GUDDIGA DUGSIGA EE MPS

I am 27 years into a career of education with experience teaching K-12 in five different districts (two in Minnesota). Though most of my tenure as an educator has been faculty at a community college, I entered teaching as a special education teacher, working directly with students who had emotional and behavioral challenges. I have taught Special Education, English Language Learners, Psychology, Education (future teachers), and Reading. A Minneapolis resident since 2007 and a MPS parent since 2017, volunteering at and participating on both an elementary and middle school site councils. In my college service, I have held leadership roles individually, by committee, and as a larger body of shared governance.

I want to serve my community and – more specifically – students, families, teachers, support staff, district leadership, and others directly impacted by MPS. Public schools should be beacons of light for not only the students, but the community around them. Within each school are the next generation’s tradespeople, musicians, speakers, financial advisors, CEOs, nonprofit leaders, Higher Education’s academics, healthcare workers, teachers, and more. The time and resources we invest today will serve all into many lifetimes. I want so much for our children both now and for their future. To do that as we forge ahead in time, the roots of public education must be secure and grow in strength.

Individual schools already have a great deal of autonomy in each of these areas and without any more specifics to these areas, it depends. There would likely be both benefits and risks. Without specifics, I do not have the information needed to make what should be a well-informed and considered decision.

Increasing enrollment could substantially contribute to a budget solution, but it’s crucial that MPS focuses on and meets the needs of the students they have now rather than plan for and invest in a dream of MPS in the future. If MPS is fulfilling the needs of its current students in all of the ways a K-12 school system should, word will spread. Instead of leaving the district, families will be seeking to enroll in MPS. Additionally, closing schools has to be on the table. We are years beyond the school board and superintendent mandating the CDD; since then, it seems district leaders have opted to look the other way rather than take on the truly tough decision to rightsize the district physically. We need to work together to avoid any more stalling of change.

Each of these voices is critical to the decisions made by the school board. As a Minneapolis resident and MPS parent, I have a vested interest in this district. I have my own story, and I recognize it is a story among thousands. To help inform the school board’s decision making, I want to hear the stories of others. To do that, I plan to regularly visit schools throughout the district to listen to and observe the student experience. I will attend PTA and site council meetings when asked and when possible and encourage parents to serve in this way as well. We need each other in this work to build a sustainable future for MPS.

A concern is not the same as a fact. How many MPS students are not reading at grade level? For instance, is it districtwide or specific schools? From the school board perspective, all concerns should be heard, but concern is not synonymous with reality. I would also add that the purview of the school board and any of its directors is important to understand. There are many limitations and the idea that the school board could directly improve grade-level reading is one of them. As a parent and former MPS reading teacher, I am one of the “90%” concerned and would make reading the most critical academic issue to address in our district.