logo
Milwaukee Public Schools leaders think they have answers, but make things worse

Milwaukee Public Schools leaders think they have answers, but make things worse

Yahoo10-02-2025

With all the recent attention to Milwaukee Public Schools in the news lately, I think I finally figured out what MPS means, that being More Problems Solved.
First, MPS fights to get school resource officers back in the schools even though they wanted them gone in the first place, even though there is not enough time, training, money or manpower to achieve that goal ('MPS must have police by Feb. 17,' Jan. 25).
Then, MPS decides that it should sue social media for causing mental health issues to its students, completely ignoring the fact that social media doesn't cause the problems, its just illuminates the problems that are already present in the homes, neighborhoods and communities ('MPS to sue social media firms,' Jan. 28).
More: CBS58 had no choice but to fire Sam Kuffel for damaging TV station's image | Letters
Recently, MPS figured out that the way to get kids in school on time is not work to get more efficient bus schedules or routes but rather to start the school day early, which I believe will only make matters worse ('Parents balk at earlier MPS times,' Feb. 6).
Maybe this is why MPS has been and will continue to be a problem, a problem that will never find its way to being fixed because those in the know think that their actions are solving problems instead of actually making them worse.
What's going to be the next problem they solve? Increase literacy scores and proficiency by limiting access to books and educational materials? Sounds about right.
MPS, more problems solved? More like making progress stall.
Brian Brehmer, Milwaukee
More: Malcolm X understood what was wrong about Snoop Dogg's show celebrating Trump | Opinion
More: I'm relieved our new president will not be responsible for the price of eggs | Letters
More: Blaming Biden, Obama and DEI for DC plane crash is unbelievably inappropriate | Letters
Here are some tips to get your views shared with your friends, family, neighbors and across our state:
Please include your name, street address and daytime phone.
Generally, we limit letters to 200 words.
Cite sources of where you found information or the article that prompted your letter.
Be civil and constructive, especially when criticizing.
Avoid ad hominem attacks, take issue with a position, not a person.
We cannot acknowledge receipt of submissions.
We don't publish poetry, anonymous or open letters.
Each writer is limited to one published letter every two months.
All letters are subject to editing.
Write: Letters to the editor, Milwaukee Journal Sentinel, 330 E. Kilbourn Avenue, Suite 500, Milwaukee, WI, 53202. Fax: (414)-223-5444. E-mail: jsedit@jrn.com or submit using the form that can be found on the on the bottom of this page.
This article originally appeared on Milwaukee Journal Sentinel: MPS has wrong answers on social media, police in schools | Letters

Orange background

Try Our AI Features

Explore what Daily8 AI can do for you:

Comments

No comments yet...

Related Articles

Audit of Milwaukee Public Schools; Gov. Evers proposes instructional changes
Audit of Milwaukee Public Schools; Gov. Evers proposes instructional changes

Yahoo

time2 days ago

  • Yahoo

Audit of Milwaukee Public Schools; Gov. Evers proposes instructional changes

The Brief The second of two independent audits of Milwaukee Public Schools was released on Friday, June 13. A February audit offered 29 recommendations, such as restructuring the MPS central office and preventing retaliation. This latest audit proposes "recommendations for systemic instructional changes at MPS." MADISON, Wis. - Gov. Tony Evers released on Friday, June 13, the second of two independent audits of Milwaukee Public Schools (MPS). The first was released in February. With this latest audit, the governor is proposing "nearly 40 actionable recommendations for systemic instructional changes at MPS to accelerate student outcomes and well-being," a news release says. What we know The governor announced in 2024 that he would be providing the necessary resources to conduct two outside, independent audits of MPS. Evers directed $5.5 million to support both efforts. FREE DOWNLOAD: Get breaking news alerts in the FOX LOCAL Mobile app for iOS or Android The first audit was released in mid-February. It identified three goals for the district to achieve in the short and long term. It also offered 29 recommendations, such as restructuring the MPS central office and preventing retaliation. The latest audit report was released publicly on Friday. It relates to the instructional policies and methodologies at MPS, including classroom learning environments, efforts to support educators and their work in the classroom, professional development and coaching policies to provide more opportunities for educator and staff growth, and addressing external factors affecting classroom learning, among other areas. Dig deeper The second audit identifies 38 actionable recommendations for MPS: Establish a focused vision for teaching and learning for MPS; Create clear expectations, measurable goals, and an action plan aligned with the district's vision; discontinue any initiatives that do not align; Restructure central office roles to explicitly support the newly established vision and create robust structures for collaboration aligned to goals and action items; Clarify how specialized school structures fit into the district vision and align systems and supports to maximize their impact; Consolidate the number of grade configurations to allow for increased focus and collaboration across schools; Set clear expectations for instructional leadership and hold principals accountable consistently across the district; Restructure the principal supervision to ensure that support is focused on improving teaching and learning and cultivating an exceptional student experience; Re-envision professional development for principals to prioritize instructional leadership and alignment with the district's vision; Implement a strategic staffing process to ensure that high-need and specialized schools have principals whose skill sets match school needs; Consider procedures and incentives that ensure the highest-need schools are staffed and supported appropriately by highly qualified teachers; Utilize data on student performance, implementation of evidence-based practices, and stakeholders' experience to make staffing decisions; Create a professional development plan that is clearly and narrowly focused on the implementation of the district's vision and goals; Prioritize job-embedded support over districtwide professional learning sessions where possible to allow for customization and ensure that professional development time is meaningful and directly applicable to teacher practice; Create and protect space in teachers' schedules for authentic, structured collaboration at least weekly and provide robust training and coaching on the Professional Learning Communities (PLC) process; Generate buy-in from teachers by emphasizing the rationale and research behind key district-adopted materials; Create concrete guidance for how to implement district-adopted resources, including curriculum maps, pacing guides, and clarity on the appropriate use of supplemental programs; Create a realistic plan for the implementation of new curricula, including all training and support, even if that means slowing down adoption and implementation processes; Implement a lesson internalization process embedded within PLCs; Require all teachers, school leaders, and district leaders to complete comprehensive training in Structured Literacy; Create clear guidance for schools and teachers to implement Structured Literacy, including timing, pacing, use of resources, and guidance for tier I, tier II, and tier III instruction; Align systems to support the implementation of Structured Literacy, including modeling and coaching, walkthrough protocols, PLCs using Aimsweb data, and intervention structures; Create systems at the district level to hold all schools accountable to high expectations that are clearly aligned to the district vision; Create systems for communication, including clear norms for how and when information is shared, from senior leadership to school-based staff, that empower staff and promote collaboration; Systematically identify, celebrate, and analyze successes so that best practices can be shared across the district; Revisit enrollment procedures for schools that offer specialized opportunities (e.g., Montessori, Bilingual Dual Language, IB, STEM, Fine Arts, etc.) to ensure equitable access for all students; Reprioritize funding and/or partner with community organizations to supplement extracurricular opportunities in schools that do not currently have robust options for their students; Create a districtwide vision for positive student culture and evidence-based disciplinary practices; Support all staff in collectively implementing foundational routines and strategies for proactive classroom and school management; Collaborate with school staff about the process for addressing serious behavior incidents and clearly communicate the rationale for consequences that are aligned with the district vision; Consider structural and policy changes at the district level to address disparities in suspensions, including grade configuration and resource allocation; Create a vision and set measurable goals for family partnership and advocacy in MPS that are aligned with evidence-based best practices; Clarify the Parent Coordinator role and set clear expectations for their work; Provide training for staff aligned to the district's vision and focused on evidence-based strategies for family engagement; Build systems to seek authentic feedback from families on focused topics and clearly communicate how feedback is implemented; Fully leverage Parent Engagement Organizations and the District Advisory Council in strategic planning; Provide training and guidance for teachers focused on building relationships with families and fostering two-way communication; Set clear, measurable goals for family engagement at the school and district level and collect data to monitor progress and identify successes; and Create a PLC structure for Parent Coordinators to monitor school goals, brainstorm solutions to tough challenges, and amplify strategies that are proven to be effective. SIGN UP TODAY: Get daily headlines, breaking news emails from FOX6 News What we know MGT Impact Solutions LLC conducted the independent audit of MPS. The Source The information in this post was provided in a news release from the office of Wisconsin Gov. Tony Evers.

Lack of state support, Republicans are to blame for UWM's budget constraints
Lack of state support, Republicans are to blame for UWM's budget constraints

Yahoo

time4 days ago

  • Yahoo

Lack of state support, Republicans are to blame for UWM's budget constraints

As a former member of the University of Wisconsin Board of Regents and CEO of a local farm equipment manufacturer, I couldn't agree more with the importance of continuing to fund the materials science department at the University of Wisconsin-Milwaukee ('UWM's making a big mistake to cut engineering program at critical time,' June 3). It is a vital part of the engineering program that offers vast economic benefits to Wisconsin's employers. That said, Kathleen Gallagher and business leaders are dead wrong to place any blame on UWM's leadership or the UW System. Lack of adequate support from the state and 10 years of declining tuition revenue mandated by Republican politicians is the direct cause of UWM's budget constraints. The facts are clear, when faced with a $4 billion surplus, the leadership in the Wisconsin Legislature, led by Assembly Speaker Robin Vos and Senate Majority Leader Devin LeMahieu, refuse to spend any additional funds on educating our future workforce. Negotiations for a new budget are underway. If business leaders want educational opportunities like the materials science program to continue, they should make their case to Vos and LeMahieu; they hold the checkbook, not university leaders. John W. Miller, Fox Point Letters: House budget provision exempts executive branch from following court orders Opinion: Decoupling a common sense solution to Wisconsin school funding conundrum Here are some tips to get your views shared with your friends, family, neighbors and across our state: Please include your name, street address and daytime phone. Generally, we limit letters to 200 words. Cite sources of where you found information or the article that prompted your letter. Be civil and constructive, especially when criticizing. Avoid ad hominem attacks, take issue with a position, not a person. We cannot acknowledge receipt of submissions. We don't publish poetry, anonymous or open letters. Each writer is limited to one published letter every two months. All letters are subject to editing. Write: Letters to the editor, Milwaukee Journal Sentinel, 330 E. Kilbourn Avenue, Suite 500, Milwaukee, WI, 53202. Fax: (414)-223-5444. E-mail: jsedit@ or submit using the form that can be found on the on the bottom of this page. This article originally appeared on Milwaukee Journal Sentinel: Blame for UWM budget woes goes to lawmakers, not UW leaders | Letters

Milwaukee teacher's aide must self-deport; ICE reviews request to stay
Milwaukee teacher's aide must self-deport; ICE reviews request to stay

Yahoo

time5 days ago

  • Yahoo

Milwaukee teacher's aide must self-deport; ICE reviews request to stay

The Brief A teacher's aide in Milwaukee Public Schools is trying to avoid being deported. Yessenia Ruano has been ordered to self-deport by immigration officials. ICE is now formally reviewing her request to stay in the United States. MILWAUKEE - A Milwaukee Public Schools teacher's aide has been told by immigration officials to self-deport. She is still in Milwaukee a week after the deadline. What we know The teacher's aide in question is Yessenia Ruano. On Tuesday, June 10, many students were seen holding up posters with messages saying, "I stand with Mrs. Ruano" and "Immigrants are welcomed here." Ruano works at Alba School as a teacher's aide. She faces a self-deportation order. FREE DOWNLOAD: Get breaking news alerts in the FOX LOCAL Mobile app for iOS or Android Ruano's attorney, Marc Christopher, told FOX6 News Ruano has submitted a request to stay, asking the agency to delay the deportation until a decision is issued pending her T-visa application for survivors of human trafficking. On Tuesday, a group of people walked around a neighborhood on Milwaukee's south side to show their support for Ruano. What they're saying "We have organized to support one of our teachers' aides, who is beloved. She has two daughters here who were born in this country. We are scared that she will be deported. And as a school, as a community, we love her. We love her kids. And just for all of the other immigrants in our community, we're here to support them," said Veronica Ramirez, a teachers union representative. What's next Ruano's attorney told FOX6 News ICE is now formally reviewing his client's stay request. SIGN UP TODAY: Get daily headlines, breaking news emails from FOX6 News FOX6 News reached out to ICE and the Trump administration for comment, but are still waiting for a response. The Source The information in this post was produced by FOX6 News.

DOWNLOAD THE APP

Get Started Now: Download the App

Ready to dive into the world of global news and events? Download our app today from your preferred app store and start exploring.
app-storeplay-store