School Transformation
Why is MPS going through a transformation process?
MPS School Transformation is a districtwide effort to reimagine a district where every student thrives – academically, socially and emotionally – through a holistic, culturally sustaining education that engages and prepares contributing citizens.
Where have we been?
The School Board initiated the transformation process in December 2023, by adopting a resolution that asked the superintendent to focus on several key areas outlined below.
Physical space study
This includes factors like utilization, accessibility, essential spaces and enrollment capacity.
Community engagement
Identifying different engagement opportunities throughout the entire process for stakeholders.
Priority-based budgeting
Transparently identifying efficiencies by categorizing spending and ensuring funds are prioritized in alignment with the strategic plan.
Spanish dual language task force
Review and make recommendations about the purpose and goals for Spanish dual language programing and funding sources across MPS.
Like many school districts across the state and country, MPS faced a large budget shortfall for the 2024-25 school year due to a variety of factors, including the end of federal COVID-19 funding. Public schools have been chronically underfunded and state and federal aid has not kept up with inflation, resulting in increased costs for the same goods and services. The loss of federal emergency funds coupled with rising costs requires us to continue evaluating how and where we allocate our limited resources.
On Nov. 26, 2024 an update about school transformation was shared with the school board.
Commitment to Transparency: The MPS Data Dashboard
By providing accessible, up-to-date information on various aspects of our district, MPS aims to keep stakeholders informed.
The Data Dashboard offers insights into key metrics such as student achievement, school performance and resource allocation. This tool empowers parents, students, staff and community members to stay informed about our progress and challenges. Making this data readily available is part of our commitment to continuous improvement and provides key information regarding our physical spaces.
What's next?
Following discussion at two retreats in summer 2025, the school board passed a resolution on Oct. 14, 2025 defining transformation and outlining the next phase of school transformation work. Between now and April 2026, MPS will be providing initial information on the following topics:
- Cost/benefit analysis for any physical changes, with rationale
- Consolidation of schools/sites/programs
- Closing of schools/sites
- Repurposing schools/sites
- Impact to class sizes and programming (arts, languages, etc.) and any unforeseen costs
- Determine what buildings are most feasible for inclusive special education (sensory room, co-teaching, flexible use spaces, use of Universal Design for Learning practices)
- Advantages/disadvantages and K-8 schools including:
- Test score comparisons
- Behavioral concerns
- Retention
- Programming (academic, electives, after school, etc.)
- Increasing enrollment to reach the sweet spot – looking at varying pathways, increasing early childhood, possible K-8’s, potential impacts, recommendations from the Dual Immersion Language Task Force, and for existing magnet programs outside of dual language, heritage language programs, lowering class sizes, marketing, investing near charters, open enrollment, and guaranteeing more music/arts.
- Create strategies for attracting new families highlighting dual language programs, IB, etc.
- MPS’ academic pathways and an enrollment strategy with a focus on stability, equity, and long-term sustainability that includes increased K-8 models and a more flexible, open enrollment model that promotes autonomy and choice.
- Strategies for creative community engagement opportunities across the district (ex. Door knocking).
- Examine area meetings.
- Look at the same conversation starters and pieces across the city.When seeking information from a group, we need conversation from and with those people – not consulting groups (i.e., work directly with those who are disabled when designing Special Education).