Purpose

Utica Community Schools is undertaking an effort to review the district’s practices for serving students who may be struggling in our classrooms. The purpose of this study is to provide district leaders with a more complete understanding of the many demands and needs of the staff and how the district might better support schools to effectively deliver services to students with varying needs. Our collective goal is to improve outcomes for students who struggle, while making the work of teachers and paraprofessionals more sustainable.

What does this project involve?

We are pleased to share that the district is undertaking an effort to expand and strengthen best-practice supports and services for students who struggle academically. It focuses on academic outcomes for subgroups of students and also aims to improve the work life of staff.

We are only in the beginning stages of this effort, which will involve better understanding of how our students are currently served and how they could be served even better. We are committed to a process that is thoughtful, measured, and inclusive for students, staff and families. We will keep you involved in our work as we move forward to better serve our students.

Why is the district undertaking this process?

We believe that all students have the ability to perform at high levels, including those who are struggling academically. In fact, we are undertaking this process to ensure that all students have the necessary supports to reach their full potential.

What is the goal of this effort?

The goal of this effort is to expand and strengthen the effectiveness of services for students who struggle or have unique needs. Furthermore, our goal is to do that in a sustainable way—meaning that services should be equitable to students and staff, transparent, and able to be supported and sustained within the budget. Equally important, we want to improve the work life of teachers and paraprofessionals through this review.

Why is the district undertaking this effort now?

This effort is part of the district’s ongoing commitment to continuous improvement. We believe that all school districts have a responsibility to learn from research, build on what is working, and address areas that can be improved. This is our opportunity to do just that for all our learners, particularly those served by the Office of Student Support & Special Services.
No one forced the district to begin this work, but we feel our students and families will benefit. And so will our teachers and paraprofessionals! Given the impact of the pandemic this work is more important than ever.

Is the district trying to cut costs?

The goal is not to reduce resources or spending. This project is focused on strengthening and expanding supports and services for students who struggle academically. We will examine the current allocation of resources with the aim of ensuring that every dollar does the most good for the most students possible while simultaneously promoting equitable resources for all students and staff.

Is the district seeking to improve standardized test scores?

Standardized test scores that measure academic growth and achievement are one of many potential long-range measures of the success of the effort, but are not the singular desired outcome. Overall, the district aims to improve its supports to ensure all students are able to reach their full potential and achieve at high levels.

Who is leading this effort?

This effort is being initiated by Mr. Robert S. Monroe, Superintendent of Schools and will be led by a Guiding Coalition of Utica Community Schools central office leaders, school principals, and school staff.

The district is partnering with New Solutions K12 (NSK12), which will be providing facilitation support, a deep understanding of best-practice research and a national perspective from other successful school districts. This will allow UCS to take a deep, comprehensive look at our current supports for students who struggle to identify areas for improvement that have proven to be effective in other districts and supported by a strong research base.

What is the work plan?

The district is undertaking a multi-step process, with the aim of incorporating many voices and ensuring we use research and best practices to better serve our students.

This first step will involve a systematic study of the district’s current special education and some general education services, programs, procedures, and staffing. This will be achieved through both qualitative and quantitative analysis including synthesis of existing district data, on-site observations, interviews, and focus groups. Taken together, this will provide us with a more complete understanding of the many demands and needs of the staff, and how we might better support students.

Second, the district will take this stakeholder input and analysis, and combine it with published research, the experience of achievement gap closing districts, and the wisdom of Utica Community Schools teachers and administrators. We will identify and codify which practices will best serve students who struggle in our district. The process will also highlight commendable practices already in place.

Third, the district will then create a phased roadmap for implementing any desired practices and service delivery models in a cost-effective manner across schools. Throughout the entire process, we will be meeting with stakeholders to share our plans and collect feedback. The district, not NSK12, will decide what changes are appropriate for our students.

How will stakeholder voices be incorporated (including teachers, parents, and others)?

This process will be led by a Guiding Coalition of both district and school leaders, teachers, and practitioners. These diverse representatives will be closely involved with shaping and guiding this process. Additionally, stakeholder voices will be incorporated during two distinct phases of the process:

• During the data collection phase, interviews and focus groups will be conducted with representatives across various internal and external stakeholder groups.
• After the Guiding Coalition has synthesized stakeholder input, research, and analysis into a preliminary vision for how students who are struggling will be better served, this vision will be shared across stakeholder groups for input and feedback.
  
  

Besides these opportunities to provide feedback, the district will share regular updates on this process through various channels, including direct messages from Mr. Monroe, content posted on the district website, and via other platforms.

How long will this process take?

 Meeting with stakeholders and compiling data will be taking place through January. The results of analyzing this information will begin to be shared out shortly after that time followed by initial recommendations.

What if I have questions, concerns or comments?

Additional questions, concerns or comments on this effort can be directed to our team at ucs@uticak12.org.