student is proficient in English and aims to ensure that every student is proficient in two languages regardless of entry point.

As well, 40% of our students are over age by one or more years, common among English learners, who are often placed in earlier grades as a strategy to remedy language learning. In many cases, our overage students have had difficult transitions as immigrants and/or difficult transitions in their educational experiences. In the process of developing a dual language model, we have learned that culture, ethnicity, and heritage are key to identity development and must be rooted in the curriculum and school culture as a key strategy for success. The additional supports of Crew groups, success planning, integration of the arts, and student supports such as counseling and leadership groups are designed to ensure that our overage learners experience success in a variety of ways. Our instructional strategies focused on vocabulary, argumentation, engagement, and collaboration allow students at different skill levels to engage in the work across content taught in both languages (see Attachment A., Dual Language Policy). 44 Scaffolding Use of Language in Content Areas at each Grade Our language model intentionally scaffolds language development with attention to cultural identity and adolescent development. Students engage in a series of manageable steps no matter where they begin in their journey towards proficiency in two languages.

9th Grade • Students entering 9th grade are assessed for their language proficiency in both English and Spanish and are placed at the appropriate level of language support. • Students take Humanities Spanish and Humanities English courses. • Grade-level activities focus on exploring the value and purpose of learning in two languages, with a focus on identity and culture. • Courses in math, science, and the arts are taught in Spanish and English, scaffolding learning in both languages over the 9th grade year with the goal to teach units alternately in each language. • Curriculum topics are taught in English with a topic summary in Spanish from September through December. Beginning in January, students transition to alternating curriculum units taught in Spanish or English with the summary in the other language.  Where necessary, small group work occurs in the language of dominance for that small group to ensure that students have learned the content concepts. • Intensive vocabulary development as well as multiple opportunities for student discourse are two key strategies to ensure language learning in both Spanish and English.

10 to 12th Grades  All students are assessed yearly for their language progress. Students entering at any time after 9th grade are assessed for their initial language proficiency in both English and Spanish.  Students take Humanities Spanish and Humanities English courses, intensified English ESL or intensified Spanish SSL classes according to their language needs.  Grade-level activities continue to focus on exploring the value and purpose of learning in two languages with a focus on identity and culture.  Courses in math, science, and the arts are taught in Spanish and English beginning in September. Curriculum units are taught in Spanish or English with the summary in the other language. For example, a science unit is taught entirely in Spanish with a summary in English. The next unit in science is taught in English with the summary in Spanish.  Where necessary, small group work occurs in the language of dominance for that small group to ensure that students have learned the content concepts.  Intensive vocabulary development as well as multiple opportunities for student discourse are two key strategies to ensure language learning in both Spanish and English.

45 English Language Learners in All Grades  Students with ELD Levels 1 and 2 receive 60 minutes of daily instruction from our ESL teacher. In addition, the content subjects of math, science, and arts are taught in alternating languages providing the additional required hours of instruction in English.  Students with ELD Levels 3, 4, and 5 receive instruction in English from their Humanities English teachers. In addition, the content subjects of math, science, and arts are taught in alternating languages providing the additional required hours of instruction in English.  In addition, we ensure that our students are serviced by qualified teachers who are trained to meet their language learning needs.  Students in 11th and 12th grade are required by the school to pass one of the following assessments in Spanish as evidence of their language learning in addition to MCAS requirements: a) the Muñiz Academy Spanish Assessment measuring proficiency in listening, speaking, reading, and writing b) Advanced Placement exam in Spanish

Students with Diverse Learning Needs Students in all grades are also organized to address diverse needs based on skill levels. A subset of students receive support during the “learning block” for their grade with our Learning Center (LC) staff currently comprised of 1.5 special education teachers and/or with their content teachers in Challenge Classes and/or Honors Seminars. (Described in full detail on Page 20)

The following principles guide our work around students participating in the Learning Center:  The schedule is driven by student needs: Learning Center, Challenge, and Honors Classes.  Our work is based on collaboration with a focus on student needs and strengths.  Support is provided in both push-in and pullout formats.

How will the school plan impact the current instructional philosophy? What will need to change due to the plan and what is the plan to successfully implement these changes? Implementation of the innovation plan at Muñiz allows the school to bring the educational philosophy to younger students, giving them strong preparation for grades 10-12. In particular, the plan allows for focused intervention at an earlier age and allows students to acclimate to the dual language, bi-literate focus of the school. Because acquisition of bi-literate skills supports learning across the curriculum, the expectation is that students are better prepared for future learning if they enter this environment at an earlier age. In its first five years, the school has experienced the significant challenge of working with students whose basic skills are years behind their grade in school or who are overage as they enter. To address this issue, interventions will be redesigned and foundational courses will be added for students in grades

46 7 - 9, to address the needs of students entering with low skills. The highest levels of intervention will be focused on the 7th and 9th grade, as the two entry points into the school.

Dual Language and Literacy Instruction: Strategies focused on language and literacy will be designed for grades 7 and 8 in alignment with our existing platforms focused on:  instruction in both Spanish and English in all content areas;  intensive vocabulary development in all content areas;  writing across content areas with partnership support of 826 Boston Writer’s Room;  Evidence-based Argumentation (EBA) for critical thinking, collaboration, and student voice in both English and Spanish.

Dual Language and Literacy Intervention Instruction: The schedule and staffing will be redesigned to support our diverse learners across both language and skills levels. The revised school schedule will be structured to allow ESL, SSL, and Learning Center staff to do both push- in and pull out services for students. Data will be used to identify students at risk during the August professional development period and additional screening during student orientation will facilitate early identification and services. Expanded staffing allows for additional time to spend with small groups and individuals.

Expeditionary Learning (EL): The core practices of EL will be implemented in the lower school, informing instruction, with adjustments to the design of expeditions for the differences in grade level. Core EL practices include instructional strategies based on inquiry, critical thinking, problem-solving and collaboration in the context of effective lesson design, differentiated instruction, writing across content.

Schedule and Interventions Instruction: The schedule and staffing will be redesigned to support our diverse learners across both language and skills levels. We will maintain our current Learning Block to support both Honors and Challenges classes. Students in grades 7, 8, and 9 who are ready for honors seminars or need additional support will be programmed for additional honors or challenge seminars throughout the week for extension work. Students in grade 7, 8, and 9 who require more intensive additional learning supports will be programmed for additional intervention block classes in math and language /literacy development with our math intervention teacher and our ESL and SSL staff each day. Instead of 2 arts classes each day, these students will participate in one arts class and one intensive intervention support class. As students solidify their foundational skills and knowledge, their overall course program will be evaluated and adjusted to reflect both progress and interest.

47 Language Literacy Instruction: The Common Core Standards and the WIDA Language Proficiency Standards currently frame our humanities curriculum. The humanities team will work on vertical alignment including grades 7 and 8 with a focus on the following anchor standards:  Reading - Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas;  Range of Reading and Level of Text Complexity;  Writing – Range of Writing, Research;  Speaking and Listening – Collaboration and Presentation; and  Language – Conventions; Vocabulary Acquisition, Knowledge of Language. Consistent with the CCSS and WIDA, our instructional strategies for grades 7 and 8 will be aligned with our current practices including:  authentic reading and writing experiences;  explicit vocabulary instruction;  differentiation; and  collaboration and presentation skills.

Math Literacy Instruction: Math instructional strategies for grades 7 and 8 will include a focus on key Common Core Standards in areas that students in middle schools show the most challenges and gaps in particular: the number system, ratios and proportions, expressions and equations, functions number and quantity. Math across all grades will follow the following common set of practices and principles:  Make sense of problems and persevere in solving them.  Reason abstractly and quantitatively.  Construct viable arguments and critique the reasoning of others.  Model with mathematics to show your thinking.  Use appropriate tools strategically and attend to precision.  See patterns and connections.

The instruction will build solid foundational skills and knowledge and to ensure students are ready for our course sequence ending in Pre-Calculus and Calculus in Senior Year. The following programs are preliminary resources that will be reviewed by the math team to determine implementation:  First in Math and Ten Marks – both online programs  Transition to Algebra – currently being explored by BPS  Summit Learning.

48 Arts Instruction: In the current configuration, students are unable to reach levels of expertise and experience in the arts that would qualify them to choose the arts as a major in college. With the addition of the lower house, arts instruction can provide essential skills at an earlier age and students will be able to make focused choices in the upper house, allowing them to pursue the arts in college, even as a major.

 Community Building – building a sense of community;  Academy Supports – building ownership for learning and teaching students how to monitor their progress;  College and Career readiness lessons – building foundational skills for college and career readiness;  Mindset and Character – building strong learning habits for both academic and leadership success.

Grade 7 and 8 Students will be required to take and pass the following courses each year prior to moving up to the high school years: Math, Humanities English, Humanities Spanish, 2 Arts Courses, Physical Education, and additional intervention supports as needed.

School building space, technology, staffing, professional development needs, other tools SEE TABLE BELOW Instructional Goals and Infrastructure Timeline (Goals for Grades 7 and 8 - Pending Approval for Expansion)

Key Instructional Goals Timeline Measures

Redesign Intervention Instruction for All Diverse Learners Redesign Interventions to focus on foundational skills, knowledge and habits that support learning for diverse learners.

Redesign Interventions 1. Our intervention strategies 1a. Key instructional strategies 1a. Instructional strategies will be fully developed to for both language literacy and agreements document; included a focus: math literacy will be identified Identified curriculum resources  Math curriculum and by November 2018. instructional strategies 49 for grades 7, 8, and 9; 1b. Professional development  English and Spanish sessions focused on 1b. Professional Development language Intervention instructional strategies for new Calendar strategies for grades 7, and current staff will be 2017-18; 2018-19 and 2019-20. 8, and 9 focused on designed and delivered by June language and literacy 2018 in preparation for the development. launch of Year One, including  EBA practices and our spring 2019 PD plan and our strategies are evident August 2019 Learning Institute and consistent across for all staff.

all content areas and in

both English and

Spanish.

2. Student Schedule; 2. By January, 2019, the 2. The schedule and staffing Staff Schedules; Learning Center schedule for grades 7 through deployment will be redesigned Schedule. 12 will be finalized and will to meet needs of diverse learners with more intensive reflect intervention classes for supports focusing on academic groups of students; staff will be skills in math and literacy with identified for intervention emphasis in grades 7, 8, and 9 support including a math to strengthen foundational intervention teacher for grades years. 7 and 8 and redeployment of our ESL and SSL staff.

Deepen Instructional Strategies Across All Content High leverage instructional practices that support diverse learners across all content areas and grades.

Executive Functioning Skills and Mindset 1. Integrate executive 1. By October, 2018, Crew Crew Calendar functioning skills and mindset calendar and curriculum will Crew Lessons practices as part of all include student vision and Crew Curriculum instruction with emphasis in success plans in all grades. grades 7, 8, and 9 to strengthen 2. By June 2019, Crew calendar foundational years: and curriculum will be  habits of character: RAICES developed for grades 7 and 8.  time management 3. Professional development for  developing stamina new staff will include a focus on  developing grit CREW practices.

50 Key Instruction Infrastructure Timeline Measures Goals

Staff for each additional grade Staff identified by March of the Staff identified by March 2019. will be identified and engaged in year prior to opening the new professional development, grade. Professional development focused curriculum planning, sessions planned and and instructional practices by implemented between March March of the year prior to and August 2019. opening the new grade.

Curriculum materials include All materials and equipment All materials received by August additional technology hardware ordered by July of year prior to 2018. ordered by July prior to new opening; all materials received grade opening. by August prior to opening (this is as per BPS ordering Classrooms and classroom protocols). equipment ordered by July of year prior to opening of new grade.

Facilities for adequate Facilities for expanded Muñiz All renovations are completed classroom space will be Academy will be identified by prior to August 2019. identified by spring 2018 in voted on by Boston School collaboration with BPS. Committee spring 2018; renovations will be planned by January 2019 and implemented prior to opening in Sept. 2019.

C. Assessment What specific (internal and external) assessment tools does the school use? How does the school currently use research-based summative and formative data to inform instructional practices that lead to improved student outcomes?

At Muñiz Academy, we believe that all students are capable of excellence as scholars and citizens. We also believe that students and families are partners in creating a community culture of engagement and excellence.

Muñiz Academy implements a model of standards-based grading, measuring student progress on specific academic learning targets as well as habits of character. Families and students understand student progress in a wide variety of ways.

51 Student Level Evidence of Progress A student’s ongoing work in class, homework, and course assessments is used as evidence of learning and growth on content and skills and is separate from learning habits. Assessments are aligned to the Common Core Standards and to course unit content and skills. Teachers and grade teams develop both formative and summative assessments. Formative assessments are used throughout the semester in each course as evidence of student progress. Formative assessments include classwork, quizzes, homework, short-term assignments, student- conferencing data, and steps towards final products. Summative assessments are used at the end of projects and long-term units as well as at the end of the semester to describe student progress towards mastery of learning targets. Summative assessments include products developed based on the unit work and are evidence of student mastery of learning targets.  In general, students will have at least two formative assessments per week and a minimum of two summative assessments during a quarter to demonstrate mastery of each Learning Target.  Some assessments and learning targets may be “weighted” more heavily than others.  Semester grades are a combination of a student’s assessment marks.  The final course grade is the average of the entire year’s academic assessments.  A scale of 1 to 4 is used to assess student mastery of each Learning Target. Each numeric score reflects the student’s level of mastery. For each major assessment, teachers develop rubrics (often with student input) that make clear the criteria that a student will have to meet in order to receive a 1-Beginning, 2-Approaching, 3-Accomplished or 4- Exemplary (see Attachment C, Grade Guide for Universities).

Grades 9 through 11 organize exhibitions of student work in each content area for our annual Achievement Zone exhibition. Families, community members, and our partners are invited as our authentic audience to celebrate and honor student learning and our work as a community.

Seniors organize and archive their work in a portfolio. The portfolio rubric is based on our Qualities of the Muñiz Graduate and linked to learning targets, teacher feedback, and student’s reflections. Students and teachers use the portfolio as a key graduation tool to demonstrate learning to families and the community as a whole.

All incoming 9th grade students complete a language assessment test, reading test, and numeracy skills test during the summer induction program. All students are retested at least once per year using the same assessments to evaluate growth over time.

52 Assessments measure student progress on learning and are separate from their progress on our schoolwide habits of character. Students earn two grades for every course: a content grade and a RAICES/habits of character grade.

Academic levels of achievement are used to communicate student progress on meeting learning targets focused on skill and content understanding. Teachers use the Common Core State Standards to identify long term learning targets for each content area. Learning targets clearly set the expectations for skills and understandings that students must achieve in order to demonstrate mastery of content. Each course has 12 to 20 Learning Targets (specific content and skill goals) for students to master during the year. Teachers share with students and families the course expectations and Learning Targets at the beginning of each year.

Students receive a second grade to reflect their progress in developing their habits of character, framed as RAICES: responsibility, advocacy, integrity, compassion, excellence, and stretching. Throughout all of their experiences at Muñiz Academy, students are expected to develop RAICES, the essential habits. We believe these habits are essential to becoming fully prepared and well-rounded citizens and scholars at Muñiz Academy and beyond.

Standardized assessments are also required and form part of our ongoing progress data for each student, for each grade and as a school:  Each year, students designated by the district with an English Language Development level are required to be assessed, using the WIDA ACCESS in English.  Students in 9th grade take MCAS Physics and students in 10th grade take the MCAS English and math.  Students in 11th and 12th grade are required by the school to take the SAT or the ACT at the end of each term.  Students in 11th and 12th grade are required by the school to pass one of the following assessments in Spanish:  the Muñiz Academy Spanish Assessment measuring proficiency in listening, speaking, reading, and writing or  Advance Placement Exam in Spanish Language.

Data Analysis As the school has developed, we have constructed a layered approach to data analysis that consists of the following:  The Headmaster and Asst. Headmaster do an initial review of data in August including MCAS, ACCESS, incoming student data, course pass rates, and summer school

53 completions. A data packet is prepared for staff.  Staff review school level data at the annual Professional Learning Institute.  The 9th grade team does a deep dive into incoming student data: MCAS, IEPS, grades, attendance.  Grades 10 through 12 teams review student groups; grade teams share information for rising student groups.  Grade teams review student progress weekly using our standards-based grading system that provides access to attendance, behavior, IEP, and course assessments.  At the end of each quarter, grade teams do an in-depth analysis of student progress and course pass rates.  Bi-weekly, the instructional leadership team plans our professional development sessions, reviews progress on school goals as well as progress on policy implementation.  In May and June, grade teams review student progress to determine promotion and summer school needs as well as to form groups for the next year.

Communicating Progress Students and families receive a progress report by the middle of the each semester. Progress reports are the interim grades that reflect progress on academic content and progress on RAICES. Every student has a transcript, the official record of the course work completed by the end of each academic year.

Students have a key role in sharing their progress with their families. Teachers support students in selecting work and preparing reflections to share with families. Student-led family conferences are held in November and April. Students must take responsibility for their learning and see themselves as the key leader in their success. Students must:  maintain a portfolio of work;  reflect on their work and progress; and  discuss their learning during family conferences.

What evidence do you have (formal and informal) that the current assessment strategy is effective? Over time, our progress data supports the effectiveness of our program. One area for growth continues to be in mathematics instruction as indicated by the dip in progress as shown in our spring 2016 MCAS scores. In addition to student course grades and progress, we use the following key indicators of academic progress: MCAS, WIDA/ACCESS, and AP Spanish Language and Literature.

54 Our progress on these key state and national assessments is: 2013 80% Physics MCAS pass rate

2014 92% ELA MCAS pass rate 69% Advanced/ Proficient; Student Growth Percentile of 51 90% Math MCAS pass rate 66% Advanced/ Proficient; Student Growth Percentile of 72 69% Physics MCAS pass rate 76th percentile for student growth on the WIDA/ACCESS for English language learners

2015 98% ELA MCAS pass rate 80% Advanced/Proficient; student growth percentile of 62 90% Math MCAS pass rate 62% Advanced/ Proficient; student growth percentile of 68 65% Physics MCAS pass rate 66th percentile for student growth on the WIDA/ACCESS for English language learners

2016 92% ELA MCAS pass rate 80% Advanced/Proficient; student growth percentile of 63.5 81% Math MCAS pass rate 55%% Advanced/Proficient; student growth percentile of 47 68.5% Physics MCAS pass rate 68th percentile for student growth on the WIDA/ACCESS for English language learners AP Spanish Language – 81% Scored 3 or better; AP Spanish Literature – 5 of 6 scored 3

Founding graduating class – 63 of 65 students graduated in June 2016

What would you like to improve about your assessment strategy? Assessment practices have continued to evolve each year as we learn to implement a standards-based grading model and understand our student needs and ongoing progress data. This year, we have engaged in weekly learning walks with staff. In addition, we have invited district staff and colleagues to give us feedback on our instructional work. Universally, student engagement during class work is noted as very high. Yet, our course progress data continues to pose a slightly different picture. While students are engaged in class, we continue to see about 20 to 25% of students struggling with course work completion indicating a need to focus on student engagement and how they ‘own’ their work and progress. Our deep work has surfaced three key areas for continued growth for teachers and students.

55 1. We plan to continue refining our collective understanding and implementation of standards-based grading with a focus on continuing to calibrate our grading system with greater fidelity across grades and content. While we have done work to calibrate what we mean by each grade point, we will continue to refine our practice to emphasize quality work.

2. In our analysis of student progress, we have clearly identified the explicit importance of student habits of character as directly correlated to levels of progress. Approximately 15% of our students who are marginally struggling – ‘just passing’ classes - show ample evidence of tenuous learning habits, specifically responsibility (attendance, work completion) and advocacy (participation, seeking support), and excellence (quality work). Approximately 10% of our students are on the far end of intensive needs with the primary indicator of attendance. While students currently receive a grade for their habits of character- RAICES - this grade does not determine passing a course. While RAICES are addressed both in course work as well as in Crew learning experiences, we are considering strategies to further elevate the importance of learning habits, including considering RAICES grades for course passing decisions, additional Crew lessons, and other schoolwide strategies to focus on the importance of learning habits.

3. We are considering strategies to recapture earlier work focused on mindset with students. Staff engaged in professional development on mindset principles and later engaged in dialogue with students. Given the analysis on student progress, we believe that a combined approach of focusing on RAICES and mindset principles will support our goal to improve overall student engagement in their progress. We are especially interested in reviewing and organizing our strategies to meet the needs of diverse learners on both ends of the learning continuum.

How will the school plan impact your assessment strategy? What is your plan for implementing a strong assessment strategy? Our assessment strategy will be aligned to a primary goal for implementation of the innovation plan – working with students at earlier grades in order to strengthen their academic skills and habits of character as we prepare them to be college and career ready. A strong assessment strategy will include a focus on entry assessments, ongoing academic progress including habits of character/RAICES, and mid-point (9th grade) and senior graduation portfolios. The overall assessment strategy follows.

Entry Assessments  an entry assessment of all incoming students focusing on attendance, prior grades, IEP data, language proficiency, standardized testing data (MCAS/WIDA Access);  Muñiz Academy language proficiency and math assessments to determine language and skill levels; 56  family intake meetings to assess family engagement needs; and  arts assessments to determine interest and initial placements for scheduling.

Academic Progress Assessments  continuation of our standards-based grading system;  deeper calibration of our grading and assessment practices across grades and content;  increased focus on habits of character/RAICES through targeted lessons in Crew and measured on our standards-based grading system;  consideration of raising the bar on current passing grade from a 2.0 to a 2.5.

Portfolios and Exhibitions  seniors will continue the graduation requirement of a portfolio presentation;  students in grades 7 through 11 will engage in student exhibitions of work – Zona de Logros;  students in grade 9 will present a passage portfolio as a mid-point assessment and learning experience as they transition to the upper school.

What specific (internal and external) assessment tools will the school need, and how will they be implemented? We will continue to use our external, standards-based grading system, JumpRope. JumpRope is developing an integrated application to address data regarding students with special needs. Muñiz Academy is working with developers to create and pilot the application.

Staff have begun to engage in reviews of sample test items and practice tests for MCAS 2.0 to deepen our understanding of shifts in state testing.

How will you know that implementation of the plan has been successful? What are the targets and the timeline to meet those targets?

In order to remain focused and consistent with our measures, please see the Chart on Pages 52 and 53: Goals Focusing on Academic Progress and School Culture and Alumni Support.

57 V. Operations A. Building What is the current school’s location? Describe the building space. Muñiz Academy is currently located in Jamaica Plain, central to the school’s student population, which is largely drawn from Jamaica Plain, Roxbury, Dorchester, South Boston, and Mattapan. Muñiz Academy shares the building with the Mission Hill School; Muñiz Academy is located on the first and third floors, and shares common areas such as the cafeteria, auditorium, and the gym with Mission Hill.

How will the building needs change for the school due to implementation of the plan for students and staff? Implementation brings with it the need for additional classrooms for grades 7 and 8, as well as additional spaces for arts, special education, ESL, SSL, counseling, language labs, and offices. Students would be organized into an upper and lower house configuration. While Muñiz Academy is ideally located serving students from surrounding communities, the space as currently configured would not serve the needs of a 7-12 school.

Facilities Needs with Approval of Expansion  Administrative Office Suite: Headmaster, Secretary, Nurse,  Grades 7, 8, and 9 – 12 classrooms  Grades 10, 11, and 12 – 12 rooms  2 Special Education/Learning Center Classrooms  1 Math Intervention Classroom  2 ESL classrooms  2 SSL classrooms  3 Visual Arts classrooms  3 Technology classrooms  2 theater rooms/other arts partners  4 Larger Rooms - The music programs housed in larger rooms, storage, and address sound impact during rehearsals.  Auditorium for band and other performances  School Library  Language Lab  826 Writers Room  1 Restorative Justice/Peer Mediation - small room  Student Space for Clubs  Assistant Headmaster Office

58  Teacher Leaders Office  Instructional and Curriculum Design Leader’s Room and teacher leader office  1 College and Career Readiness classroom/partner space  2-3 Counseling small rooms  2 Copy Rooms to ensure sufficient access  2 Conference Rooms for Parent and Staff Meetings  Family Resource Center  1 Staff Break Room – small room

B. Schedule & Calendar What is the current annual, weekly, and daily calendar for students and staff? School begins for students at 8:30 a.m. and ends at 3:30 p.m., Monday through Thursday. Students are released at 12:30 p.m. on Fridays to provide professional development time for teachers. Classes are taught in grade level sections that last 45 minutes for Arts Block and Learning Time Block, and 58 minutes for core academic classes. Humanities courses are taught in separate English and Spanish sections for all students. Arts Block is offered either in the morning for 11th and 12th grade students or in the afternoon for students in grades 9 and 10. Learning Time Block provides flexible time during which students may participate in intervention and honors classes for humanities and math, participate in Learning Center supports, physical education, electives, or study hall.

How many classes/hours are teachers required to teach? Teachers at Muñiz are contracted to work thirty-four hours per work-week, which is 40 minutes above the Boston Public Schools contract. Humanities teachers are responsible for three academic blocks, three learning blocks, and one additional administrative duty. Math and science teachers are contracted to offer one elective or one study hall on Monday, Tuesday, and Thursday each week. All staff serve as Crew leaders for small groups of 10-13 students. Crew meets during the school day twice each week for forty-five minutes. Each teacher is responsible for one administrative period per week during which coverage might be needed for a classroom due to staff absence. If coverage is not needed, the staff member can use the time for classroom preparation. All staff receive 60 minutes of prep and common planning time daily, Monday through Thursday, and must participate in weekly grade and content area team meetings. All staff participate in professional development on Fridays from 1:00-3:00 p.m.

59 Is there any other required or optional programming for students? Students can participate in the following optional programming:  Afterschool tutoring with teachers  Debate League Team and Clubs  Dual enrollment opportunities – BU Upward Bound, Summer Search, Youth Leadership Activities  Student government  Sports teams in collaboration with English High School

How will the schedule and calendar change for students, school leaders, and administrators, and other school staff? The school will be organized into two houses:  a lower house for grades 7, 8, and 9 focused on foundational academic and arts learning experiences, college and career readiness, RAICES/habits of the Muñiz Graduate.  an upper house for grades 10, 11 and 12 focused on academic courses, arts specialization, RAICES in action, college and career planning.

The school calendar will continue to ensure significant staff professional learning time including our August Professional Learning Institute, mid-year and end of year retreats, and weekly grade and content team meetings. The overall daily schedule structure will remain the same with a school day from Monday to Thursday from 8:30 to 3:30 and 8:30 to 12:30 on Fridays for students. However, the new house structure and staffing will facilitate key scheduling modifications:  a focus on interventions for students in grades 7 through 9; and  a focus on arts specialization or continued exposure courses in grades 10 through 12 (see Attachment D., Sample Schedule).

C. Leadership, Staffing & Professional Development 1. Leadership & Support Who is the school leader? How have they demonstrated success in their current role? Why are they the right person to lead implementation of the innovation plan? Dania Vazquez, the Headmaster of the Margarita Muniz Academy, is dedicated to educating students in a dual language immersion model coupled with a focus on the arts. Dania’s prior work as an educator for over 34 years, serving urban children and families and as an artist, serves as the platform for this new work. In May, 2011, Dania was hired by the founding board of the school as they were engaged in planning the initial proposal to open a dual language high 60 school. The founding board members included Margarita Muñiz with whom Dania spent considerable time during the planning process.

Dania has diverse experiences serving grades K-12 as a bilingual special education teacher, staff developer, facilitator, and principal of small schools, primarily in New York City for over 21 years. As a lead school coach in Boston Pilot Schools, and Associate Director, Dania’s work at the Center for Collaborative Education focused on a number of key initiatives including principal preparation, leadership development, school governance and whole school transformation efforts in Boston, throughout the state, and nationally.

Dania has been the Headmaster of Muñiz Academy through the planning process and founding years, leading the effort to envision the school’s next five years. She values the partnership with the school’s Assistant Headmaster, teacher leaders, and the staff. As the only dual language public high school in the region, the school’s early progress data has established solid success across a number of key indicators. Given her experiences in school development and transformation and her deep commitment to the values of dual language education, Dania is well-positioned to lead the school through this important opportunity.

Dan Abramoski joined Muñiz Academy in July of 2014 as our Assistant Headmaster. Dan has over ten years of experience as a teacher, staff developer, and school leader both in New York City and Boston. Dan brings a wealth of expertise in curriculum development and instructional strategies and currently leads much of our work in these areas across grades and content teams. Dan also brings his passion for student voice and leadership establishing our Peer Leaders Program and a robust set of summer and afterschool opportunities with partners such as Summer Search and BU Upward Bound as examples. In addition, Dan has lead the establishment of our College and Career curriculum delivered through CREW. He has led the development of infrastructure to support our Juniors and Seniors through the college application process through their first two years of college and career experiences.

Dan has strong leadership skills with an ability to collaborate with a wide range of students, teachers, families and partners. He offers a unique lens on excellence as we strive towards our vision and mission. As a team member with the Headmaster, Dan has build a strong foundation for our future growth as a school community intent on contributing to the wider Boston Community. He is uniquely positioned to co-lead the school’s future development given his experiences and investment at Muñiz Academy.

What is the current leadership structure at the school? What are the roles of the school

61 leader(s), administrators, teaching staff, and support staff? Leadership Structure: The school is currently structured with a Headmaster and Assistant Headmaster who share responsibility for curriculum and instruction and day-to-day operations. The Headmaster reports to the board of trustees and is also responsible for budget development and management. The Assistant Headmaster takes the lead in designing professional development for teachers and coordinating the school’s student support services and discipline system. Administrative staff also includes an office manager, ELL/special education coordinator, college advisor, guidance counselor, part-time social worker, and a development associate, although this position is currently not filled. Teaching staff includes core subject teachers, arts partners, and wellness/athletics staff.

The Instructional Leadership Team (ILT) focuses on achieving our school mission through the lens of annual instructional priorities. The ILT is the primary group that determines our annual school goals and aligns our professional development to those goals. Decisions are made based on data and collaborative dialogue as we problem solve key questions and dilemmas. The team is designed to have a representative membership of faculty and staff. All meetings are open to all staff regardless of official membership on the ILT.

Content Teams focus on vertical alignment of curriculum, expedition planning, and content specific instructional strategies. Grade Teams focus on student progress using quarterly data, as well as grade level curriculum and expedition planning. The Student Support Team focuses on students who may be struggling as demonstrated through their academic progress, social emotional needs, and attendance.

The Administrative Team focuses on the overall mission of the school with a central focus on instruction and excellence. The Administrative Team also manages all school operations. The Headmaster and Assistant Headmaster are responsible for all staff evaluations. The administrative team includes the Headmaster, Assistant Headmaster, the Family Coordinator, the Post Graduate Transition Coordinator, and our School Secretary.

A Family Council represents the voice of our families throughout our community. The Family

62 Council has a leadership group that meets prior to each whole community meeting with families. Muñiz Academy has its own governance structure based on effective structures used at high performing schools. The school’s governance structure allows for increased autonomy over selection, supervision, and termination of the leadership team, with final approval coming from the Superintendent. The school’s Governance Board is responsible for budget approval, program design, and school policies (attendance, promotion, discipline). The Board meets 4 to 5 times per year and all meetings are open to the public.

Capacity of Applicant Group How did the innovation plan come about? What is the demonstrated support from the school and the community for the school plan? District leadership began a dialogue with school leaders across the district regarding the more than 20 current grade configurations that exist in the Boston Public Schools. Superintendent Chang has proposed a move towards a K-6 and 7-12 grade configuration model in order to address a range of issues including enrollment patterns, quality, and equity. In the spring of 2016, district leadership engaged Muñiz Academy’s headmaster in a conversation to consider a 7-12 model. Conversations with the Boston Schools Fund laid the groundwork for further exploration of an innovation model for Muñiz Academy. In September 2016 Muñiz Academy was asked to present key ideas for an innovation plan to the high school headmasters along with the Headmaster of New Mission.

Since these early conversations, Muñiz Academy was awarded a planning grant by the Boston Schools Fund. District leadership continues to be very supportive of an expansion opportunity encouraging the school leadership to proceed with a planning process. The Headmaster continues to engage district leadership to resolve the key issue of facilities as well as consider budget, enrollment, and staffing needs.

Who are the key members of the current staff or other supporters who will be involved in the implementation, their current roles, and future roles? The larger Muñiz Academy community of staff, governing board, and families are very excited to envision the next five years, including an expansion of the school. In addition, the principals of the Hernández Dual Language School and the Hurley Dual Language School are very supportive of the Muñiz expansion in light of the positive impact on their school communities with the opportunity to open more elementary seats at their respective schools.

A planning team has been organized, representing a cross section of the school community. The progress on planning is shared in whole staff professional development meetings. During

63 the school’s June 2016 reflection retreat and the more recent January mid-year retreat, staff have been engaged to generate principles and ideas that are guiding the planning work. Subsets of the planning team are working on detail-level issues for the proposal: ● The arts team is working on the redesign of the programming to include grades 7 and 8. ● Learning Center staff and planning team staff are discussing key strategies to ensure a focus on intervention strategies supported by schedules and staffing. ● The Headmaster and Asst. Headmaster are developing the next phase of school leadership to include formalized teacher leader roles. ● The governing board and family council are tasked to engage district leadership regarding specific operational needs such as facilities, enrollment, budget, and staffing.

2. Staffing How will implementation of the plan affect the leadership structure? The school will be organized in a lower (grades 7, 8, and 9) and upper (grades 10, 11, 12) house model. The upper house will continue to be led by our current assistant headmaster. We will hire an Instructional and Curriculum Design Leader with expertise in middle school curriculum and instructional practices to initially lead grades 7 and 8 as these roll out. This new position will be focused on aligning core instructional practices in the new 7th and 8th grades to our current school practices. This new school leader will support instruction and curriculum development with a strong lens on building a seamless culture aligned to the rest of our community. The careful roll out of grades and shared responsibilities will ensure attention to the needs of younger students focused both on academics, RAICES/learning habits, school norms and expectations.

The Headmaster will continue to lead grades 9 and 10 until we have a transition with full roll out and systems in place to sustain our new model. At full implementation, the Headmaster’s role will shift to overall instructional leadership supporting both the Assistant Headmaster and the Instructional Curriculum Design Leader. The shift in role allows the Headmaster to focus on big picture work, school-wide instructional goals, professional development and external opportunities. The recent addition of a Director of Development increases overall school capacity for grant writing, marketing, and cultivation of donors – all rolls currently held by the Headmaster. By full implementation, the Asst. Headmaster will have deepened much of his current work, refining systems and increasing our capacity to welcome a new instructional leader and new cohorts of students. The newly formed instructional leadership/administrative team - the Headmaster, current Assistant Headmaster and the Curriculum Design Leader - will be able to plan and support the additional grades while maintaining our current efforts and systems. In addition, we are currently ‘grooming’ teachers to assume leadership roles through 64 professional development opportunities (such as Lynch Leadership) that will prepare them as they step-up in the community.

Year One of Expansion  the Headmaster will support grades 9 and 10; overall instruction, curriculum and professional development, district/external work, and operations;  the Asst. Headmaster will lead grades 11 and 12, CREW development, College and Career, operations;  the Curriculum Design Leader will lead grade 7 – instruction, curriculum planning, culture development.

Year Two of Expansion  the Headmaster will support grades 9 and 10; overall instruction, curriculum and professional development, external work, and operations;  the Asst. Headmaster will lead grades 11 and 12, CREW development, College and Career, operations;  the Curriculum Design Leader will lead grades 7 and 8– instruction, curriculum planning, culture development.

At full roll out:  the Headmaster will support grade 10, overall instruction, curriculum and professional development, external work, and operations;  the Asst. Headmaster will lead grades 11 and 12; CREW development, College and Career, operations;  the Curriculum Design Leader will lead grades 7, 8, and 9 – instruction, curriculum planning, culture development.

Teacher leaders will be formally identified for content and grade teams as well as for our college and family programs. The newly formed leadership model will ensure continuity across all grades by focusing on school culture and instruction while developing a sustainable leadership model that capitalizes on teacher knowledge and voice. Teacher leaders will focus on curriculum development, instructional strategies, and school goals in their work with designated grades and content areas. Grade team and content team leaders will be selected by the respective teams. District operational issues and development work will remain with the headmaster and assistant headmaster to ensure that the wider team focuses on culture and instruction. The key school-wide teams will be maintained: ILT, Content and Grade Teams, Student Support Team, Family Council, and Governing Board. 65

The leadership structure will:  ensure capacity and focus on our primary areas of curriculum, assessment and instruction, and ongoing professional development as measured by meeting our annual data goals;  ensure increased ownership of the work by staff, which would be measured by survey data;  ensure that overall school leadership is sustainable as measured by stable leadership over a five year period;  provide opportunities for staff advancement within the organization as a means of continued staff retention.

Proposed Leadership Structure Representative Structures Board of Trustees Family Council Student Council

School Leaders Headmaster Assistant Headmaster- Lower House Instruction/ Curriculum Design Leader – Lower House Grade Team Leaders Content Team Leaders

Support Staff Family Coordinator, Mental Health Coordinator, School Secretary, Nurse Director of Development

Instructional Leadership Team Headmaster, Asst. Headmaster, Instructional/Curriculum Design Leader, Content Team Leaders (math, science humanities, arts, special education), other staff as needed

How will the current staffing structure need to change in order to support the expansion? The addition of grades 7 and 8 will allow the school to increase key areas of staffing aligned to the goal of increasing instructional supports and interventions.

Additional Staffing Timeline (Goals for Grades 7 and 8 – Pending Approval for Expansion)

Academic staff will be hired for Grade 7: math, Hired by March of 2019 humanities English, humanities Spanish, science.

Academic staff will be hired for Grade 8: math, Hired by March of 2020 humanities English, humanities Spanish, science.

An additional ESL and an additional SSL teacher will Hired by March of 2019 allow reorganization of scheduling, grouping, and interventions; each ESL and SSL will work with three grades (7, 8, 9 and 10, 11, 12) and will offer additional intervention focused on language and literacy skills in English and Spanish during the

67 learning blocks for their respective grades.

A math interventionist for grades 7, 8, 9 focusing Hired by March 2019 on targeted supports

An instruction and curriculum design leader with Hired by March 2019 experience in middle grades leading the Lower House.

An additional .5 FTE special education teacher will Hired by March of 2019 allow reorganization of how interventions are delivered; each teacher will offer targeted group classes for students in need of additional supports in math literacy during learning time blocks.

One additional visual arts teacher, 2 additional Hired by March of 2019 technology teachers, and one .5 music teacher will support a reorganization of the offerings from 3rd Tech Teacher: Hired by March 2020 grades 7 through 12 with increased opportunities for students at the upper grades to deepen their skills in arts they select to pursue; our current arts partners will continue to support school’s arts programming.

A full time physical education teacher will ensure Increase in FTE for SY 2019-20 that students are offered health and wellness learning opportunities across grades.

Additional partnerships will be identified to expand Ongoing our current alumni support program. 826 Boston will be re-engaged to establish a Writer’s Room serving all grades. Established for SY 2019-20

3. Professional Development What is the current time for and content of professional development provided to staff? Professional Development for Leadership: Professional learning for our school leaders will focus on creating an effective team committed to our vision and mission. Learning opportunities will be designed to focus on collaboration, decision-making, and accountability in the areas of instruction and professional development school-wide. Guiding questions will include:  What instructional areas do we need to continue to refine?  How can we support staff in their individual and collective learning?  What are effective strategies that balance accountability and growth for both students and staff? 68  How can we use data better to inform our collective work?

Opportunities for learning will include:  Weekly check-in meetings as a leadership team including the headmaster, assistant headmaster, instruction design leader, teacher leaders;  Continued instructional leadership team meetings with rotating facilitation;  Co-constructed opportunities to visit other schools that can inform our practice;  Leaders’ team retreat – mid-year and planned with the team, focused on a mid-year reflection time on goals and progress; and  Opportunities for conferences and district level meetings that can inform practice.

Current school-year professional development time for all staff is allocated as follows: Extended day 24 Hours Classroom setup 12 Hours August institute 25 Hours Midyear retreat 7 Hours Student led conferences 30 Hours TOTAL 98 Hours

All staff are expected to participate in a weekly professional development as follows:  content team meeting (1 period)  grade team meeting (1 period)  Friday whole staff professional development – 2 hours, 1 to 3 p.m.

Additional professional development opportunities include:  Support for new teachers by new teacher developers and/or lead teacher;  Content team district meetings for math, science;  Classroom observations of colleagues;  School visits; and  Conferences.

What is the vision for professional development at the school? How will this professional development shift in order to accommodate the innovation plan? Ensuring a vibrant professional learning culture is a core value for Muñiz Academy. As new staff are identified for grades 7 and 8, professional learning and planning opportunities will begin the spring prior of each year to opening the new grade. Teacher leaders will participate in designing and delivering core professional development and planning sessions. 69 Schedules for every grade level will maintain planning time that includes content and grade team meetings weekly for all staff. Year-long professional planning time including the August Institute, the mid-year retreat, and student-led conferencing will continue to be key anchors of our professional learning community. A formalized teacher leadership structure will ensure that teacher expertise and voice create a sustainable leadership model that taps school leader resources beyond the two administrators.

D. Policies & Procedures 1. How is the school currently governed? As a district Innovation School, Muñiz Academy has the autonomy and flexibility to offer an extended school day and annual calendar as well as autonomy from district policies related to curriculum, staffing, budget, and governance. Our innovation plan includes annual measurable goals that assess factors such as student achievement and school performance. In exchange for the authority to operate the school with increased autonomy, we are held responsible for advancing student learning and meeting these annual benchmarks. As an Innovation School, Muñiz Academy receives the same per pupil allocation as any other school in the district and its operators can also secure grants or other types of supplemental funding to implement the innovation plan.

What autonomies and flexibilities does the school already have? For example: Collective bargaining agreement between Boston Teachers Union and The Boston School Committee, autonomy in district policies including, but not limited to: staffing, compensation, school and professional development calendar, curriculum and assessment, governance, budget. Margarita Muñiz Academy has waivers from the collective bargaining agreement between the Boston Teachers Union and the Boston School Committee and autonomy from district policies in the following areas:  Governance and Policies: Muñiz Academy has its own governance structure based on effective structures used at high performing schools. The school’s governance structure allows for increased autonomy over selection, supervision, and termination of the leadership team, with final approval coming from the superintendent. The school’s governance board is responsible for budget approval, program design, and school policies (attendance, promotion, and discipline).

 Curriculum and Assessment: Muñiz Academy has autonomy from district curricular requirements, allowing the school to offer students a two-way bilingual curriculum based on EL design principles. Additionally, the school may determine graduation, promotion, and homework requirements. 70  School Calendar: Muñiz Academy follows the Boston Public Schools yearly calendar. The school has modified the weekly schedule to ensure additional common planning and professional development time for teachers, expanded learning time for students, and a summer institute for students in need of interventions and course completion. Teachers have an additional 98 hours that enables the school to offer the following: o a school day from 8:30 to 3:30, Monday through Thursday; o student schedule on Friday from 8:30 to 1:00 and full staff professional development from 1 to 3pm; o a four day summer professional learning institute for all staff; o a mid-year staff retreat; o a year end, two-day staff reflection and planning retreat; and o weekly grade and content team meetings for every staff member; o Crew meetings twice weekly for every Crew group. o Grade teams and individual teachers have the flexibility to change the daily and/or weekly schedule to facilitate special events and programming related to the curriculum. o The school has autonomy from district scheduling requirements and collective bargaining agreements pertaining to length of school year and day, summer programming, and professional development.

 Staffing: Muñiz Academy has the freedom to hire and excess staff based on the needs of students and mission of the school. The school may hire staff regardless of their current status and has waivers from collective bargaining agreements related to seniority and attachment rights with the BTU, though it is possible that teachers could continue to accrue district seniority during their term at Muñiz Academy. While compensation for core teachers mirrors the district salary structure, teacher’s job descriptions and responsibilities are significantly expanded. Working conditions also differ from conditions stipulated in collective bargaining agreements. The school will seek continuance of the agreements of SY 2012-13 with the Guild to ensure we maintain a bilingual secretarial position.

 Budget: Muñiz Academy receives a lump sum per pupil budget based on the school’s agreement with the district. The school determines the best use of its budget resources, planning for staffing, instructional materials, and supports. The school may decline certain discretionary services and receive compensation from the district, to be used towards staffing or materials as designated by the school. The school has complete discretion to spend the budget in a way that best serves the school’s students and

71 furthers the mission of the organization as long as state and federal requirements are met, such as Title I.

Will there be any changes to the governance structure, autonomy, or flexibility with the plan? If so, detail these changes.

Muñiz Academy does not select its students. The district assigns students based on their choice form and the district lottery process. The current assignment process creates delays in how students are assigned and does not ensure that students on the waitlist indeed have the opportunity to opt into our school. In order to ensure that our seats are filled on time, Muñiz Academy will request control of student enrollment processes specifically:  access to waitlists;  ability to directly manage and call students on the waitlists; and  ability to confirm student assignments in real time.

We will work with the enrollment/assignment offices at BPS to ensure that all processes are followed as agreed upon.

Current budget, Projected Budget in implementation years, Projected Budget at full capacity (see Attachment E., Budget Planning).

VI. Timetable When was the planning grant awarded? The planning grant was awarded to Muñiz Academy in November 3, 2016.

When was the application submitted? Who was the primary author(s)? The planning grant was submitted July 2016 to the Boston Schools Fund. The primary author of the plan is the Headmaster, reflecting the work of the planning team as a cross section of the school community.

72 What is the anticipated timetable, from year one to capacity? (Goals for Grades 7 and 8 - Pending Approval for Expansion)

Planning Year January to May 2018: Innovation Plan proposal planning. Seeking School Committee (SC) and District approval of Innovation Plan; Seeking SC approval of proposed expansion; facilities location determined and approved by District /SC.

September to December 2018- Student and staff recruitment (Pending Approvals). January 2018: Students apply for 7th and 9th grade seats for year one. Staff retreat with focus on expansion planning work. All school-wide space - facilities needs identified; timeline planned for any repairs/ renovations.

January to March 2019: Staff identified for hiring for year one(Pending Approvals).

March/ April to August 2019: Professional development and planning for Grade 7 expansion; curriculum development; professional development focus on instructional practices for new staff including dual language, EL, assessment, Evidenced Based Argumentation.

June 2019 Materials/equipment ordered. July to August 2019 School-wide space needs prepared.

August 2019 Full staff professional learning institute - special focus on alignment of work and practice.

September 2019: Welcome first 7th grade cohort and 9th grade cohort.

Implementation Year One September to December 2019: Student and staff recruitment for Grade 8. January 2020: Students apply for 7th, rising 8th graders and last year of full open enrollment for 9th grade seats. January 2020: Staff retreat with a focus on refining expansion rollout.

January to March 2020: Staff identified for hiring for year two. March/ April to August 2020: Professional development and planning for Grade 7 and new grade 8 staff.

June 2020 Materials/equipment ordered; space needs prepared.

Implementation Year Two August 2020 Full staff professional learning institute September 2020: Welcome first 7th grade cohort and 9th grade cohort. January 2021: Students apply for 7th, rising 8th graders and open enrollment for any open 9th grade seats. Staff retreat with a focus on refining expansion rollout.

May - June 2021: Staff evaluate goals and measures accomplished after completion of year two; new goal setting process.

VII. Measurable Goals In a table, detail the category, goal, and target year for meeting the goal. Include the following:  At least one academic goal, based on formative or summative academic data  At least one school culture goal, based on data.  Include relevant data on which you are basing your goals and timeline for achieving them. Data might include the following:  Formative Academic: interim assessments  Summative Academic: MCAS, PARCC, other standardized tests (SATs, ACTs, AP exams)  Other: Survey data, Enrollment or attrition data, staff attrition and retention, data regarding specific student populations, (i.e., male/female, first-generation, race/ethnicity,  ESL, Special Education)

Goals Focusing on Academic Progress and School Culture and Alumni Support (Goals for Grades 7 and 8 - Pending Approval for Expansion)

Category Goal SY Goal SY Measures 2019-20 2020-21

School Key school culture Key school culture  Course pass rate Culture framework will be framework will be  RAICES grades aligned to incoming aligned to incoming  Student surveys grade 7 students and grade 7 and 8 students grade 7 staff team and grade 7 and 8 staff  Student attendance: 95% or including: team including: higher  Crew  Crew  College-  College-  Student safety/discipline: readiness focus readiness focus Out of school suspension  Mindset and  Mindset and rate is 8% or lower Learning Habits learning habits  Peer By the end of senior year, 80% Mentoring students will have participated  Health and in one summer college prep Wellness program.

A Family Resource The Family Resource Family Resource Center Center is established Center provides participation and services are with partners who ongoing supports to tracked annually. provide varied families. supports to families.

Instruction, Improved intervention Improved intervention 1. Course pass rates: 80% and Curriculum, supports, scheduling, supports, scheduling 90% - all grades Assessment and staffing will be and staffing will be 2. 2 ELD level increases implemented across implemented across all between grade 7 and 9. all grades focusing on grades focusing on 3. Lower grade level retention math and literacy for math and literacy for 4. Increased % of students range of diverse range of diverse earning Seal of Bi-literacy learners. learners. from current 70% to 80% by senior year Student cohorts will Student cohorts will be 5. By the end of 8th grade, 95 be designed to designed to support % of students participating support range of range of diverse in one season of debate in diverse learners with learners with an English or Spanish; by the

75 an emphasis on emphasis on end of 11th grade 95% of intervention supports intervention supports students participating in one in grades 7 and 9. in grade 7, 8, and 9. season of both English and Spanish debate. A language lab Language lab use is 6. Student promotion, managed by the ESL evaluated based on graduation, and dropout and SSL team is both AP Spanish rates: established to support Language Exam and  Promotion: 90% or literacy and language MCAS results and greater; development. refined, focusing on  Graduation (4 year rate): resource materials, 70% or greater scheduling, and  Dropout: 5% or less

student use.  MCAS:

ELA: 95% pass rate; 80% Advanced/ Proficient Math: 90% pass rate; 75% Advanced/ Proficient Science: 80% pass rate; 65% Advanced/ Proficient

 WIDA ACCESS SGP 68

or better  AP Spanish Language pass rate at a minimum of 80% at level 3 or better

 90% College

Acceptances  60% College Persistence up from current 45%

Arts Programming Arts Programming ARTS: allows for 100% allows for 100% student engagement student engagement in Visual Arts and Media in the arts in a model the arts in a model that Communication that offers offers flexible/choice  Continued exhibitions flexible/choice opportunities as at the MFA and BPS opportunities as students move from 7 Arts Shows 76 students move from 7 through 12th grade.  Expansion of arts through 12th grade. exhibitions to at least 3 other venues in Boston. BAND  4 Band Concerts per year  Continued participation in multiple band performances across different venues throughout Boston  Continued participation in the New England El Sistema work

Coordinated Coordinated  Minimum of 1 Alumni partnerships provide partnerships provide contact per quarter Support ongoing support to ongoing support to for each alumni by alumni in college and alumni in college and partners career pathways as career pathways as  Increased measured by number measured by number persistence of of contacts for each of contacts for each freshman year in student and student and college from current persistence rates. persistence rates. 55% to 65%

77 VIII. Attachments

A. Dual Language Policy B. School Profile C. Grade Guide for Universities D. Schedule Samples E. Budget Planning F. Administrator Resumes G. Letters of Support

78 Attachment A., Current Dual Language Policy; To Be Amended To Include Grades 7 and 8 Upon Approvals

Dual Language Policy at Muñiz Academy

“A student can read Shakespeare in English and the poems of Pablo Neruda in Spanish. A student can study science in Spanish and mathematics in English, crisscrossing concepts and vocabulary in two languages to make a tight weave. Students do not travel back and forth across a bridge. The entire school experience takes place on the bridge. Students can camp out and make it a home, internalizing two languages to own them for the rest of their lives—the true meaning of language acquisition.” Diana Lam, Founding Member of Muñiz Academy

Margarita Muñiz Academy implements a college preparatory, culturally relevant dual language curriculum that provides students with the 21st century skills necessary for success in higher education and beyond. Our model embraces what students bring as much as it strives to deepen and enrich their skills and knowledge in both language and subject matter. Learning in both languages and across content is designed to engage students as they construct meaning from their experiences.

Classes in the school’s college preparatory program are standards-based and taught in both Spanish and English. Muñiz Academy aims for 50-50

79 language use, balancing both Spanish and English across the curriculum. As students journey through their four years, they experience learning academic content as well as learning social expression in both languages. The school’s comprehensive language policy ensurew that students receive an exemplary dual language education. Our Dual Language Policy has several key features: o Community Language o Developing Cultural Proficiency o Scaffolding Use of Language in Content Areas at each Grade o Assessment Practices o Crew o Family and Community o Public Events o Professional Development

Community Language

We believe that our community language is an important opportunity for students and staff to practice both Spanish and English in a social context. Community language includes our social language used during non- instructional time (e.g. hallways, announcements, communication with teachers outside of class) On Monday, Tuesday, and Wednesday our community language is Spanish. On Thursday and Friday, our community language is English with the exception of our Spanish teachers who uses Spanish regardless of the language of the community. During lunchtime, both students and staff have the choice of using their preferred language.

Developing Cultural Proficiency

Culture is central to student learning language and content. Culturally

80 responsive education recognizes, respects, and uses student identities and backgrounds to create optimal learning. The Muñiz Academy community values an environment where everyone’s life experiences matter. Students, staff, and families are valued and supported. We recognize everyone’s strengths and contributions. Our faculty embraces the following principles as a foundation to cultural proficiency:

• Communication of high expectations - Consistent messages are delivered, from both the teacher and the school that students succeed, based upon a genuine belief in student capability.

• Active teaching methods - Instruction promotes student engagement by requiring students to play an active role in crafting curriculum and developing learning activities.

• Teacher as facilitator - Within an active teaching environment, the teacher's role is one of guide, mediator, and knowledgeable consultant, as well as instructor.

• Positive perspectives on families of culturally diverse students – Staff participate in an ongoing dialogue with students, families and community members on issues important to them. The people and discussions are included in classroom lessons and activities.

• Cultural sensitivity - Teachers gain knowledge of the cultures represented in their classrooms and translate this knowledge into instructional practice.

• Reshaping the curriculum - A reshaped curriculum is culturally responsive to the background of students.

• Culturally mediated instruction - Instruction is characterized by providing students with culturally rich learning environments and

81 culturally valued knowledge.

• Student-centered classroom discourse – Students are expected to be actively engaged in classes and to orally participate on a daily basis in order to expand their academic language and public skills in both languages.

Adapted from “Culturally Responsive Teaching” Anchorage School District www.asdk12.org/CultureResp/principles.asp

Scaffolding Use of Language in Content Areas at each Grade

In our first year as a school, we welcomed a wide range of language learners including students who are learning English or Spanish at a beginning level along with students who have a high level of proficiency in both languages. As well, some of our students speak Spanish but are learning the language in a formal, academic context for the first time. We continue to welcome a wide range of language learners.

Our language policy intentionally scaffolds language development with attention to cultural identity and adolescent development. Students engage in a series of manageable steps no matter where they begin in their journey towards proficiency in two languages.

82 9th Grade • Students entering 9th grade are assessed for their language proficiency in both English and Spanish. • Students take Humanities Spanish and Humanities English courses. • Grade-level activities focus on exploring the value and purpose of learning in two languages with a focus on identity and culture.  Courses in math, science and the arts are taught in Spanish and English, scaffolding learning in both languages over the 9th grade year with the goal to teach units alternately in each language.

• Curriculum topics are taught in English with a topic summary in Spanish from September to December. Beginning in January, Students transition to alternating curriculum units taught in Spanish or English with the summary in the other language. For example, a science topic is taught entirely in Spanish with a summary in English. The next topic in science is taught in English with the summary in Spanish.

• Where necessary, small group work occurs in the language of dominance for that small group to ensure that students have learned the content concepts.

• Intensive vocabulary development as well as multiple opportunities for student discourse are two key strategies to ensure language learning in both Spanish and English.

83 10 to 12th Grades  All students are assessed yearly for their language progress. Students entering at any time after 9th grade are assessed for their initial language proficiency in both English and Spanish.  Students take Humanities Spanish, Humanities English courses, intensified English ESL or intensified Spanish - SSL classes according to their language needs.  Grade-level activities continue to focus on exploring the value and purpose of learning in two languages with a focus on identity and culture.  Courses in math, science and the arts are taught in Spanish and English beginning in September. Curriculum units are taught in Spanish or English with the summary in the other language. For example, a science unit is taught entirely in Spanish with a summary in English. The next unit in science is taught in English with the summary in Spanish.  Where necessary, small group work occurs in the language of dominance for that small group to ensure that students have learned the content concepts.  Intensive vocabulary development as well as multiple opportunities for student discourse are two key strategies to ensure language learning in both Spanish and English.

English Language Learners in All Grades  Students with ELD Levels 1 and 2 receive instruction by our ESL teacher daily for 60 minutes. In addition, content subjects of math, science, and arts are taught in alternating languages providing the additional required hours of instruction in English.  Students with ELD Levels 3, 4, and 5 receive instruction in English by their Humanities English teachers. In addition, content subjects of math, science, and arts are taught in alternating languages providing the additional required hours of instruction in English.  In addition, we ensure that are students are serviced by qualified

84 teachers who are trained to meet their language learning needs. Please note the addendum for those teachers who are currently completing their SEI or ESL endorsement during fall, 2014.

Assessment Practices

Student progress and learning is measured in multiple ways. Assessments include daily assignments, quizzes, tests, nightly reading as well as products and presentations associated with expeditions and projects. Standardized assessments are also a part of the overall framework for understanding student progress.

• Writing samples are collected at the beginning of each year and compared to samples from the end of the year. • Student presentations in both English and Spanish for each content area. • Reading assessments occur at the beginning and end of each year. • Each year, students designated by the district with an English Language Development level are required to be assessed using the WIDA in English (and in Spanish as required by the school when available at the high school level). • Students in 10th grade take the MCAS English exam. • Students in 11th and 12th grade are required by the school to pass one of the following assessments in Spanish: c) the Muñiz Academy Spanish Assessment measuring proficiency in listening, speaking, reading, and writing OR d) Advance Placement Exam in Spanish OR e) International Baccalaureate Exam in Spanish OR f) SAT in Spanish

85 CREW

Students are organized in Crew Groups of 10 to 13 students led by a teacher/ Crew Leader. We agree that both Spanish and English are appropriate for use in Crew.

Family and Community

Our families and community are key partners in the collective responsibility to educate our students. Ongoing communication is central to engaging the support from families to ensure progress for their child. All of our communications to families and the community are in both Spanish and English. We intentionally cast Spanish as the lead language in our print materials and spoken discourse.

Our Crew groups are a key structure for engaging families and students in an ongoing dialogue about progress, challenges, and successes. Crew students lead their individual conferences regarding progress with their family members. We encourage students to use their parent’s/ family’s language of choice to communicate their progress at these important meetings.

Public Events

Public events include our student exhibitions, concerts, parent orientations, family pot-lucks, and open houses. All school events that are for families, community and the public are designed in both Spanish and English.

Professional Development

As Muñiz Academy continues to grow the community of students, families, and faculty, professional development is an essential platform for learning, planning, and tuning our collective work. We continue to explore strategies for: a) language development; b) culturally relevant teaching and learning; and c) effective language learning approaches with adolescents.

Whole staff professional development time on Fridays occurs in both Spanish and English with an established calendar at the beginning of each quarter/ semester.

Faculty is encouraged to develop their Spanish language proficiency through individual course work, workshops, and other relevant experiences.

Our language policy is reviewed and revised yearly using reflections and data from each year. We assess our dual language policy and practices using the “Principles for Dual Language Education” developed by the Center for Applied Linguistics.

87 Attachment B., School Profile

The Margarita Muñiz Academy is the first dual-language high school in Boston Public Schools dedicated to preparing citizens and leaders who are fluent in English and Spanish. Every student will be ready for college and contribute to the community and beyond. Muñiz Academy partners with families and community to realize our mission together.

Our School at a Glance  College preparatory  Dual Language Learning  Learning through inquiry, the arts, and technology  Competitive College Scholarships  Full enrollment at 300 students, grades 9 to12  School day is from 8:30 to 3:30, Monday to Thursday; 8:30 to noon on Fridays.  After-school tutorial and enrichment programs are from 3:30pm to 4:30pm.  Innovation School Status to support a creative learning and teaching model.

Progress Data 2014 92% ELA MCAS Pass Rate – 69% Advanced/ Proficient; Student Growth Percentile of 51 90% Math MCAS Pass Rate – 66% Advanced/ Proficient; Student Growth Percentile of 72 76 Percentile for Student Growth on the WIDA/ACCESS for English Language Learners

2015 98% ELA MCAS Pass Rate – 80% Advanced/ Proficient; Student Growth Percentile of 62 90% Math MCAS Pass Rate- 62% Advanced/ Proficient; Student Growth Percentile of 68 66 Percentile for Student Growth on the WIDA/ACCESS for English Language Learners

2016 92% ELA MCAS Pass Rate – 80% Advanced/ Proficient; Student Growth Percentile of 88 63.5 81% Math MCAS Pass Rate – 55%% Advanced/ Proficient; Student Growth Percentile of 47 68 Percentile for Student Growth on the WIDA/ACCESS for English Language Learners

Summer College, Internship and Job Placements: Harvard Crimson Summer Academy, Boston University Upward Bound, Summer Search, UMass Boston TAG, Bridge to Calculus

Partners

Boston University Massachusetts Cultural Arts Council Center to Support Immigrant Organizing Museum of Fine Arts Company One Theater Longy School of Music Conservatory Lab Charter School Private Industry Council Codman Academy Charter School Nellie Mae Education Foundation Higher Education Resource Center/ Passport Sociedad Latina Rafael Hernández K-8 School South End Community HC Inquilinos Boricuas en Acción Success Boston/ Win Boston Hyde Square Task Force

Destination Greatness!

Muñiz Academy Students Are College Bound! Colleges Our Seniors Are Now Attending: Bridgewater State University Bryn Mawr College Fisher College Endicott College Lesley University Newbury College Northeastern University Salem State University UMass Boston UMass Dartmouth Massachusetts College of Pharmacy

91 Attachment C., Grade Guide for Universities

Academia Margarita Muñiz

Margarita Muñiz Academy

A Guide to Muñiz Academy’s Grading System At Muñiz Academy, we believe that all students are capable of excellence as scholars and citizens. We also believe that students and families are partners in creating a community culture of engagement and excellence. Families and students are engaged in student progress through a wide variety of ways. Students will have an active role in understanding and shaping their progress.

Students earn two grades for every course. Success in both is required for credit, promotion, and graduation.

 LEVELS OF ACHIEVEMENT ON LEARNING TARGETS

Academic levels of achievement are used to communicate student progress on meeting Learning Targets focused on skill and content understanding. Teachers use the Common Core State Standards to identify Long Term Learning Targets for each content area. Learning Targets clearly set the expectations for skills and understandings that students must achieve in order to demonstrate mastery of content. Each course has 12 to 20 Learning Targets (specific content and skill goals) for students to master during the year. Teachers share with students and families the course expectations and Learning Targets at the beginning of each semester.

 LEVELS OF ACHIEVEMENTAS CITIZEN SCHOLARS

Students are expected to develop the RAICES throughout all of their experiences at Muñiz Academy. We believe these Habits are essential to becoming fully prepared and well-rounded citizens and scholars at Muñiz Academy and beyond. Our RAICES are: responsibility, advocacy, integrity, compassion, excellence, and stretch (going beyond).

REPORTING ON LEVELS OF ACHIEVEMENT FOR PROGRESS IN ALL SUBJECTS  Grades reflect a student’s current level of achievement on skills and content.  Students will pass their year-long courses with a minimum of a 2.0  Students can earn the following grades on the Learning Targets: Exemplary, Accomplishing, Approaching, or Beginning.

All grades will be converted to a GPA for the college transcripts. 92 Passing Minimum Passing NOT Passing Exemplary Accomplishing Approaching Beginning GPA Equivalent = 4* GPA Equivalent = 3* GPA Equivalent = 2* GPA Equivalent = 1*

The student’s The student has met The student The student has not demonstration of the learning target. demonstrates partial made substantial understanding or of progress toward the progress toward proficiency exceeds learning target. meeting the learning what is described in target. the learning target.

For example, a student For example, a student For example, a student For example, this completed a term completed the term completed the term student has not yet paper, meeting all of paper and met all of paper but has many demonstrated their the learning targets, the learning targets. key required elements skills and knowledge in and included a short This student missing or incomplete. their work and in class video product to demonstrated their This student has more participation. demonstrate their skills and knowledge work to demonstrate learning. This student for the learning targets. their skills, and This student may be demonstrated their knowledge toward handing in their work skills and knowledge meeting the learning but they have not yet for the learning targets. target. demonstrated their understanding and developed their skills for this learning target.

* For the purposes of a Grade Point Average for the College Transcript, each grade descriptor is translated to a numerical value of 1 to 4. Competitive colleges and universities expect to see 3.0 or better for each class and overall. Examples:

Example A A student who has four Learning Targets and earned “Exceeding” in each would have a Grade Point Average of a 4.0 in that class. (4 points x 4 Learning Target = 16 points 6 points divided by 4 Targets = 4)

Example B A student has four learning targets. She earned “Beginning” in 2 Learning Targets and “Approaching” in 2 Learning Targets. She has a Grade Point Average of 1.5 in that class. (Approaching 2 + Approaching 2+ Beginning 1+ Beginning 1= 6 points 6 points divided by 4 Targets = 1.5)

Calificaciones Tradicionales Traditional Grading 3.8 to 4.0 A+ 3.5 to 3.7 A 3.0 to 3.4 A- 2.8 to 2.9 B+ 2.7 B 2.5 to 2.6 B- 2.3. to 2.4 C+ 2.0 to 2.2 C Any Grade Below a F 2.0

Voc2 – Choir Swim – Swimming Art- Visual Arts SPhysic – Physics Hum-S – Humanities Spanish Hum-E – Humanities English Geom – Geometry Bio- Biology SMath – Algebra AYV- Technology Chem- Chemistry

94 Attachment D., Sample Schedule (Grades 7 and 8 - Pending Approval for Expansion)

Sample Schedule for Monday, Tuesday, Thursday Grades 7, 8, 9 Grades 10, 11, 12 Staffing: 4 Content Teachers per grade; 1 SSL Staffing: 4 Content Teachers per grade; 1 SSL Teacher Teacher 1 ESL Teacher 1 ESL Teacher 2 Learning Center Teachers 2 Learning Center Teachers ARTS Team (all Arts Team serves grade 7 to ARTS Team (all Arts Team serves grade 7 to 12) 12)

GRADES 7, 8, 9 GRADES 10, 11, 12

8:30 Academic Block 8:30 Academic Block 9:30 Learning Block: 9:30 Academic Block  Learning Center  Challenge and Honors Groups  PE  Electives 10:15 Academic Block 10:30 ARTS Block: AP Courses MCAS Interventions 11:15 LUNCH 11:20 ARTS Block: AP Courses MCAS Interventions 11:40 Academic Block 12:15 LUNCH 12:40 Academic Block 12:40 Academic Block 1:40 Arts Block 1:40 Academic Block

Additional Academic Interventions in Literacy/ Math for subset of 10 to 12 students per grade with LC, ESL/ SSL teachers 2:40 Arts Block 2:40 Learning Block:  Learning Center Additional Academic  Challenge and Interventions in Honors Groups Literacy/ Math for  PE/ Electives subset of 10 to 12 students per grade with LC, ESL/ SSL teachers

95 Sample Schedule for Wednesday Grades 7, 8, 9 Grades 10, 11, 12 Staffing: 4 Content Teachers per grade; 1 SSL Staffing: 4 Content Teachers per grade; 1 SSL Teacher Teacher 1 ESL Teacher 1 ESL Teacher 2 Learning Center Teachers 2 Learning Center Teachers ARTS Team (all Arts Team serves grade 7 to ARTS Team (all Arts Team serves grade 7 to 12) 12)

GRADES 7, 8, 9 GRADES 10, 11, 12

8:30 Academic Block 8:30 Academic Block 9:30 Academic Block 9:30 Academic Block 10:30 CREW 10:30 CREW 11:15 LUNCH 11:20 ARTS Block: AP Courses MCAS Interventions 11:40 Academic Block 12:15 LUNCH 12:40 Academic Block 12:40 ARTS Block: AP Courses MCAS Interventions 1:40 Arts Block 1:40 Academic Block

Additional Academic Interventions in Literacy/ Math for subset of 10 to 12 students per grade with LC, ESL/ SSL teachers 2:40 Arts Block 2:40 Academic Block

Additional Academic Interventions in Literacy/ Math for subset of 10 to 12 students per grade with LC, ESL/ SSL teachers

Sample Schedule for Friday Grades 7, 8, 9 Grades 10, 11, 12 Staffing: 4 Content Teachers per grade; 1 SSL Staffing: 4 Content Teachers per grade; 1 SSL Teacher Teacher 1 ESL Teacher 1 ESL Teacher 2 Learning Center Teachers 2 Learning Center Teachers ARTS Team (all Arts Team serves grade 7 to ARTS Team (all Arts Team serves grade 7 to 12) 12)

GRADES 7, 8, 9 GRADES 10, 11, 12

8:30 Academic Block 8:30 ARTS Block: AP Courses MCAS Interventions 9:20 Academic Block 9:30 ARTS Block: AP Courses MCAS Interventions 10:10 Arts Block 10:30 Academic Block

Additional Academic Interventions in Literacy/ Math for subset of 10 to 12 students per grade with LC, ESL/ SSL teachers 11:15 Arts Block 11:20 Academic Block

Additional Academic Interventions in Literacy/ Math for subset of 10 to 12 students per grade with LC, ESL/ SSL teachers 11:50 CREW 12:15 CREW 12:30 LUNCH 12:40 LUNCH 1:00 WHOLE STAFF PROFESSIONAL DEVELOPMENT MEETING

97 Attachment E., Budget Planning

Section 1: School Information School: Margarita Muniz Academy 101667

New Funds from Expansion From "Estimate Enrollments" tab $1,173,488.00 Total Planned Budget $1,418,020.98 Based on your entries below. Balance $(244,532.98)

Budget Planning

After discussion regarding the overall Expansion Plan for Muñiz Academy particularly focusing on staffing, the BPS Budget Office provided the following estimate. Several key notes in this estimate:

1. This budget model includes all staffing requested except the addition of a Instructional Design and Curriculum Coordinator.

2. This budget model does not account for two key cost savings factors: o As an Innovation School, we received Discretionary spending which would provide an estimated cost savings of about $80,000. o As an Innovation School, we are able to budget on Actual Salaries rather than Average salaries. This would bring an additional cost savings of approximately $140,000. o We are in discussion regarding program support offered to other schools but to date not offered to Muñiz Academy which would significantly further close the estimated gap of $244,532.

98 3. This budget does not account for the roll out of each grade. In our discussion with the budget office, we would need to further plan the roll out to ensure key staff are in place from Year One of Expansion: 4 Academic Staff, 1 Additional ESL teacher, 1 Additional SSL teacher, Math Interventionist, Arts Staff, Instructional Design and Curriculum Coordinator.

FY18 Avg. Required Additiona Account Description Cost Notes Salaries FTE l FTE Foundation

Staff 51016 HIGH SCH ADMIN 127,752 $- 51026 NURSES 90,152 $- 51027 SEC/CLER 54,329 $- 51021 PROGRAM SUPPORT 94,509 - $- Additional Admin Core Classroom Staff - "Required" column is populated based on your estimates below Notes 8 more academic: 2 math, 2 science, 2 51002 REG ED TEACHER 90,467 9.0 $814,202.87 math, 2 English + 1 Math Interventionist 3.5 Arts teachers (100% arts schools) + .4 51011 SPECIALIST TEACHER 90,467 3.9 $352,821.24 PE 51008 SPED RESOURCE TEACHER 90,467 0.5 $45,233.49 51009 SPED SUB SEP TEACHER 90,467 - $- 51010 BIL TEACHER 90,467 2.0 $180,933.97 2 Language supports, ESL + SSL 51021 PROGRAM SUPPORT 94,509 $- 51039 INSTR AIDE 35,588 $- 51042 SPED SUB SEP AIDE 35,588 $- 51043 BILINGUAL AIDE 35,588 $-

Non -Discretionary Expenses Rate x 9 x FTE - Additonal 99 Daily Rate 10K/cluste Sub Amt. Total Subs r sub budgeted Assumption that all classroom based SUBSTITUTES (51102- $2,179.41 teachers will take 9 days off and 51102 2105) 141.52 $- $2,179.41 substitutes will cost $141.52 per day Required Per Student ($75 x # of Required Additional students) Supplies Supplies Total Supplies

53802 SUPPLIES $75.00 $22,650.00 $- $22,650.00 FTE Budget Total Estimated Budget - $24,829.41 Additonal Budget 15.4 $1,418,020.98

FY16 Avg. Required Additiona Account Description Cost Notes Salaries FTE l FTE Discretionary Expenses 51019 PROFESSIONAL SUPPORT 99,182 $- 51023 LIBRARIAN 92,062 $- Required for HS Only 51024 GUIDANCE 101,038 $- Required for HS Only 51033 TECHNICAL SUPPORT 61,809 $- COMMUNITY FIELD 51036 COORD 60,571 $- 51038 HEALTH 49,662 $-

100 PARAPROFESSIONAL 51040 LIBRARY AIDE 38,770 $- 51041 SPED RESOURCE AIDE 35,588 $- 51044 SECURITY AIDE 42,980 $- 51045 INSTRUCTIONAL COACH 101,445 $- 51102 CLUSTER SUB 31,874 $- 52935 EAE 0 $- Negotiated Flat Rate FTE Budget Sub-Total: Bottom Section - $- Total Budget 15.4 $1,418,020.98

101 Attachment F., Administrator Resumes

Dania I. Vazquez, Ed.D. 114 Cedar Road Marshfield, MA 02050 Cell: 781-424-8640

July, 2011 Headmaster, Margarita Muniz Academy to present Boston Public Schools Boston, Massachusetts

Responsible for planning and start-up implementation of the school’s vision and mission; enrollment of students and engagement of families; hiring and supervision of staff; planning professional development; planning curriculum, assessment, and instruction. Develop budget and fundraising grounded in a 5 year strategic plan. Collaborate with district staff and broader Boston community to ensure investment and support for the school’s vision and mission.

November, 2005 Associate Executive Director to June, 2011 Center for Collaborative Education Boston, Massachusetts

Responsible for a variety of organizational teams and committees including professional development, human resources, and communications. Conduct annual reviews for directors and program associates. Responsible for key projects including Pilot Schools Network, Los Angeles Principal Residency Network, Drop Out Prevention Initiative, Innovation Schools. Leadership coaching in a range of schools including Pilot, Innovation, and Turn Around. Assist the executive director and comptroller in developing the annual CCE budget and work plans. Assist the executive director in other organizational planning and functions as needed.

September, 2001 Director, Boston Pilot Schools/Horace Mann Network to June 2011 Center for Collaborative Education Boston, Massachusetts

Responsible for planning and implementing Network goals and activities with a focus on advocacy and service. Coach a number of schools offering on-site support in a variety of areas focused on improving student achievement through leadership support, professional development, and governing board support. Participate in a variety of district level committees with a focus on pilot autonomies. Participate in district level committees focused on district-wide reform efforts. Supervise program associates.

September, 1999 Principal to June, 2001 PS / IS 33, The Chelsea School District 2, New York City Board of Education

Instructional leader for an elementary and middle school in grades Pre-K to 8 school offering all grades a balance literacy program, TERC/ CMP mathematics, and thematic inquiry based learning. Created a new middle school with grades 6 to 8. Collaborate with a variety of community based and

102 health organizations to provide social services to children and families. Plan and implement daily administrative functions.

October, 1996 Director to June, 1999 Ballet Tech, The New York City Public School for Dance District 2, NYC Board of Education

Instructional leader for a new alternative secondary school responsible for grades 6 to 12 offering courses in mathematics, humanities, science, languages, the visual arts and intensive dance training. Collaborate with Ballet Tech dance company as a partner crafting an alternative school model. Plan and implement daily administrative functions.

September, 1995 SESP Program Coordinator/ ESL Content Area Specialist to September, 1996 United Federation of Teachers Special Educator Support Program

September, 1994 Instructional Specialist to September, 1995 United Federation of Teachers Special Educator Support Program New York City Board of Education, Office of Instructional Support.

March, Facilitator, Chapter l School-wide Projects 1989- 1984 United Federation of Teachers Special Educator Support Program

November, Teacher Consultant 1987 -1989 United Federation of Teachers Special Educator Support Program New York City Board of Education

September, Special Education Teacher 1981 -1987 New York City Board of Education

Graduate Course Instructor Fordham University • Teaching the Bilingual Special Education Student, 9 / 95-2 / 96; Bilingual Special Education: Issues & Trends, 2 / 93; Issues & Trends in American Education: Collaboration in Schools, 9 / 92

Brooklyn College • Curriculum Strategies for Behavior Management, 9/89•6/92; Strategies for Integrating Exceptional Children into the Educational Mainstream, 9/89-6/92

New York State United Teachers. Effective Teaching Program • Cooperative Learning, 9/889/89

103

Bank Street College • Laboratory Experience in Special Education Classrooms, 7/85-7/87; Curriculum in the Mainstream & Special Education Classrooms, 7/85-7/87; Special Education for Linguistically and Culturally Diverse Children, 9/93-6/94; Language Development, Diversity, and Disorders, 2/ 95

Publications United Federation of Teachers/ Special Educator Support Program, Special Edition: "Teacher As Learner .... Teacher as Leader", 1989, Vol. 3, No.1 "Creating School Communities", 1992, Vol. 5, No. 1 "Children and Families Teach To Care About AIDS", 1993, Vol. 6, No. 1 "Adolescents Living with AIDS: Facts, Issues and Resources", 1994, Vol. 7 No. 1 "Leadership Reframed",1997, New Links for New Times, Cyber-symposium, Access at http:/ /newlinks.tc.columbia.edu. Teachers College, Columbia University. The Essential Guide to Pilot Schools, Overview, September, 2006, Advisory Team The Essential Guide to Pilot Schools, Leadership and Governance, 2007, Advisory Team

Organizations • United Federation of Teachers Executive Board Member, 1992 to 1996 • United Federation of Teachers/ Hispanic Affairs Committee, Committee Co-Chair, 1989 to 1997 • Puerto Rican Educators Association, Vice President for Administration, 1990 to 6/96 • Ed .D., Educational Administration, Teachers College, Columbia University, May, 2001 • M.S., Bilingual Special Education, Bank Street College of Education, June 1983 • B.S., Speech Pathology & Audiology, New York University, February, 1980

Awards & Associations • Smallheiser Award, United Federation of Teachers, 1996 • Kappa Delta Pi, Teachers College, Columbia University, 2001 • 100 Most Powerful People in the Latino Community in 2012, 2013, 2014 - El Planeta’s Powermeter

Academic Licenses • Bilingual Health Conservation, New York City Board of Education • Bilingual Special Education, New York State Certification • NYS Certification in Supervision and Administration • NYC License, Principal, Day High School • NYC License, Assistant Principal-Administration, Day High School • NYC License, Assistant Principal, Elementary, Junior High School  Principal/Assistant Principal, 9-12, Pending

Art Works and Shows

July, 2007 Haley House Café, Boston, Massachusetts December, 2007 El Jolgorio Navideño de Massachusetts March, 2008 First Thursdays Open Studio, Jamaica Plain, Massachusetts May, 2008 Memorial Day Open House, Lecture and Exhibit, Museum of Fine Arts, Boston, Massachusetts December, 2009 El Jolgorio Navideño de Massachusetts

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DAN ABRAMOSKI

27 Tappan Street, Boston MA 02131 (917) 547-0681 – [email protected]

EDUCATION______Harvard Graduate School of Education, Cambridge MA August 2013 – May 2014 Master of Education: School Leadership Program Massachusetts Principal/Assistant Principal Initial License, Grades 9-12 Sheltered English Immersion Administrator Endorsement Boston Public Schools-Harvard Principal Fellow Teachers College at Columbia University, New York NY September 2004 - August 2005 Masters of Arts in Social Studies

Brown University, Providence RI September 1997 - May 2001 Bachelor of Arts in International Relations Professional Experience______Margarita Muñiz Academy, Boston MA August 2014 – Present Assistant Headmaster  Led content teams and facilitate professional development around curriculum planning, vertical alignment, and instructional practices  Supervise and evaluate 16 teachers  Support the 11th grade and 12th grade teams and work with teachers to design interventions for students who are struggling  Manage College Readiness Department with a focus on building a 9-12 college readiness curriculum, creating post-secondary plans for all seniors, and designing an alumni support system  Plan and facilitate professional development for school-wide sessions and staff retreats  Coordinate hiring committee and facilitated all aspects of the hiring process including candidate recruitment, screening, interviewing, and selection  Support development of a positive school culture with a focus on Crew, Restorative Justice, and Peer Leadership

105  Collaborate with the Instructional Leadership Team to develop, implement, and evaluate school- wide goals  Develop a Senior Year Internship and Portfolio in collaboration with the 12th grade team.

New Mission High School, Boston MA August 2013 – June 2014 Principal Intern  Designed and led History department professional development focused on a cycle of inquiry around writing and Common Core alignment  Coached, supervised, and evaluated teachers in the history department  Participated in the Instructional Leadership Team and the Administrative Team where school stakeholders designed school-wide goals, created plans for implementation, planned professional development, and tracked progress  Co-led the 9th grade student support team focused on students’ academic success  Engaged in instructional rounds and leadership consultancies through the Boston Compact Leadership Initiative

Boston Teacher Residency, Boston MA August 2012 – June 2013 Clinical Teacher Educator  Coached early-career Boston Public Schools teachers using co-planning, observation feedback, video analysis, and looking at student work  Used concentrated coaching cycles to support and prepare pre-service residents to teach in Boston Public Schools  Led department wide professional development focused on Common Core State Standards and literacy for partner schools

Operation Bootstrap, Lynn MA August 2011 – November 2012 Education Director  Supervised 13 teachers in two departments through classroom visits, one-on-one meetings, and department meetings  Planned and facilitated professional development focused on curriculum, instruction, and assessment  Managed hiring process and inducted and coached new teachers  Designed and coordinated data-based attendance system  Led revision of program wide curriculum  Created, implemented, and improved systems to manage day-to-day operations of the organization  Co-wrote 4 million dollar grant that will provide 80% of the organization’s funding over the next 5 years  Assessed and evaluated program design and implemented strategic plan to improve program which led to a change in ranking from a Tier 4 program to a Tier 1 program

Mott Haven Village Preparatory High School, Bronx NY September 2005 – June 2011

106 NY State Professional Certification in Social Studies 7-12

School Leadership:  Worked on school-wide issues and Comprehensive Education Plan as a member of the Instructional Leadership Team  Acted as 12th grade team leader and facilitated team meetings, coordinated class trips, conducted meetings with parents, planned graduation, and designed and implemented grade-wide policies  Facilitated history department meetings and coordinated department wide initiatives

Lead Teacher:  Mentored multiple new teachers through weekly classroom observations and co-planning meetings  Reviewed lesson plans, unit plans, and curriculum maps to help teachers set and meet student learning goals  Designed and implemented school wide mentoring system for all teachers that pairs effective and experienced teachers with teachers in need of support for classroom visits and co-planning meetings `  Served as Cooperating Teacher for student teachers from Teachers College at Columbia University. Used weekly supervision meetings and daily observation reports as a way to help student teachers learn about unit planning and classroom management and reflect on the process of becoming a teacher

12th Grade Participation in Government/Economics Teacher:  Designed and implemented standards-based, rigorous, and relevant 12th grade curriculum with a focus on writing and current issues in Government and Economics including units on race, immigration reform, electoral politics, globalization, and class in the U.S.  Created and taught 12th grade advisory curriculum that focused on helping students with the college application, financial aid, decision, and enrollment process  Used scaffolding, differentiation of process, content, and product, and focused on various learning styles to successfully teach students with disabilities and English Language Learners

Other Experience______Lehman College, Bronx NY September 2009 – November 2010 Guest Lecturer  Presented in a Graduate Level Social Studies Methods class on topics including Writing in the Social Studies Classroom, Unit Planning Using Understanding By Design, and Best Practices in Participation in Government/Economics

Teachers Network Leadership Institute, New York NY September 2006 – June 2009 MetLife Fellow  Participated in Fellowship Program that involved classroom educators in crafting education policy  Completed action research on the college success rates of Mott Haven Village Preparatory High School graduates  Published action research in The Missing Link: Connecting Teacher Research, Practice, and Policy to Improve Student Learning

107  Served as an advisor during third year by mentoring new fellows, leading action research workshops, and providing guidance on action research projects

American Education Research Association, New York NY March 2008 International Conference of Teacher Research, New York NY March 2008 Presenter  Presented action research findings and policy recommendations titled “What Happens Next? Mott Haven Village Preparatory High School’s Class of 2006 in Their First Year after High School”

Proficient in Spanish

108 Attachment G: Letters of Support

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May 12, 2017

Dear To Whom It May Concern:

It is with great enthusiasm that I write a letter of support for the expansion of a 7th-12th grade dual language school. At the Hernández school we are committed to building students’ academic prowess in two languages across all content areas. However, our program currently ends in 8th grade. Furthermore, many students are lured to leave our program for AWC in younger grades and to exam schools in 7th grade. Though this is a testament to how well we prepare our students through our dual language programming, it also speaks to the need for families to limit transitions for their children. When given the opportunity to join a 7th-12th grade program that is academically rigorous, most take the opportunity. Building continued access to quality dual language programming would support the community’s need.

Providing an equal opportunity for students and their families to continue in a dual language program from K-12th grade is key to sustaining grade level academic skills within an intensive language program. Becoming a dual language program that is K- 12th grade, we can provide students and families who are recent immigrants with an instructional model that embraces language and diversity. Having a strong academic program that is culturally and linguistically responsive to our most vulnerable population supports high quality programming for all students.

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The five current dual language school leaders understand the imperative we face around supporting a dual language pipeline for students and their families. Families want to choose schools that offer excellent educational opportunities that focus on college readiness and academic success. All families deserve and desire choices and opportunities for their children’s success. Without a doubt, providing dual language schools a clear trajectory from kindergarten to 12th grade strengthens the superintendent’s mission which is “to foster innovation and create environments where teaching and learning can truly be transformed.” A dual language K0-6th and 7-12th schools would provide the much awaited transformative education we strive toward.

Sincerely, Ana Tavares, Principal

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BOSTON PUBLIC SCHOOLS

May 9, 2017

To Whom It May Concern,

I am writing this letter of support for my sister school, the Margarita Muñiz Academy. Ever since the MMA opened, it has been our collective goal to have the Hurley become a feeder school of students in grades 7th and 8th.

As a K-8 Dual Language School, we have never been able to offer the types of student support services that are readily available to current middle school students in middle schools and high schools. If we were to become a feeder school for the MMA, our students would have:

 expanded educational opportunities for students and families who are recent immigrants in an instructional model that embraces language and diversity and empowers students as citizen leaders;

 intensive academic supports for grade 7 and 8 students, including support to reach grade level academic skills, and intensive language, literacy, and arts immersion at an earlier grade level than currently possible, with the goal of college preparation and academic success;

 the opportunity to leave the Hurley after 6th grade without the stigma of not 112 getting into an exam school.

Our entire school community hopes that it won’t be long before we can realize our goals for our seventh and eighth graders and their families.

Sincerely,

Marjorie Soto

70 Worcester Street Boston, MA 02118 ▪ Phone (617) 635-8489 ▪ Fax (617) 635-6868

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