Signature Initiatives

Literacy, Numeracy, SEL, Transitions

At a Glance

• Challenges: Reducing variability across the district in implementation of the framework
• Opportunities: Re-engage all staff in leadership development conversations, develop district-wide leadership culture
• Outcomes: Improved Student Achievement, Improved School Culture, Improved Employee Engagement
• Partnerships: All Support Hub Teams, Nashville Public Education Foundation

Where We Are

MNPS has developed a leadership framework that reflects best practice and is research based. The identified competencies within the framework drive high quality leadership, increase employee engagement, and improve student outcomes. Principals have created aligned action plans for the leadership in their school buildings to ensure alignment in implementation. The Division of Schools is structured to ensure all principal supervision is intentionally aligned to the framework. Each month at the Principal Leadership Network meeting principals will engage in professional dialogue and planning in implementing the framework. Additionally, leaders at the Support Hub have also been introduced to the framework and use aligned supervisory structures.

Where We Are Going

We are developing and strengthening school-based leadership pipeline programs with our Aspiring Principals Program and the Aspiring Assistant Principals Program and Support Hub leadership with the Support Hub Leadership Institute. Beyond the principal role, MNPS will institutionalize leadership roles and responsibilities as part of our culture, at all levels of the organization. Key Behaviors specific to the role may vary, but the core of leadership translates to classroom, school, and district leaders. By integrating the framework in leadership communications and performance management, MNPS will improve our capacity to lead our employees to a greater sense of confidence and belonging in the work.

Measurable Goals

• Executive Directors of Schools will provide on-going feedback to principals monthly that is directly aligned to the framework.
• Principal Action Plans will identify and implement actions directly aligned and prioritized within the framework.
• 360 Survey instruments will be deployed measuring behaviors prioritized within the framework.
• The framework will be adapted for non-administrative staff and professional development offerings will be developed, conducted, and evaluated for non-administrative staff.

Initiative Leads

• Lisa Spencer, Chief of Human Resources
• Renita Perry, Chief of Academics & Schools

Numeracy

At a Glance

• Challenges: Many students, year over year, struggle with math skills necessary to be successful in grade level instruction.

• Opportunities: Use a system-wide approach to implement a rigorous, instructional-tasks oriented math curriculum that ensures all students in the district are working on and discussing the same high-level tasks and have access to the same expectations for high levels of thinking.

• Outcomes: Improved numeracy outcomes.

• Partnerships: Local and regional higher education institutions, local business partners, college and career-focused organizations.

Where We Were

Conventional mathematics instruction has failed to help many students in urban schools develop desirable forms of mathematical proficiency. A promising alternative, rooted in research, is offered by instruction oriented toward helping students develop a meaningful understanding of mathematical ideas through engagement with challenging mathematical tasks. MNPS has participated in a research project with Vanderbilt University since 2016 to investigate, test, and refine a set of assumptions about how organizational arrangements, social relations, and material resources are used together to enhance the impact of professional development on math teachers’ instructional practices, and ultimately, student achievement. Additionally, the Tennessee Department of Education routinely allows districts to adopt new curricula in accordance with Tennessee State Code. The 2022-2023 school year was the adoption year for math curricula, and MNPS used this opportunity to adopt new curricula for all tiers that aligns with the learnings from research and our core values of providing an excellent education to every student every day. These new materials were implemented in the fall of 2023 in support of the new State Standards for mathematics. MNPS believes that implementing a structured – not scripted – curriculum with consistency across the district is the greatest lever toward equity. This ensures that students from all zip codes across MNPS are working on and discussing the same high-level tasks and have access to the same expectations for high levels of thinking – all at grade level expectations.

Where are We Going

MNPS implemented its new math curricula at the beginning of the 2023-2024 school year, using a similar framework that we applied to our literacy curricula implementation three years prior. The MNPS math classroom holds cognitively demanding tasks at the center of the student mathematical experience. The use of rich math tasks is how teachers design instructional experiences to support the development of deep conceptual understanding, procedural fluency, and the ability to apply mathematical ideas to real-world situations. Because a cognitively-demanding math task takes time to solve and lends itself to multiple perspectives or strategies, robust use of these tasks creates the context in which students develop and use the learning and innovation skills of collaboration, critical thinking, communication, and creativity. The integrity of this mathematics implementation is monitored through one of our other Signature Initiatives, the Leadership Framework. Through adequate support of our school-building leaders, they have the tools they need to provide routine and meaningful classroom observations; ensure consistent structures that lead to quality instruction, including holding regular MTSS meetings and teacher planning times, among others; and receive coaching and guidance from their supervisors on monitoring this implementation.

Measurable Goals

• 50% or more of students will meet or exceed their percentile score between each administration on Math.
• Increase On Track/Mastered percentages annually for all students, to include increases in proficiency for all subgroups.

Initiative Leads

• Renita Perry, Chief of Academics and Schools
• Dr. David Williams, Deputy Chief of Academics

Social Emotional Learning

At a Glance

• Challenge: Our students and families are faced with systemic barriers that can prevent them from accessing and/or engaging in the learning opportunities provided by MNPS.
• Opportunities: Identify and eliminate inequities and amplify student engagement through access to coordinated wraparound support services, case management and parent engagement through Family and Community University.
• Outcomes: Improved Academic and SEL Outcomes -Attendance and Behavior, Improved School, and Community Culture.
• Partnerships: Support Hub Departments, STARS, Alignment Nashville, and other MNPS Partners.

Where We Are

Consistent and equitable practices move us closer to eliminating inequities and providing a guaranteed, personalized, and applied educational experience for all students, so that students are a ready graduate prepared to accomplish post-secondary education and career goals. Currently, there is a need to expand outreach and to support students and families in identifying and removing barriers that impede student engagement in the learning progress, specifically in the areas of academics and Social Emotional Learning-SEL (attendance and behavior). Those barriers identified through needs assessment are SEL, mental health and wellness needs, truancy, food insecurities, standard school attire and school supply needs, technology support needs, and enrollment assistance to name a few.

Where We are Going

We are committed to every student being known, respected, and cared for. With two Community Support Hubs located at Lawson and Maplewood high schools, students and families have access to on-demand wraparound support and guidance for learning success. The Community Support Hubs provide students and families with expanded outreach and support in the following areas.

• Aligning social emotional and mental health and wellness resources and mentoring.
• Providing access to housing, food, clothing, school supply needs, etc.

In addition, our Family and Community University team continues to provide on-going education and support to our families about school-related topics as well as community resources. These two systems work in tandem to ensure all students and families receive wraparound supports.

Measurable Goals

• Increase average daily attendance

Initiative Leads

• Dr. Elisa Norris, Chief of Student Support Services
• Maura Sullivan, Chief of Operations
• Ken Stark, Executive Officer of Operations

Literacy

At a Glance

• Challenges: Implementing a new curriculum with integrity across the entire district.
• Opportunities: Funding of materials and training has created a strong foundation for success.
• Outcomes: Increased Literacy outcomes for all MNPS students.
• Partnerships: Blueprint for Early Childhood Literacy (United Way), Metro Nashville Mayor’s Office, Alignment Nashville, PENCIL, NPEF

Where We Are

MNPS began implementing a high-quality curriculum (Wit and Wisdom and MyPerspectives), for the 2021-2022 school year. MNPS believes that implementing a structured – not scripted – curriculum with consistency across the district is the largest lever toward equity. This ensures that students from all zip codes across MNPS are working on and discussing the same high-level tasks and have access to the same expectations for high levels of thinking – all at grade level expectations.

Where We are Going

MNPS believes that equity should be in the forefront of all strategic work. Implementing a high-quality curriculum featuring high-quality instructional materials with integrity is one of the most important and equitable things MNPS can do for our students in the coming years. This implementation will be supported by high-quality, collaborative planning to improve instructional delivery. Tier 1 literacy instruction is a fundamental right of every student in MNPS. As such, MNPS committed nearly 10 million dollars of ESSER funding to the purchase and training of materials on a condensed timeline to ensure all teachers were trained on and prepared with all materials needed to start the 2021 school year. MNPS created an implementation framework outlining the next three years of this instrumental work. That framework reduces variability across the entire district while ensuring every MNPS student receives high quality literacy instruction. We continue to support high-quality implementation of this initiative through our companion Signature Initiative, the Leadership Framework.

Measurable Goals

• 50% of students meeting or exceeding growth goals as determined by FastBridge.
• Implement 100% of recommendations of the Literacy Framework
• Increase On Track/Mastered percentages annually for all students, to include increases in proficiency for all subgroups.

Initiative Leads

• Renita Perry, Chief of Academics and Schools
• Dr. David Williams, Deputy Chief of Academics
• Ashford Hughes, Executive Officer Student Success and Opportunity

SEL, Transitions, Academics

At a Glance

• Challenges: To meet every students’ needs and connect them to the opportunities they need to be successful, MNPS needs a coordinated system to make sure every student is known, supported, and connected.
• Opportunities: A connection with a Navigator who serves as a mentor, advocate and advisor, building the strong relationship and connection needed to connect every student to a path of success.
• Outcomes: Ensuring the social-emotional needs of students are being met with an increase in collaborative referrals and improved college access and success benchmarks.
• Partnerships: Vanderbilt, STARS, Oasis, and other non-profit organizations

Where We Are

Young people are facing an unprecedented level of mental health challenges, which the pandemic only accelerated. In order to address these challenges and in support of our goal of every student known, MNPS created the Navigator system. Every MNPS student is matched with a “Navigator,” a school-based employee, who meets at least monthly with their student. The regular check-ins, facilitated by the Navigator, focus on social-emotional supports, academic goal setting, as well as identifying and addressing needs and challenges.

Additionally, students and Navigators communicate weekly in a platform called Sown to Grow, where students complete weekly reflections. Navigators review those reflections and follow-up with the student as needed or make collaborative referrals for other needed social-emotional learning (SEL) supports. Any concerning reflections are flagged for school leadership and support is provided. The platform includes a real-time, school-level dashboard, as well as SEL lessons and supports and academic goal-setting and reflection tools.

A Navigator is assigned to a student upon enrollment in a school, and that Navigator serves as the student’s mentor, advocate and advisor throughout their time at the school. These intentional, regular check-ins will help ensure that every student is connected and supported with the added supports of weekly SEL check-ins and academic goal-setting supports of Sown To Grow. Support Hub staff and supports are leveraged to help schools meet the identified needs of students and families, as well as provide technical support for on-going implementation. Navigator data are used in MTSS meetings and to trigger wraparound supports when needed.

Where We Are Going

MNPS launched the Navigator role during the virtual start of the 2020-21 school year, but the Navigator support system has grown and is a key strategy in our goal of every student known. In concert with the personalized student dashboard, transition plans and personalized supports, MNPS is building toward a success plan for every student. Success plans incorporate a student’s needs, challenges, goals, and strengths. Through academic and SEL reflection and goal-setting and Navigator supports, students will learn to lead and get better at their own learning process toward a goal of a confident, more self-sufficient learner.

Measurable Goals

• 100% of MNPS will be assigned a Navigator with at least monthly check-ins.
• Students will complete weekly SEL check-ins and receive regular feedback through Sown To Grow or a grade-appropriate structure (PreK and K).
• Students moving to the next tier in the following school year(elementary to middle, middle to high, high to postsecondary) will have a transition plan in Sown To Grow for a seamless, supportive transition that prepares them for success at the next tier. 

Initiative Leads

• Dr. Elisa Norris, Chief of Student Support Services

Literacy, Numeracy, SEL Transitions

At a Glance

• Challenges: The Parent Portal is limited in terms of options for displaying data, with information typically provided in a table format. Providing families a wealth of student information in a more visually appealing format without overwhelming them is the challenge going forward.
• Opportunities: MNPS has a large volume of data at its disposal and this work will continue to leverage existing systems to provide timely, meaningful and impactful information to students and families.
• Outcomes: A personalized dashboard tool and supplementary reports displaying individual student’s academic and social-emotional performance on demand that will be continuously improved.
• Partnerships: This work requires input from efforts and resources across MNPS departments. The continued spotlight on data use and insights also highlights the need to assess current resources to maintain and increase quality and timeliness of needed deliverables.

Where We Are

In order to ensure timely supports and interventions are in place that propel students forward academically, socially and emotionally, the right data must be available on demand. Prior to May 2021, student information available to educators in our various data systems could not be easily accessed by our parents and/or families. MNPS families now have direct, on-demand access through the Parent Portal to an ever-increasing variety of up-to-date student assessment results, behavior data, student attendance and course grades. The portal also provides links to information to assist families in interpreting results.

Where We Are Going

This phased work to build a personalized student dashboard will continue to provide significant value to students and their families by highlighting key current academic and non-academic performance information and trends. We continually monitor the dashboard’s reporting capabilities and ensure it reflects the academic and non-academic data we have available for families. Additionally, our family and community engagement as well our school leadership teams help ensure families are accessing the platform and understand how to use it to support their child’s growth at home. 

Measurable Goals

• Continuously improve and evolve dashboard components based on parental input and feedback on usefulness.
• Highlight student areas of strength (ensuring timeline is intertwined with capacity building and resource availability to support).
• Integrate links to resources which support performance improvement and advancement.

Initiative Leads

• Sean Braisted, Chief of Communications and Technology Services
• Dr. Tina Stenson, Executive Officer of Research, Assessment and Evaluation

Academics, SEL, Transitions

At a Glance

• Challenges: With a district as large as MNPS, it is important to find a balance between each cluster’s diversity and consistent expectations of instructional excellence.
• Opportunities: Cluster cohesion around academic foci and pathways will enhance students’ experiences, create more choice
  for students and families, and provide educational stability throughout the cluster.
• Outcomes: Diversity, equity, high-quality instructional systems, community partnerships, innovative curriculum.
• Partnerships: Clusters will leverage community partnerships to support students and families.

Where We Are

The district’s 12 clusters represent the city’s diversity, and each cluster reflects its surrounding communities. As Nashville continues to grow, the district recognizes the important role of creating high-quality instructional experiences as a strategy for offering choice for students and families. Through the work of this Signature Initiative, our clusters now offer academic experiences that, starting in elementary and culminating in high school, build upon one another, from tier to tier. This coherence is critical for students to meet the challenges of advanced academic opportunities that are made available in secondary tiers without a solid cluster pathway that is connected by common academic foci and themes.

Where We are Going

Metro Schools ReimaginED seeks to create equitable educational opportunities for all students using a synthesis of academic data dives, community input and feedback, and research about how best to support students, academically, socially, and emotionally. To bring instructional unity across the district, this initiative uses uniform strategies such as strengthening instructional technology, enhancing post-secondary opportunities and transition supports, leveraging community partnerships, developing ongoing professional learning for teachers in technology and classroom management. After recently completing the strategy of returning fifth grade to all elementary schools in a phased approach, MNPS is evolving its focus on integrating academics and SEL as a strategy to help each student meet or exceed his/her focused outcome in both areas.

Measurable Goals

To date, all 12 geographic clusters (including magnet and non-traditional schools) have instituted the ReimaginED framework and will have expanded all elementary schools to include fifth grade. In addition:

• We will continually monitor our zones and pathways and make modifications, where necessary, to ensure programmatic and logistical coherence with the uniform strategies.

Initiative Lead

• Dr. Shawn Lawrence, Deputy Chief of Schools

Literacy, Numeracy, Social-Emotional, Transitions

At a Glance

• Challenges: Driving intentional innovation rooted in evidence that improves outcomes for students.
• Opportunities: By working with partners and providing strategic support to schools, we can use the inquiry cycle, design sprints and the research-practice partnership to generate evidence-based solutions that improve outcomes for our students.
• Outcomes: Data-driven solutions backed by evidence centered in our focused outcomes and design tenets.
• Partnerships: Vanderbilt University and other higher education institutions, nonprofit partners.

Where We Are

As a large urban district, MNPS has many initiatives and programs spread across lots of schools. MNPS has long partnered with university researchers on studies to assess these kinds of initiatives and understand how they are impacting our schools. Historically, however, university partners may drive the research agenda, and the research findings are not always what is needed to best refine our practice. Internally, our Research, Assessment and Evaluation team evaluates programs and drives research, but capacity is limited with many possible challenges and questions to pursue. Through MNPS ReimaginED and the innovation cycle approach, schools have worked in pockets to design and implement solutions that meet the needs of their students and families. Throughout COVID-19, MNPS worked to identify problems and challenges and respond quickly at the district and school-level. How do we build on these action-oriented approaches to design and implement evidence-based solutions that improve outcomes for our students?

In September 2021, MNPS and Vanderbilt announced the Nashville PEER partnership. This research- practice partnership supports MNPS in making research-based decision to modify policies and practices by co-designing a research agenda around the school district’s top priorities. 

Where We are Going

The inquiry cycle- a continuous improvement model- provides a framework and process for identifying high-leverage problems and solutions to solve them. By thoughtfully engaging with research partners to design questions and studies that benefit our students, schools and community, we create systems of innovation and research that generate and promote evidence-based solutions to our more pressing challenges, while also increasing our program evaluation capacity to maintain a relentless focus on data and evidence. There are five research working groups on post-secondary readiness, student absenteeism, supporting educators, youth success and wellbeing, and positive school climate. 

Measurable Goals

• Produce research results in four working groups annually that drive improvements in practice at Nashville Public Schools.
• Executive at least two cycles of rapid response research work.

Initiative Lead

• Sarah Chin, Chief of Strategy

Literacy, Numeracy

At a Glance

• Challenges: Personalized pathways and supports to address missed learning and learning loss are needed to make sure each student is known, supported and academically on-track.
• Opportunities: Partner to create and provide high-quality extended learning opportunities through research-based models that offer instruction aligned to our core curriculum
• Outcomes: Improved literacy and numeracy outcomes
• Partnerships: Higher-education institutions, extended learning providers, and nonprofit partners

Where We Are 

MNPS has earned three consecutive years of a Level 5 growth rating – the highest rating possible from the state of Tennessee. This type of growth is earned by implementing rigorous curriculum in all our classrooms at all tier levels through our Literacy Reimagined and {math}n Signature Initiatives. However, in a district serving historically marginalized communities, we know that we need to seek out additional opportunities, beyond classroom instruction, to meet our students where they are and grow them into shining scholars, we know they are.

Where We Are Going

To this end, MNPS has created rigorous personalized learning experiences for students in three primary out-of-school-time venues.

• Accelerating Scholars (High Dosage Tutoring): This is the district’s signature high-dosage, personalized tutoring program. We are leading the nation by setting a gold standard for this type of high-dosage, high-impact tutoring. In this model, students who need assistance in literacy or numeracy instruction receive a best-practice 90 minutes of tutoring per week, broken into either two or three sessions, in groups with no more than four students, with trained tutors using a flexible curriculum aligned to the district’s core instruction. In alignment to best practice, Accelerating Scholars tutoring is conducted during the school day as much as possible. Accelerating Scholars is available in nearly all of our traditionally district run schools. Research shows this model can be the most transformative educational intervention to increase student achievement producing, on average, an additional three to 15 months of additional learning.
• Enriching Scholars (Saturday Enrichment): Enriching Scholars is a specific program to support the students at our schools with targeted designations from the Tennessee Department of Education, including priority, recently exited priority schools, and Targeted Support and Intervention (TSI) schools, among others. In this program, we offer enrichment and mentoring experiences to these students on Saturdays throughout the school year. All content is aligned to our core curriculum and designed to provide additional engaging learning opportunities. After piloting the program in the 2022-2023 school year, Enriching Scholars is now available at select sites throughout the district.
• Promising Scholars (Summer Instruction): Promising Scholars is our signature approach to addressing summer learning loss. For four consecutive weeks each summer, we offer enriching learning opportunities available for all MNPS students in any grade level. All instruction is aligned to our core curriculum and adapted to ensure students are having fun while learning valuable instructional content. Our results show that Promising Scholars is an effective strategy in addressing learning loss as participants had better results on the reading and numeracy assessments given early in the 2023-2024 school year than those students who didn’t participate. We have grown this program into a signature strategy to develop our students.

Measurable Goals

• 50% of students who participate in the Scholars Portfolio will meet or exceed their individual growth projections on FastBridge.
• A majority of students, tutors and parents will report satisfaction with Accelerating Scholars supports through surveys.
• Implement at least one strong community partner collaborative model to improve effectiveness and implementation of high dosage tutoring.

Initiative Leads

• Sarah Chin, Chief of Strategy
• Dr. Elisa Norris, Chief of Student Support Services
• Renita Perry, Chief of Academics and Schools

Literacy, Numeracy, SEL

At a Glance

• Challenges: Perceptions of central office as disconnected from schools hampers its ability to provide the best supports in the timeliest manner.
• Opportunities: The district is committed to strengthening central office-school partnerships through rebranding central office as a support hub and reshaping its culture accordingly. The central-office support hub will partner with school-based leaders to assist them in creating academically rigorous cultures.
• Outcomes: Personalized, consistent school supports, alignment of resources, timely responses to schools
• Partnerships: Support Hub departments, schools, community

Where We Are

Perceptions of central office as disconnected from schools hampered the ability of the district to provide the best supports in the timeliest manner. Under Dr. Battle’s direction, the central office has been officially rebranded the Support Hub. This rebranding incorporates physical changes that include renaming the building “Support Hub,” making it more inviting, providing wayfinding, and incorporating student artwork into the hallways of the building. This rebranding has also been accomplished through a refocusing of the mindset and atmosphere of the district offices and leadership to think first about what we can do to better serve our schools, and not what schools or school-staff can do to better serve the district.

Where We Are Going

Rebranding as the Support Hub must be reinforced by continual improvements in culture and climate within the district leadership and staff on how to best serve the students, families, and staff who make up MNPS. Focusing on customer service, employee satisfaction and retention, and professional learning at the school and district level will help achieve these goals. The sole purpose of the Support Hub is to support, guide, lead and work as problem solvers for our main stakeholders: schools, employees, families and students. The Support Hub will work to remove barriers to success, rather than create them, and identify and implement the policies, procedures, and strategies that will enable that to happen.

Measurable Goals

• Each division in the support hub will create a set of departmental goals and objectives that clearly aligns to the district core tenets.
• Continue to monitor and support the consistent presence of the Support Hub staff within the schools.
• Implement evaluation and accountability metrics that monitor the Support Hub in effectiveness in providing resources and support to schools.

Initiative Leads

• Lisa Spencer, Chief of Human Resources
• Robert Wallace, Chief of Staff

Transitions

At a Glance

• Challenges: Diverse and frequent post-secondary pathways, opportunities, and counseling is needed to ensure every student leaves an MNPS high school with a plan that leads them to a high-wage, high-demand, and high-skill career.
• Opportunities: Partner to create and provide high-quality tutoring through a research-based model
• Outcomes: Improved academic and SEL outcomes
• Partnerships: Local and regional higher education institutions, local business partners, college and career-focused organizations

Where We Are

MNPS has placed a deep historic focus on increasing its district graduation rate. However, we now know that graduation is not enough. At MNPS, we hold ourselves accountable for not just graduation rates, but for seamless transition into higher education, employment at high wage or high demand careers, or enlistment. Our students know the value of higher education; in their senior surveys, 72% report wanting to attend a two or four-year college. But the barriers facing our students are significant. According to the Tennessee Higher Education Commission’s most recent data, 50% of MNPS students matriculate into two- or four-year institutions after graduation. While this number exceeds the national average for large urban school districts, we know we can do better. MNPS has worked to foster numerous high-quality partnerships to improve and accelerate students’ postsecondary outcomes, including with the New Skills Ready program, college and career counseling organizations, employers, and higher education partners.

Where We Are Going

MNPS has plans to develop our University MNPS initiative to deepen the college and career readiness supports offered to students in these important ways:

• High school credit and schedule redesign: We will examine the zoned high school schedule to better accommodate the diverse needs of our students, provide equitable access to high-quality pathways and coursework, and increase hands-on learning experiences, all while considering a thoughtful redesign of our credit and scheduling strategy.
• College access programming: We will expand exclusive scholarship opportunities for MNPS students through new partnerships with organizations and universities. Additionally, we will expand the "University You" program, a summer experience on Belmont University’s campus for our first-generation college students.
• College and career counseling: We will enhance access to counseling services, ensuring students receive personalized and timely information about post-secondary opportunities.
• AVID: We will increase the number of students completing AVID coursework, a college-readiness system focused on equipping students with essential academic and life skills, preparing them for success in higher education and beyond.
• Dual enrollment and EPSOs: We will expand our Dual Enrollment and Early Postsecondary Opportunities (EPSO) programs, so students have more chances to earn college credits while still in high school. This expansion will broaden access to higher education and reduce the financial burden on our students.
• Academies of Nashville and career-based learning: We will continue to partner with local businesses to offer internships, apprenticeships, and hands-on experiences that align with students' career aspirations. Further, we are committed to launching an Academies 2.0 model that ensures the AON model builds on its strengths to create career pathways that are aligned to Nashville’s labor market and growing industries for 2023 and beyond.

Measurable Goals

Increasing the number of: 

• Students completing AVID coursework 
• Students completing EPSOs 
• EPSOs offered
• AON pathways aligned to high-wage, high-demand, and high-skill jobs
• Students participating in career-based learning
• Students receiving a University MNPS scholarship

Initiative Leads

• Renita Perry, Chief of Academics and Schools
• Sarah Chin, Chief of Strategy
• Dr. Elisa Norris, Chief of Student Support Services