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Instructional Insights
Tuesday, February 20, 2018 9:00 AM

Equity - Equity along with Social Emotional Learning and Multi-Tiered Systems of support has been declared a district priority for Minneapolis Public Schools. "Educational equity" means raising the achievement of all students while narrowing the gaps between the lowest and highest performing students, and eliminating the racial or cultural predictability and disproportionality of which student groups occupy the highest and lowest achievement categories including rates of graduation.
At Burroughs, equity is directly aligned with our mission of inspiring all students to be College, Career, and Life Ready as well as well-educated, global citizens who give back to society. Our goal is to create an environment where adult behaviors are concentrated on the elimination of gaps, particularly those predicated on a student's race, ethnicity, home language, personal characteristics or culture, and on assurance of educational equity between students.
Social Emotional Competencies - Social Emotional Learning is one of our district's top priorities. There are five competencies of social emotional learning. As human beings we have the opportunity to exercise these competencies all day, every day as we engage and interact other people and experiences. At Burroughs, we believe that it is an integral part of our work that we as adults practice, model and work to develop our own social emotional competencies as well as support our students in developing their competencies.      
  • Self-Awareness: The ability to accurately recognize one's emotions and thoughts, and their influence on behavior. This includes accurately assessing one's strengths and areas for growth, and possessing a well-grounded sense of confidence and optimism.
  • Self-Management: The ability to regulate one's emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working towards achieving personal and academic goals.
  • Social Awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and support.
  • Relationship Skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeing and offering help when needed.
  • Responsible Decision Making: The ability to make constructive and respectful choices about personal behavior and social interactions based on considerations of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
Multi Tiered Systems of Support (MTSS): This has been declared a district priority for Minneapolis Public Schools. In the area of academics, MTSS relies on multiple tiers of instruction that work together as a safety net to prevent school failure. The critical features of this school-wide framework include:
  • Assessments: A system of assessments to screen, monitor the progress of, and provide summative data about students.
  • High-quality, Evidence-based Instruction: For students, this may happen at multiple levels.
  • Tier 1 or Core Instruction: All students receive core instruction as part of the general curriculum. It must be standards based, of high quality, and delivered with fidelity to increase the likelihood that the majority of students in a class are making progress and can become proficient in grade-level standards by the end of the school year.
  • Tier 2 or Supplemental Interventions: A second level of supports for students who are not on track to be proficient.
  • Data-based Decision Making: School leaders and teachers use data obtained through the MTSS framework process to improve organizational supports and instruction and to make decisions about students at risk of not meeting grade-level expectations.