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Funding for CMSD Strategic Development Initiative provided by: The Cleveland Foundation and The George Gund Foundation CMSD Academic Transformation Plan.

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Presentation on theme: "Funding for CMSD Strategic Development Initiative provided by: The Cleveland Foundation and The George Gund Foundation CMSD Academic Transformation Plan."— Presentation transcript:

1 Funding for CMSD Strategic Development Initiative provided by: The Cleveland Foundation and The George Gund Foundation CMSD Academic Transformation Plan A Strategic Development Initiative

2 2 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Executive summary (I) CMSD's Academic Transformation represents the most comprehensive and ambitious plan in the history of the district and calls for fundamental changes in how schools are designed and how they will operate... how central office supports schools and school based personnel... what we expect from principals, teachers and central office staff Comprehensive approach leaves no school unexamined Schools are categorized for different action (Growth, Refocus, Repurpose, Close, Open or Relocate) Plan addresses lowest performing schools in ; reevaluates annually to identify next round of support Central office will differentially manage schools based on action category Plan seeks to spread innovation: opening new proven school models and partnering with proven providers CMSD's high school strategy focuses on breaking down struggling comprehensive high schools into proven academies serving students and offering a portfolio of choices in all three regions of the city Creating real-world learning (e.g., hands-on projects) that motivates students for college and careers Supporting 9 th grade students' transition to high school CMSD's K-8 strategy focuses on building, maintaining and growing quality schools in all neighborhoods Focusing on teaching students core academic skills (e.g., core literacy and math skills) Maintaining a select number of "choice" programs throughout the city (single-gender academies, Montessori, etc.), and those that serve a specific need (e.g., dual-language) Seeking partnerships to help serve student needs (e.g., after school care as part of "wrap-around" services)

3 3 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Executive summary (II) System-wide reforms improve how central office and schools operate and create foundation for successful and sustainable transformation Transforming central office by restructuring to align priorities, increasing transparency, cutting spending Strengthening curriculum, improving teacher effectiveness, and growing stronger leaders Building accountability system to monitor performance Striving for a transformational workforce culture Strengthening relationships with community organizations, including charter organizations Plan requires significant financial resources to successfully implement – projected annual improvement costs of $20-$25 million per year (2-3% of current operating budget) Must address $50M deficit projected for Must aggressively right-size district by eliminating costly excess capacity Will seek support of local, state and federal community to help fund transformation initiatives By the CMSD community should expect every school to be rated Continuous Improvement or aboveand 50% rated Excellent or Effective on the Ohio report card. To get there we must: Raise expectations system-wide Engage parents and community in supporting students' success Instill responsibility in CMSD students to take ownership for their own education

4 4 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Contents of the transformation plan Page(s) For students to succeed, we must dramatically improve education in Cleveland The goals are ambitious – plan considers many inputs, and requires everyone working together to deliver Major school level changes invest directly in improving performance Shift away from comprehensive high schools to relevant career and college ready options Strong K-8 options in every neighborhood, all focusing on core skills School-by-school improvement programs recommended (including closures) Expansion of new and proven school models that will look and feel very different than school today High school example: models like New Tech that expand definition of how quality is delivered K-8 example: wrap-around schools that provide extended support services for families System-wide reforms improve how central office and schools operate Central office transforms by restructuring to align to priorities, increasing transparency, cutting spending District will strengthen curriculum, improve teacher effectiveness, and grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Plans must be scalable across district and financially sustainable Must address $50M deficit projected for Improvements come at an additional cost: ~$20-25M per year, requires outside funding support One of the most ambitious transformation efforts in US – will take a city wide effort Appendix (Detailed School-by-School Recommendations)

5 5 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt An introduction from Dr. Eugene Sanders On what transformation means to me "Our Academic Transformation Planthe details of which unfold in this documentis the most important work I have undertaken in my career. Success means we will dramatically improve educational outcomes for our students - and in doing so - for the region. The stakes are highwe must transform what every student is prepared to accomplish as he/she becomes a leader in our community, our colleges and our ever-evolving workplace. To me, there are two sides to transformation, both "what" and "how" we transform. Our leadership team has spent months researching the "what": proven school models and well-tested district reform strategies. A well-designed plan is an important first step. However, it is "how" we transformthe human element of changethat will determine our ultimate success or failure. Transformation requires changing our mindset, our behaviors and our personal accountability for student success. Success will take all of useducators, families, students, and our communityworking together. In the coming months, I will push us to raise our expectations for our students, our children, and our neighbors. Please join me in this effort."

6 6 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Goals for CMSD Academic Transformation Goals have provided a guidepost in this effort Graduate all students ready to compete in the 21st century global economy 1 Provide high quality schools that raise student achievement in every neighborhood so that all families have choices 2 Hold everyone accountable for success, using performance data – teachers and principals, central office staff, parents and students and community 3 Recruit, support, and retain high-quality principals and teachers 4 Expand what is working today for students, be bold in rethinking, and changing what is not working 5 Right-size the district by eliminating excess capacity, addressing overcrowding and ensuring effective use of resources 7 Attract and retain students and families in Cleveland 6

7 7 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Graduation rate meets OH state benchmark (currently 90%) Average ACT score: 19 or better 1 100% of schools Continuous Improvement or better –50% schools Effective or better –100% of schools with positive growth indicators Transformational labor/ management relationships praised nationally for driving positive academic results Stable enrollment trend and 80-90% capacity utilization Improved student centered culture 2 Goals link to expectations and measurable outcomes Entire city plays a role in helping CMSD meet ambitious goals Embed 21 st century skills into all teaching and learning Grow strong, entrepreneurial principals Implement effective performance review processes that center on student achievement Strengthen community partnerships to support students and schools Deepen connection between schools and homes Transform at a pace that builds lasting support Quality schools in every neighborhood Accountability for all High-quality principals and teachers Expand what works, rethink what doesn't 21 st century graduates Right-size the district Attract and retain students and families Goals for transformation Examples of how we will raise expectations Example 2015 measures of success 1. Would meet the Broad Foundation district benchmark for average ACT score in large districts, a significant improvement from CMSD average score of 16 in Defined by Conditions for Learning Survey

8 8 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Key success milestones to gauge CMSD progress Fall 2010 A right-sized CMSD district –With students safely reassigned –~15 fewer facilities in operation ~15 new / repurposed schools opened (high school and K-8) –10-20% of total schools in city –4-6 high schools transitioning away from comprehensive approach A viable financial plan, that includes federal, local sources and prioritizes existing resources An accountability framework that clearly explains to staff goals, supports, consequences –Sets measurable goals for central office departments A principal pipeline program that is identifying and growing strong academic leaders school year 5-10 additional repurposed schools –Expanding successful academy high school models –Including proven local and national models Incubated new choice and quality programs in each neighborhood Academy high schools, expanding into the grades 20% more of schools that have reached Continuous Improvement or better, on the way to 100% Workforce relationships that support transformational thinking and goals Five years – 2015 Successful meeting of goals, targets, and success measures A portfolio of high school and K- 8 highly functioning schools that offer choices to families A vibrant district-wide culture of high expectations and high achievement Excellent leaders in all buildings Dramatically improving graduation rates, proficiency rates, and college attendance Stable CMSD enrollment, with schools that attract families to the district What you can expect to see in CMSD in...

9 9 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt All graduates need modern day skills to succeed Source: The Partnership for 21 st Century Skills Adapt to change Work effectively in diverse teams Access and manage information Analyze and create media Think creatively Implement technological innovations Reason effectively Communicate clearly Manage projects, producing results Guide and lead – be responsible to others

10 10 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Sean's story: from an assembly line to robotics engineering How a transformative educational experience must prepare students for 21 st century success Sean was proud of his dad. He had worked hard for 25 years on the assembly line of an auto plant. Sean often heard his dad talk about how advanced robotics were quickly taking over the plant. When Sean's dad was laid off, he urged his son to continue to study hard. He wanted Sean to be prepared to design the robotics, not be replaced by them. Sean told his dad's story to his friends. Inspired, they decided to form a team to build a robot they were determined to prepare themselves for a changing world. Their physics teacher, Mr. Johnson, saw the students' passion and helped design a project that creatively incorporated all the skills the students needed to master their college entrance exam. Over several months, Sean's team worked closely with Mr. Johnson to design a robot that could lift and transport a package. They learned about energy, carefully researched designs, and built many prototype models before one finally worked. One year later, Sean wrote about his experience winning the robotics competition in a college essay that secured him entrance into MIT. Sean now is studying engineering at MIT.

11 11 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt CMSD will provide a different educational experience Different than how schools have traditionally looked and felt to students and families Families receive "wrap-around" support as part of a strong community school Young children build with shapes in an alternative Montessori approach High schoolers peer into a hybrid car, learning internal combustion from local engineers Students design energy- efficient lighting in a STEM school

12 12 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt The case for change is a call to action Facts CMSD enrollment has been declining sharply for nearly a decade Many neighborhoods have substantial unused capacity; others are overcrowded Maintaining this excess capacity limits the resources available for the education of students CMSD test scores and graduation rates are unacceptably low Many students who graduate are not prepared for college or the workforce As a system, the education we are delivering is not meeting all students' needs Facilities Academics

13 13 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Several academic neighborhoods have all failing schools 1. Garfield (not operational in ) not included 2. Euclid Park (not operational in ) not included 3. Thomas Jefferson (not operational in ) not included 4. Willson (not operational in ) not included 5. Includes CSA, Douglas MacArthur, Garrett Morgan, Ginn Academy, Jane Addams, John Hay, Kenneth Clement, MLK High, Max Hayes HS, Option Complex, Success Tech, Tremont, Valley View, and Warner 6. Includes John Hay Campus, Ginn Academy, Douglas MacArthur, Kenneth Clement, Valley View, and Warner. Does not include MC2STEM, E-Prep or Design Lab Note: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones. Includes K-8 schools and high schools Source: Ohio Department of Education; Student Assignments None1% to 33% 34% to 66%67% to 99%100% Percentage of schools in Academic Watch or Emergency Citywide draw schools 5 Innovative schools 6 Collinwood 2 Glenville Marshall 1 Lincoln-West 3 Rhodes Kennedy East Tech East 4 John Adams South

14 14 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Declining enrollment has resulted in excess capacity Plan must also address overcrowding in Cleveland's west region 1.Includes Garfield, a committed new facility that was not operational in Includes Euclid Park, a new facility that was not operational in Includes Thomas Jefferson, a committed new facility that was not operational in Includes Willson, a committed new facility that was not operational in Note: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones. Utilization equals total enrollment (for ) divided by estimated school capacity. Capacity is estimated at 25 students per classroom adjusted for 10 students per classroom for current special ed student enrollment. Where schools have been built within the Master Plan, OSFC capacities have been used to increase accuracy Source: CMSD data Collinwood 2 Glenville Marshall 1 Lincoln-West 3 Rhodes Kennedy East Tech East 4 John Adams South 80% to 90%70% to 80%Less than 70% K-8 capacity utilization by academic neighborhoods

15 15 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Contents of the transformation plan Page(s) For students to succeed, we must dramatically improve education in Cleveland The goals are ambitious – plan considers many inputs, and requires everyone working together to deliver Major school level changes invest directly in improving performance Shift away from comprehensive high schools to relevant career and college ready options Strong K-8 options in every neighborhood, all focusing on core skills School-by-school improvement programs recommended (including closures) Expansion of new and proven school models that will look and feel very different than school today High school example: models like New Tech that expand definition of how quality is delivered K-8 example: wrap-around schools that provide extended support services for families System-wide reforms improve how central office and schools operate Central office transforms by restructuring to align to priorities, increasing transparency, cutting spending District will strengthen curriculum, improve teacher effectiveness, and grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Plans must be scalable across district and financially sustainable Must address $50M deficit projected for Improvements come at an additional cost: ~$20-25M per year, requires outside funding support One of the most ambitious transformation efforts in US – will take a city wide effort Appendix (Detailed School-by-School Recommendations)

16 16 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Multiple inputs used to develop a holistic CMSD plan CMSD's Academic Transformation plan External audits Council of Great City Schools on specialty programs/schools Education First on successful turnaround strategies BCG on facilities utilization Input, debate, discussion CMSD senior team workshops K-8 and high school sub-teams Multiple community forums Regular advisory committee input Data analysis Decision support tool data (school-by-school performance) District-wide academic performance and capacity utilization Reform research Models for district-wide reform Effective school building transformations Best practices in high school, early childhood, and middle grades

17 17 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Key considerations that have guided transformation planning As informed by advisory committee of community members Do what's best for the current and future students Give students the best academic opportunities Provide students safe learning environments (remove from hazardous building conditions) Do everything possible to build well-rounded individuals Emphasize objectivity, minimize politics, and strive to consistently apply these guiding principles Be courageous – seek transformational change, demonstrate a sense of urgency, and be willing to stay the course in a long, difficult journey Hold all schools to a high standard of academic performance; those that fall short face the prospect of substantial change "Right-size" the district by eliminating excess capacity and addressing overcrowding where needed, and strive to invest a portion of savings back into school sites Where possible seek to: Make all schools unique and strategic in program focus Raise the condition of all facilities to a minimum standard Preserve and enhance relationships with community organizations Spread "what works" to lower-performing schools

18 18 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Contents of the transformation plan Page(s) For students to succeed, we must dramatically improve education in Cleveland The goals are ambitious – plan considers many inputs, and requires everyone working together to deliver Major school level changes invest directly in improving performance Shift away from comprehensive high schools to relevant career and college ready options Strong K-8 options in every neighborhood, all focusing on core skills School-by-school improvement programs recommended (including closures) Expansion of new and proven school models that will look and feel very different than school today High school example: models like New Tech that expand definition of how quality is delivered K-8 example: wrap-around schools that provide extended support services for families System-wide reforms improve how central office and schools operate Central office transforms by restructuring to align to priorities, increasing transparency, cutting spending District will strengthen curriculum, improve teacher effectiveness, and grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Plans must be scalable across district and financially sustainable Must address $50M deficit projected for Improvements come at an additional cost: ~$20-25M per year, requires outside funding support One of the most ambitious transformation efforts in US – will take a city wide effort Appendix (Detailed School-by-School Recommendations)

19 19 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt CMSD strategic framework for Academic Transformation Build on what is working, rethink and address what is not System of preK-8 neighborhood schools Ensure quality in every neighborhood Support strong core academics Emphasize early childhood and middle years Create specialized programs to address unique needs Partner with charters Diverse portfolio of academy high schools Transition from comprehensive model Build proven diverse options in each region Focus on college and career readiness Support the transition to 9 th grade System-wide reforms Transform Central Office to better support schools Strengthen curriculum, improve teacher effectiveness, grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Great leaders Great teachers Involved parents/guardians Exceptional CMSD students Great leaders Great teachers Involved parents/guardians Exceptional CMSD students

20 20 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt The vision for CMSD's high school portfolio of schools Plan elements CMSD will build a system of high schools that breaks down comprehensive schools over time into academies that focus on teaching and support for students Teaching real-world coursework (hands-on project learning) that motivates students Supporting the transition to 9th grade with a clearly articulated (or research-based) program to prepare students for high school success Implementing research-based models that are supported by proven networks and providers CMSDs high schools will take different transition paths to build the vision Some will build a separate 9 th grade academy to focus support for 9 th graders transition Some will open 3-4 academies that encompass 9-12 th grade Many of these will partner with proven providers and networks for support (eg, New Tech, Facing History) CMSD will develop options for students who have fallen behind, as well as those who need a greater challenge, e.g. Advanced Placement (AP) Academy to challenge all students Negotiated Curriculum Programs to provide an individualized pathway to college readiness Over time, we will implement a choice system, where students select the high school that best matches their needs Plan will address needs in each of three regions, recognizing students seek options close to home All will be accomplished in a right-sized high school system with 80-90% occupancy system-wide Safely transitioning students to a school that can provide a better academic experience Ensuring existing high quality academic programs are not put at risk

21 21 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt How academy model is different from what was tried before Proven, research-based, and thoroughly planned instructional programs and schools with meaningful support Teachers and students choosing academies that best fit their teaching and learning style Flexibility for leaders to lead –Hiring teachers who fit the model –Using school time to best serve students –Adapting instructional programs and support to fit each specific school A largely structural answer to a problem needing a holistic solution eg, disjointed instructional programs without strong researched based models, interest, or instructional support Teachers often placed in themed schools without necessary skills or interest Limited flexibility or autonomy to improve performance at the building level We have examples of success in Cleveland to build upon Yesterday's small schools Tomorrow's academies

22 22 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt High school academies will create choices for students Creating scalable models and partnering to bring quality programs to schools Academies will be matched to schools in 2010 as quality partnerships are formed and innovative educators are identified to lead Design principle of academiesExamples of models we are considering Build high school academy models that can be deeply supported in each of the three regions of the city –regions: West, Northeast, Southeast Advanced Placement (AP) Academies to stretch rigorous coursework "Negotiated Curriculum" Academies that encourage students to take ownership (eg, like a college independent study) 9 th grade academies supporting transition to high school Utilize city and district assets to partner with the schools to offer real work experiences STEM and science programs, partnering with local businesses (eg, like current GE or Cleveland Clinic partnerships) Fleet maintenance and other career tech programs aligned with city and district assets Partner with external education providers and networks to bring proven models to Cleveland New Tech (project-based learning), Facing History, College Board (Advanced Placement)

23 23 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt The vision for CMSD's preK-8 system of schools Plan elements CMSD's K-8 system will grow, support and repurpose schools to bring quality to all neighborhoods Continuing emphasis on teaching students solid core academic skills (emphasizing literacy and math) Strengthening what is proven to work (e.g., more instructional time, focus on Pre-K early childhood, more rigor and support for the middle grades, data-driven instruction) Turning around low performance in consistently under-performing schools Based on specific neighborhood needs, some schools will develop and strengthen special programs For example, a new community wrap-around service model for schools in high need areas that will benefit from supports like adult education, health services, after school programming For example, dual language programming (Buhrer) CMSD will also develop and maintain a select number of 'choice' programs throughout the city to serve diverse learning needs; examples include Single-gender academies that support unique learning environments International newcomers academy that supports non-English speaking students Montessori to encourage discovery learning for students who thrive in an alternative environment Over time, CMSD will also selectively spread more innovative programming throughout every neighborhood Incubating successful programs, like Arts and STEM, before expanding to more schools Inviting proven local and national educational providersthrough an RFPto meet unique needs in the city All will be accomplished in a "right-sized" K-8 system with fewer schools and more investment in schools With overall K-8 school capacity around 80-90% system-wide

24 24 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt PreK-8 success depends on building core academic skills Focus on teaching cognition in early grades, focus on engagement in middle grades Focus on "school readiness" for Pre-K early education Emphasize social learning (e.g., PATHS program) Teach basic skills (colors, numbers) Create a positive learning climate Set high expectations, nurturing social and emotional learning skills Take responsibility, collaboratively among staff, for student success Reinforce positive character Focus learning on a center-based strategy in the classroom Emphasize reading, writing, and mathematics Individualize instruction for learner need Implement aggressive academic intervention strategies Maintain high expectations at all grades and achievement levels Set clear and consistent performance standards Use data purposefully for assessment and accountability Formative assessments throughout the year Feedback loops to enable real- time lesson adjustments Support teacher development Tailor professional development to performance data Ensure quality common planning time in Purposeful Learning Communities Empower parents and community Support learning in the home Set expectations community-wide for highest level of achievement Prepare students for high school and beyond Support developmentally appropriate practices Educate students on high school, career, and college readiness expectations and options Ensure rigorous offerings in and out of core curriculum Encourage advanced course work Offer exploratory opportunities Organize school structure to develop meaningful student-teacher relationships Longer instructional periods Student advisory programs Looping of classes (same teacher for more than one year with same group of students) Elementary grades (PreK-4) Elementary grades (PreK-4) Middle grades (5-8) Middle grades (5-8) All grades (PreK-8) All grades (PreK-8) Source: California Dept of Education: Elementary Makes the Grade; NYC Dept. of Education Blueprint for Middle School Success; Research in Middle Level Education Key Characteristics of Middle School Performance; MN Association of Secondary School Principals On the Road: In Search of Excellence in Middle Level Education; University of WI-Madison Inequality in America: What Role for Human Capital Policies?

25 25 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Plan includes recommendations to improve schools Definition of terms Breaks-down comprehensive high schools into new academies –Teachers apply to models that match skills –Strong principals lead each academy –Charters will be considered and beyond Includes one or more of following actions –Replace school leadership –Require teachers to reapply to school –Consider conversion to charter –Redesign academic program Repurpose schools Improve and expand programs in place –Add academies and programs to some schools after a planning year in 2010 –Strengthen programs and train leaders Provide additional resources, e.g. –Additional human capital support –Leadership training –Curriculum assistance Intensively support as "refocus schools" Maintain as "growth schools" Close school What it means in high school What it means in K-8 Depth of intervention Goal: Ensure quality schools in every neighborhood Relocate program (close building) Maintain current building, program, staff Set strong expectation for further improvement in academic outcomes Provide additional flexibility to continue improving performance Close building and reassign students Some successful programs will relocate to better utilize space and serve students

26 26 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Two additional action categories will impact schools Rounds out the comprehensive school-by-school plan for each neighborhood What this means for schools New facilities rebuilt in the master plan open with new models in 2010 For example: Thomas Jefferson, Willson Additional new school models and programs will launch each year Includes academies at the high school level Includes rebuilt K-8s in later segments of the master plan 1, as well as new K-8 models and programs at repurposed schools Some K-8 schools needing academic improvement will not receive immediate action in and will be reevaluated for year Schools placed in this category to provide additional opportunity to improve achievement and will continue to receive district supports (eg, professional development, academic supports, AAP planning, etc) Supports and consequences will be based on academic performance Schools will be re-categorized into "growth", "refocus", and "repurpose" Open and build new school models Monitor and review comprehensively for year two decision 1.Master plan will be updated to align with transformation plan

27 27 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt "Refocus schools" supported from a menu of options Differentiated supports will be determined based on school need Support menu options Quality assistant principal and counselor to support academics, students Small "quick win" funds for schools Development of new competencies, knowledge sharing, personal leadership coaching Partnerships with successful schools within and outside district Cross-functional resources to provide additional support Prioritized attention to help solve pressing needs Targeted content coaching and additional professional development for teachers Tutoring and/or coaching assistance Example/Detail Increased human capital support Discretionary financial resources Cohort principal training Inter and intra-school knowledge sharing Dedicated central office support Curriculum assistance

28 28 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Charters will be considered in two phases For both repurposed and closed buildings Phase I: Two options will be considered for proven local charter schools Begin operation in a repurposed school, "co- locating" charter and district-led school (ie, charter starts with early grades and builds out over time, as district-led school phases out) Evaluate use of closed building, with charter assuming operational cost Phase II: Two options will be considered for proven local and national charter and Education Management Organizations (EMOs) Encourage takeover of an entire repurposed building, with existing student population Evaluate use of a closed building, with charter assuming operation cost

29 29 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt How high schools categorize using decision tool and logic 1. Relocates and repurposes to modify program to fit Glenville; results in building closure at Spellacy RepurposeRefocusCloseGrowthRelocate CSA Design Lab Garrett Morgan High Tech High John Hay Campus MC 2 STEM Success Tech Whitney Young Jane Addams Marshall/Shuler MLK Max Hayes Margaret Ireland Complex Rhodes Lincoln West John Adams John F. Kennedy Collinwood Glenville East Tech Washington Park East South Ginn (to Glenville) 1 Move hospitality program from Jane Addams

30 30 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt How K-8 schools categorize using decision tool and logic Priorities for phase onethe school year * Currently designated as a CMSD Turnaround school; 1. Allows closure of existing buildings; regular education students will be reassigned. 2. Allows closure of existing buildings. 3. Will house Deaf Education Program as well as core K-8 neighborhood school 4. Already closed and will not be rebuilt Benjamin Franklin Clara E Westropp Clark Douglas MacArthur Girls Leadership Academy CSA lower campus (Dike) Early Childhood Dev Garfield Louis Agassiz Louisa May Alcott Marion C Seltzer Oliver H Perry Riverside Valley View Boys Leadership Academy Warner Girls Leadership Academy Watterson-Lake William C Bryant Andrew J Rickoff* Buhrer* Case Charles W Eliot Fullerton Iowa-Maple Joseph M Gallagher* Luis Munoz Marin* McKinley Nathan Hale* Newton D Baker Orchard Patrick Henry* Stokes Academy* Sunbeam Wade Park Wilbur Wright* Buckeye-Woodland Captain Arthur Roth Charles Dickens Franklin D Roosevelt George W Carver H Barbara Booker Hannah Gibbons Harvey Rice Mary B Martin Michael R White Mound Promise Academy Robert H Jamison Woodland Hills Albert B Hart* Audubon* Brooklawn Charles Lake 4 Empire Computech Forest Hill Parkway Henry Longfellow John D Rockefeller John W Raper Joseph F Landis Robert Fulton facilities to close, program to relocate Alexander Graham Bell Gracemount Kenneth Clement Tremont Alexander Graham Bells Deaf Education Program (to Willson) 1 Gracemount gifted program (to Whitney Young grade 2-12 gifted) 1 Kenneth Clement (to new Euclid Park) 2 Thomas Jefferson opens new with newcomers' program and Montessori program (relocated from Tremont 2 ) Willson opens new 3 RepurposeRefocusCloseGrowth Relocate or open new K-8s prioritized for using the following criteria Magnitude of school need Schools receiving students from closed schools Newly renovated buildings (unique opportunity to start anew)

31 31 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Some K-8 schools will be monitored for year two decision Need to sequence and prioritize schools to ensure quality implementation Schools that will be monitored for year two decision and reevaluated ahead of Adlai E Stevenson Almira Anton Grdina Artemus Ward Bolton Charles Mooney Daniel Morgan Denison Paul L Dunbar East Clark Emile B deSauze Giddings Marion Sterling Mary M Bethune Memorial Miles Miles Park Paul Revere Robinson G Jones Scranton Union Walton Waverly Willow K-8s monitored for using the following criteria Expectation that performance will improve in Need to sequence and prioritize schools (with highest need schools receiving support in based on academic need and acceptance of new students) Placed in one of three categories Repurpose school Intensively support as "re-focus school" Maintain as "growth school"

32 32 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Contents of the transformation plan Page(s) For students to succeed, we must dramatically improve education in Cleveland The goals are ambitious – plan considers many inputs, and requires everyone working together to deliver Major school level changes invest directly in improving performance Shift away from comprehensive high schools to relevant career and college ready options Strong K-8 options in every neighborhood, all focusing on core skills School-by-school improvement programs recommended (including closures) Expansion of new and proven school models that will look and feel very different than school today High school example: models like New Tech that expand definition of how quality is delivered K-8 example: wrap-around schools that provide extended support services for families System-wide reforms improve how central office and schools operate Central office transforms by restructuring to align to priorities, increasing transparency, cutting spending District will strengthen curriculum, improve teacher effectiveness, and grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Plans must be scalable across district and financially sustainable Must address $50M deficit projected for Improvements come at an additional cost: ~$20-25M per year, requires outside funding support One of the most ambitious transformation efforts in US – will take a city wide effort Appendix (Detailed School-by-School Recommendations)

33 33 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Example in action: New Tech delivers unique education What repurposing could mean at the high school level Network- based knowledg e sharing Project- based learning Network of schools collaborate and provide mutual support in a proven, innovative school model School replaces daily assignments with hands-on projects Autonomous student teams responsible for their own time and role allocation, facilitated by teachers Augments core curriculum with college credit opportunities Philosophy: Have students use technology to research, produce, and present" New Tech Network exports curriculum across the country Since 1996, ~40 New Tech high schools have opened On-site school coaches guide curriculum implementation Best practices shared real-time through regular meetings, conferences, and updates

34 34 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Example in action: Talent Development's success academy Successful 9 th grade academy model developed out of Johns Hopkins in 1990s Personalization Teacher support Remediation and attendance Transition Description Small interdisciplinary teacher teams of ~5 teachers share the same students Block schedule with common planning time allows sharing of best practices and student information Separate management team (the Academy Principal and Academy Instructional Leader) runs the Ninth Grade Success Academy Regular use of data drives goal setting and monitors student trends 9 th grade wing of school separates freshmen from upperclassmen Necessary resources including computer and science labs for ninth grade courses Freshman Seminars and double-dose reading and math courses Teacher teams emphasize student attendance, discipline, and learning problems After-hours high school courses serve students unable to meet during the day Extensive self-awareness opportunities concerning career goals, high school choices, and college alternatives Career Academy selected by students at end of freshman year Strong student attendance is the foundation for rigorous student work to earn on-time grade promotion

35 35 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Example of K-8 transformation: wrap-around schools Often referred to as "community schools" with successful examples thriving in urban centers Parent involvement and leadership After-school and summer enrichment 0-5 Model Health services Mental health services Community and economic development Parent Coordinator Family resource center Adult education Parent Councils Academic enrichment Developmental needs Recreation Early Head Start Head Start On-site clinics School-linked care Crisis interventions Assessments and referrals Counseling Community events Encouraging activism Skill building Source: Community Schools in Action: Lessons from a Decade of Practice

36 36 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Contents of the transformation plan Page(s) For students to succeed, we must dramatically improve education in Cleveland The goals are ambitious – plan considers many inputs, and requires everyone working together to deliver Major school level changes invest directly in improving performance Shift away from comprehensive high schools to relevant career and college ready options Strong K-8 options in every neighborhood, all focusing on core skills School-by-school improvement programs recommended (including closures) Expansion of new and proven school models that will look and feel very different than school today High school example: models like New Tech that expand definition of how quality is delivered K-8 example: wrap-around schools that provide extended support services for families System-wide reforms improve how central office and schools operate Central office transforms by restructuring to align to priorities, increasing transparency, cutting spending District will strengthen curriculum, improve teacher effectiveness, and grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Plans must be scalable across district and financially sustainable Must address $50M deficit projected for Improvements come at an additional cost: ~$20-25M per year, requires outside funding support One of the most ambitious transformation efforts in US – will take a city wide effort Appendix (Detailed School-by-School Recommendations)

37 37 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt CMSD strategic framework for Academic Transformation Build on what is working, rethink and address what is not System of preK-8 neighborhood schools Ensure quality in every neighborhood Support strong core academics Emphasize early childhood and middle years Create specialized programs to address unique needs Partner with charters Diverse portfolio of academy high schools Transition from comprehensive model Build proven diverse options in each region Focus on college and career readiness Support the transition to 9 th grade System-wide reforms Transform Central Office to better support schools Strengthen curriculum, improve teacher effectiveness, grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Great leaders Great teachers Involved parents/guardians Exceptional CMSD students Great leaders Great teachers Involved parents/guardians Exceptional CMSD students

38 38 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Central office will also transform as part of the plan Description Realign to form transformation management office (TMO) Realign current services to form a position reporting to CEO to manage cross- functional effort –Drives project management and ensures milestones are met on time –Coordinates with subject matter experts in every CMSD department Restructure central office to align to plan Redefine specific roles and overall reporting structures to align with transformation priorities –Prioritizes customer (school) support and service –Aligns to long term organizational goals Create central office scorecard Define key performance indicators aligned to transformation plan Measure progress to objectives, provides opportunities to communicate success to community Cut overall central office budget Commit to reduction in central office budget to "right size" central office More efficiently use existing resources Determine most cost effective way to house administrative functions (goal: fewest buildings at lowest cost)

39 39 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Provides critical guidance to Transformation Management Office Ensures alignment between transformation, ongoing work Clears obstacles, resolves conflicts Makes critical decisions Sets direction, ensures adherence to the transformation vision Commits the resources – time, talent, dollars – to drive the change Maintains focus, urgency Teacher Leadership Committee Principal Leadership Committee TMO will access broad base of stakeholder input In place to manage quality implementation of program Transformation Management Office Proactively manages change effort, internal/external communication Provides oversight/transparency to day-to-day/week-to-week progress Identifies potential conflicts and resolves/elevates as needed Serves as coordinator across Transformation workstreams Conducts change management tasks Transformation work teams Develops charters, detailed implementation plans, and clear targets Drives execution, reports on progress against targets Gathers input from all key stakeholders Designates teams and team leaders for each workstream Funds sourcing / management Refocused school initiatives New school openings School closures Teacher effectiveness Principal pipeline Central office redesign Community engagement Performance management/ accountability Executive Sponsor CEO Community partnership council Collaborates on planning, design, funding Mayor and School Board Provides external support and accountability on progress, integrity of implementation Builds public awareness of and confidence in transformation Provide continued project team support Provides feedback and input from key stakeholders on workstreams and entire effort Provides strategic and implementation guidance to project management team and individual work teams Cabinet Students Parents and community Other staff members Principals and teachers

40 40 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Goals guiding district re-organization Central office: refocus and repurpose Focus entire organization on academic achievement/success of students Audit all central office functions to align with student achievement; audit will be led by external consultant Align all functions through reporting relationships, role definitions, etc. with academic goals Emphasize instructional leadership role of principals and those who supervise principals Focus on changing system functions to meet the needs of schools Improve speed and efficiency of decisions Minimize unnecessary layers (delayer) Maintain optimal spans of control Create coherent, coordinated communication and direction to school sites Build district capacity to enable shift in decision making authority to schools Attract high performing principals who can lead building in exchange for accountability Continue to enhance the Principal and District Leadership Pipeline for succession planning Improve efficiency and service levels of core functions and processes CEOs direct reports will be selected by CEO; most others will apply for positions in the new structure Create true customer service orientation Ensure mechanisms exist for customer feedback Emphasize high quality standards of professional practice, collaboration and results Streamline and minimize overhead costs New central office structure must use fewer people/resources to service schools

41 41 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Proposed CMSD central office structure To be finalized during restructuring process, with goal to better provide school in depth support Chief Innovation Officer Open new/ repurpose schools Maintain current innovation portfolio Chief Financial Officer BudgetingPurchasingInternal audits Compliance/ CCIP Chief Operations Officer Safety and security Food servicesTransportationTechnology Maintenance/ capital improvement Chief of Staff Human resources Legal services External Affairs & Community Engagement Organizational Accountability Transformation Office (close/relocate) Chief Academic Officer School supervision and support Curriculum and instruction Leadership and development Research and information Strategic Partnerships (Charters. EMOs, etc.) Process will include gathering input from our broad stakeholders to determine how we can best improve customer service to schools

42 42 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Action teams at core of support, led by academic office Innovative office remains separate to encourage experimentation and support of new models CAO 1 leads four academic functions, which access district support centers School support segmented into four functions Growth, Refocus, repurpose, and watch Each function's support driven by action teams who will deliver school supports Innovative schools operate separately, with two action teams to support selected schools Existing innovative growth schools (MC 2 STEM) New models in repurposed schools (New Tech) All action teams responsible for accessing necessary central office support systems, eg: Curriculum and instruction as part of academics Budgeting as part of financial support Action teams structured to provide cross-functional school support Action Team leader manages both dedicated and shared resources. Example team: 1. Chief Academic Officer Dedicated (One per team) Shared (across teams) Instruction (eg, model fidelity model, prof. development) Engagement (eg, feedback, surveying) Operations Curriculum and research Data support (eg, interpretation, monitoring) Human resources (eg, evaluation, mentoring) New structure will replace current school support structureand require many central office staff to reapply

43 43 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Summary of district wide delivery priorities Strengthen curriculum, improve teacher effectiveness, and grow strong leaders Description Strengthen curriculum Continue to focus on implementation of core curriculum Deepen scope and sequence curriculum and instruction Deliver formative assessments and continue to train teachers to use benchmark testing Build capabilities in schools to support intervention with at-risk students and provide stretch curriculum for high performers Improve teacher effectiveness Build supports to improve teacher effectiveness Redesign teacher evaluations – create links to school and student performance Expand site-based professional development to align to curriculum Grow strong leaders Continue to build the principal pipeline program Strengthen current principals' skills based on individualized needs Actively manage pipeline by identifying potential candidates early and training them to become future principals Attract diverse slate of candidates including non-traditional backgrounds (e.g., business, civic leaders)

44 44 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Expanding accountability a central part of district reform Summary of plan elements Plan elements Develop broad-based accountability system that monitors school success and determines supports and consequences Defines measures to categorize schools into performance levels (utilizes Decision Support Tool criteria as a starting point) Provides for support to struggling schools showing promise Provides mechanism for more dramatic action for consistent under-performers Develop performance management system for principals, teachers and central office staff Clearly set expectations of performance aligned to overall district goals Link to student outcomes where possible Rigorously track progress against goals (semi-annually at a minimum) Establish reciprocal agreement for district partners for performance management Clearly set expectations and performance standards for the district and its partners Ensure periodic review against standards Develop mechanisms to reward successful performance and consequences for under-performance

45 45 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Refocus schools Provide differentiated supports with the expectation of improvement within 1-3 years or face more significant action Schools are assessed and categorized annually High performers Highest performers are granted additional incentives and autonomies High performers are paired with intensive support schools to provide best practices Proposed accountability framework for CMSD schools Close school Adjust support As schools decline in performance, targeted supports are put in place 1 Improve over time 2 Repurpose (includes conversion to charters) 3 Adequate performers Intensively support Select subset of schools annually to receive intensive, specialized, and prioritized district supports Phase out interventions, increase autonomy As schools improve in performance, re- allocate intensive resources to struggling schools Increase school autonomies Rely on accountability system to determine gradually increased, differentiated supports Maintain schools on the road to "intensive support" until resources and capacity to manage is available Work with school leadership to determine certain resources to keep to maintain performance momentum

46 46 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Central office accountability measures delivery to schools Examples of operational measures other districts have used to gauge delivery 1. Measures would require customer satisfaction survey Source: Informed by performance management system developed in Seattle Public Schools Department Overall district Accuracy of enrollment projections School staff attendance Building cleanliness audit score Buildings completed on time and on budget Improved student safety and improved school climate 1 Busses on time Administrators per student Facilities School Support Services Financial Services Technology Services Principal satisfaction with quality of maintenance services 1 Family satisfaction with the district overall 1 Percent of budget devoted to the classroom Accuracy of budget projections Ratio of students to computers National Board Certified teachers Enrollment Family satisfaction with enrollment services 1 % of students with fewer than 10 absences per year Network availability to schools Number of students enrolled in the district Undesignated fund balance Measure Developed in addition to academic measures of success

47 47 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Objectives for a transformational workforce culture In order to best prepare children for 21st Century learning and to accelerate the growth of student-centered cultures in schools, the district and our employees should adopt processes and procedures that make student success the objective of their daily activity: Building-based management – provide building leaders with the tools to select and direct employees based on student needs, employees abilities and building objectives Student focused work day –collaborate to explore employee work day configurations that improve student achievement Meaningful evaluation – implement effective performance review processes that provide regular feedback and identify employee strengths and challenges in the context of improved student achievement Customized professional goals and development – empower all employees to adopt positive, self-motivated approaches to effectively enhance student achievement in their role with the District; measure the impact of professional development on student achievement Employee motivation – reward student-focused achievement, identify and address areas for improvement, transition or remove employees unable to attain transformational goals

48 48 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Contents of the transformation plan Page(s) For students to succeed, we must dramatically improve education in Cleveland The goals are ambitious – plan considers many inputs, and requires everyone working together to deliver Major school level changes invest directly in improving performance Shift away from comprehensive high schools to relevant career and college ready options Strong K-8 options in every neighborhood, all focusing on core skills School-by-school improvement programs recommended (including closures) Expansion of new and proven school models that will look and feel very different than school today High school example: models like New Tech that expand definition of how quality is delivered K-8 example: wrap-around schools that provide extended support services for families System-wide reforms improve how central office and schools operate Central office transforms by restructuring to align to priorities, increasing transparency, cutting spending District will strengthen curriculum, improve teacher effectiveness, and grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Plans must be scalable across district and financially sustainable Must address $50M deficit projected for Improvements come at an additional cost: ~$20-25M per year, requires outside funding support One of the most ambitious transformation efforts in US – will take a city wide effort Appendix (Detailed School-by-School Recommendations)

49 49 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Funding implications: summary Academic Transformation Plan includes both savings (building closures) and additional costs (turning around low performing schools and investing in district reform efforts) Given projected $53M budget shortfall, savings by law will be applied first to deficit reduction; savings will accrue from three sources: Operating fewer schools to maintain, heat, and administer Reducing spending in Central Office functions Reducing school-based positionswill start with retirements and positions at closed schools that will not transfer to a new building Cost of transformation will be $20-25M in first yearroughly 2-3% of the annual operating budget Significant impact for small percentage increase in overall spending Total cost for first three years ~$70M Transformation plan will also require CMSD to re-evaluate capital funding plan and OSFC Master Plan to ensure alignment Securing sustainable funding will require CMSD target multiple sources Creative internal sources (redirecting existing spending) Federal stimulus and school improvement grants Community partnership council support Additional taxpayer support may be needed if other sources are not sufficient

50 50 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Contents of the transformation plan Page(s) For students to succeed, we must dramatically improve education in Cleveland The goals are ambitious – plan considers many inputs, and requires everyone working together to deliver Major school level changes invest directly in improving performance Shift away from comprehensive high schools to relevant career and college ready options Strong K-8 options in every neighborhood, all focusing on core skills School-by-school improvement programs recommended (including closures) Expansion of new and proven school models that will look and feel very different than school today High school example: models like New Tech that expand definition of how quality is delivered K-8 example: wrap-around schools that provide extended support services for families System-wide reforms improve how central office and schools operate Central office transforms by restructuring to align to priorities, increasing transparency, cutting spending District will strengthen curriculum, improve teacher effectiveness, and grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Plans must be scalable across district and financially sustainable Must address $50M deficit projected for Improvements come at an additional cost: ~$20-25M per year, requires outside funding support One of the most ambitious transformation efforts in US – will take a city wide effort Appendix (Detailed School-by-School Recommendations)

51 51 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Delivering the plan will take a citywide effort Academic Transformation represents the most dramatic change effort CMSD has undertaken in decades; success will require a cohesive citywide effort For students, committing to stretch goals and a high level of achievement For CMSD staff, focusing everyday on what matters most for students For community partners, providing services for students and building deep explicit relationships with schools For parents and teachers, holding students to the highest of expectations

52 52 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Risks and critical conditions for plan implementation CMSD's Academic Transformation Plan sets an aggressive change platform that includes both broad district-wide reforms, as well school level changes and supports Multiple interdependent factors must align in the first half of 2010 to achieve full plan implementation. These include: Securing external funding to support major initiatives Freeing internal CMSD capacity to manage implementation Negotiating with internal and external partners to join in support of the plan Lacking significant alignment, CMSD will continue to implement the plan at a slower, more measured pace of change. For example: Supporting fewer repurposed and refocused schools in , delaying the support of some schools until the school year Undertaking incremental (versus transformational) improvements in curriculum and teacher effectiveness supports Partnering with fewer external providers and networks to help support new school models

53 53 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt CMSD actively managing list of stakeholder priorities Will share detailed plans on each topic in the period following final Board approval Support for most severely impacted schools through transition (e.g., forming "transition teams" composed of parents, teachers, students, and community members to work through transition logistics at each school) Transportation Update to the master plan Student assignment Safety/security plans Teacher and administrator assignment plan Ongoing parental outreach and communication Labor negotiation transformation objectives Benchmark districts have counseled CMSD to release detailed plans soon after Board approves final recommendations

54 54 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt The path forward What to expect in the coming months JanuaryFebruaryUntil September 2010 Visit each school where significant change will occur in 2010 Explain how the plan will impact students, teachers, and the community Listen to concerns Engage with community on the specifics of the plan Answer questions Finalize plan details with community/staff input (adjust if critical new information is presented) Continue community and stakeholder engagement Seek final Board approval in early-to-mid February Answer specific questions regarding school transitions Student assignments Teacher assignments Begin implementing the Academic Transformation Plan Plan for school openings Build academic supports Define accountability framework and measures

55 55 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Contents of the transformation plan Page(s) For students to succeed, we must dramatically improve education in Cleveland The goals are ambitious – plan considers many inputs, and requires everyone working together to deliver Major school level changes invest directly in improving performance Shift away from comprehensive high schools to relevant career and college ready options Strong K-8 options in every neighborhood, all focusing on core skills School-by-school improvement programs recommended (including closures) Expansion of new and proven school models that will look and feel very different than school today High school example: models like New Tech that expand definition of how quality is delivered K-8 example: wrap-around schools that provide extended support services for families System-wide reforms improve how central office and schools operate Central office transforms by restructuring to align to priorities, increasing transparency, cutting spending District will strengthen curriculum, improve teacher effectiveness, and grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture Plans must be scalable across district and financially sustainable Must address $50M deficit projected for Improvements come at an additional cost: ~$20-25M per year, requires outside funding support One of the most ambitious transformation efforts in US – will take a city wide effort Appendix (Detailed School-by-School Recommendations)

56 56 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Nine criteria considered as part of school decisions Informed by CMSD leadership, Community Advisory, and benchmarks Report card rating Performance Index (PI) trend Facilities Condition Index Conditions for Learning Survey Teacher attendance rate Student attendance rate Major safety incidents Capacity utilization Enrollment trend Facility demand Performance drivers Academic performance Building condition Category Criteria Each category is scored on a scale from Schools are placed on the scale, with top performance rated 100 and lowest rated 0 Each category's score is built as a composite score of all the sub-criteria –for example, facility demand score is determined by current capacity utilization as well as enrollment trend What the score means

57 57 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Summary – all high schools Enrollment Academic neighborhood All high schools Number of schools21 % seats filled 1 60% capacity utilized Wards encompassed All Basic profile Historical enrollment High Schools Report card ratings ( ) Rating# of schools 'Excellent' 'Effective' 'Continuous Improvement' 'Academic Watch' 'Academic Emergency' From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis.

58 58 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Recommendations consider schools in three regions With a goal to build choices within each region Note: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones. Source: CMSD data Collinwood Glenville Marshall Lincoln-West Rhodes Kennedy East Tech East John Adams South West regionNortheast regionSoutheast region Region

59 59 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 59 CMSD Strategic Development Initiative Success Tech (GR) Rhodes (RF) Garrett Morgan (GR) Lincoln- West (RP) Whitney Young (GR) John Marshall (RF) John Adams (RP) Carl F Shuler (RF) Max S Hayes (RF) Glenville (RP) Kennedy (RP) South (CL) East (CL) Collinwood (RP) Ginn 1 (RL and RP) Citywide draw Neighborhood HS John Hay (GR) CSA (GR) MLK Jr (RF) Jane Addams (RF) Margaret Ireland Complex (RF) High Schools 1. Ginn Academy has moved to Spellacy in Collinwood East Tech (RP) GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely Washington Park (RP)

60 60 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance Driver Demand Current Master Plan segment 1 Carl F Shuler High Maintain Cleveland School Of The Arts Collinwood High East High Completed East Technical High Garrett Morgan School Of Science Maintain Ginn AcademyN/A N/A Glenville High James Ford Rhodes High Completed Jane Addams High Maintain John Adams High Completed John F Kennedy High Maintain John Hay High Completed John Marshall High Lincoln-West High Maintain Martin Luther King Jr High Maintain Max S Hayes High Margaret Ireland Complex006.50Maintain South High / Washington Park Maintain SuccessTech Academy High Completed Whitney Young High Maintain High schools' supporting materials High Schools 1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not available 3. Money spent during segment 4 time period

61 61 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Recommendations for west region high schools Transition will happen over course of 3–5 year time period SchoolCategoryRecommendationRationale Garret MorganGrowthContinue to support current science program Open new academy school option in building –New Tech model (project based learning) 1 beginning in 2010 Plan expands on successful program in Garrett Morgan New Tech model will provide new innovative option in west region of the city First year provides baseline data for program expansion John Marshall/Carl Shuler RefocusUse Shuler as 9th grade academy for Marshall, with 2-3 upper innovative academies building over time. For example: –Advanced Placement (AP) academy 1 –Political science academy –Explore 3 rd academy option Continuous Improvement school will benefit from additional support Shuler provides incubation site to start programs in 9th Eases overcrowding in John Marshall and provides way to focus on 9th grade and incubate programs before expanding into upper grades Max S HayesRefocusExpands into new career technical high school when rebuilt Receives support to expand programming Remains citywide hub for career technical programming Lincoln-WestRepurposeBuild 9th grade academy, with 2-3 upper innovative academies building over time, eg –Facing History 1 –World language –Negotiated curriculum program Newcomers (9-12) program moves to Thomas Jefferson Consistently underperforming academically Capital investment upgrades facility to prepare for growth of innovative academies World language and Facing History academies meet needs of diverse international community James Ford Rhodes RefocusAdopt a 21 st century college readiness model by expanding AP programming, with 2-3 upper innovative academies building overtime Continuous Improvement school will benefit from additional support New west region high school NewPrioritize building of a west region high school for students that will include two innovative high school academies Addresses overcrowding in CMSD's west region Provides additional high quality academic options for the west region High Schools 1. Based on existing proven models Note: All Academies list are proposed models; may be adjusted as providers are identified and models are matched to specific schools

62 62 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Recommendations for southeast region high schools Transition will happen over course of 3–5 year time period SchoolCategoryRecommendationRationale John AdamsRepurposeBuild 9th grade academy, with 2-3 upper innovative academies building over time, eg –Negotiated curriculum program –Advanced Placement academy 1 –Explore 3 rd academy option Consistently underperforming academically In need of significantly different academic programming and a renewed learning culture New building designed for smaller academy approach John F KennedyRepurposeBuild 9th grade academy, with 2-3 upper innovative academies building over time, eg –JFK school of government (Facing History) 1 –Interactive Broadcast Media –Explore 3rd possible option Consistently underperforming academically Broadcast Media academy supported by media assets located within facility Government focused academy logical fit SouthCloseClose South Students reassigned, with focus on safe transition Low scores across decision tool criteria (especially academics and performance drivers) Closure addresses excess capacity in region Washington ParkRepurposeCreate and enhance stand-alone career technical center with additional supports and partnerships Promising career technical programs in place (eg, horticulture, small animal care, etc) can improve with further support Additional capital funding has been budgeted to support necessary school building improvements Whitney YoungGrowthRelocate Gracemount gifted program (grades 2–5) into Whitney Young Institute inquiry based gifted programming at all grade levels Closing Gracemount facility improves capacity utilization Additional capital funding has been budgeted to support necessary school building improvements High Schools 1. Based on existing proven models Note: All Academies list are proposed models; may be adjusted as providers are identified and models are matched to specific schools

63 63 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Recommendations for northeast region high schools Transition will happen over course of 3–5 year time period SchoolCategoryRecommendationRationale Collinwood Repurpose Build 9th grade academy, with 2-3 upper innovative academies building over time, eg –Advanced Placement academy 1 –Negotiated curriculum program –Explore 3rd possible option Consistently underperforming academically Excess capacity at Collinwood can be better utilized if strong programs provide draw to the school Current capacity can support 2–3 academies, and can grow as enrollment grows CSA GrowthSupport for continued growth / achievement Audit program for best practices Becomes K-12 when new CSA is built Relocate CSA lower campus (Dike) to be incorporated into the newly built school East CloseClose East Students reassigned, with focus on safe transition One of lowest performing on the scoring tool, with low scores across academics, facilities, demand Severely under-enrolled East Tech Repurpose Build 9th grade academy, with 2-3 upper innovative academies building over time, eg –Strengthen robotics program –New Tech (project based learning) 1 beginning August 2010 –Public service academy –or- –Negotiated curriculum program Prioritize facility capital dollars Consistently underperforming academically Award winning robotics program in city Public service academy would build potential partnership with Stokes Social Services Mall Negotiated curriculum program becomes one of 3 regionally support programs Ginn Relocate to Glenville, Repurpose Close current facility (Margaret Spellacy) Relocated program anchors gender approach at Glenville Expands start-up program to serve more students Glenville RepurposeMove Ginn boys academy to Glenville, prepare to support more students Create Glenville girls academy Will prioritize capital dollars to prepare facility Consistently underperforming academically Using successful Ginn program to improve climate for learning Gender separation helps create a new culture High Schools 1. Based on existing proven models Note: All Academies list are proposed models; may be adjusted as providers are identified and models are matched to specific schools

64 64 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Recommendations for northeast region high schools (cont.) Transition will happen over course of 3–5 year time period SchoolCategoryRecommendationRationale Jane Addams Business Careers RefocusCreate early college business academy with the following teams –Business Careers –Software IT skills –Entrepreneurship Relocate culinary arts Academy Seeks to improve Business Careers program Need to aggressively recruit to fill space in school (both Business Careers and Design Lab) Jane Addams Design Lab GrowthSupport for continued growth and achievement Prioritize capital dollars to expand industrial design lab, as program grows into 11 th grade Audit program for best practices Continue growth of highly recognized strong program John Hay campus Science and medicine Architecture and design Early College GrowthSupport for continued growth and achievement Audit program for best practices Strongest performing high school in district Margaret Ireland complex RefocusContinue to support as alternative school Strengthen partnerships with social service providers Provides middle grades and high school alternative option MC 2 STEM GrowthSupport for continued growth and achievement Expand into 11 th grade in , new site to be determined Audit program for best practices Continue growth of highly recognized strong program Provide mentorship opportunities Martin Luther King Jr. Health Careers Law and public safety RefocusSupport for continued growth and achievement Prioritize capital dollars prepare building for additional students over time Supports promising programs in center of Northeast region Success Tech GrowthSupport for continued growth and achievement –Digital media and web design with total infusion of technology into curriculum offerings Continue growth of highly recognized strong program High Schools

65 65 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Agenda High School Decision Support Materials K-8 Decision Support Materials

66 66 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Collinwood academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood Collinwood Number of K-8 schools 7 neighborhood schools 1 city-wide draw % seats filled 1 75% capacity utilized Wards encompassed 10, 11 Basic profile Historical enrollment Report card ratings ( ) Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Not applicable (Euclid Park) Collinwood Memorial opens 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis. Does not include city-wide draw 2. Includes 1 city-wide draw – Kenneth Clement

67 67 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 67 CMSD Strategic Development Initiative Note: Collinwood boundary lines are roughly approximated based on CMSD residential zones School in residence zoneStudent residenceSchool outside residence zone Hannah Gibbons (RP) Euclid Park (opens new) East Clark (MC) Collinwood High (RP) Kenneth Clement Boys Leadership Academy (RL) Memorial (MC) Henry W Longfellow (CL) Iowa-Maple (RF) Forest Hill Pkwy (CL) Collinwood Captain Arthur Roth (RP) Physical asset (eg, new building)High school Oliver H Perry (GR) Ginn Academy (RL) GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely Glenville High (RP)

68 68 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 1 East Clark Completed Euclid ParkN/A100N/A 4 Hannah Gibbons Completed Henry W Longfellow Maintain Iowa-Maple Memorial Completed Oliver H Perry Maintain Captain Arthur Roth Maintain Forest Hill Parkway Kenneth Clement Boys Leadership Academy N/A N/A Collinwood schools' supporting materials Collinwood K-8s Collinwood Citywide draws and surrounding K-8s 1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available 3. Money spent during segment 4 time period Note: Kenneth Clement offered only PreK-3 in Additional years will phase in over time Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations

69 69 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Collinwood (I) SchoolRecommendationRationale East ClarkMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Euclid ParkOpen new, relocating Kenneth Clement Boys Leadership Academy into new facility Kenneth Clement is a successful program and outgrowing capacity Euclid Park new building provides needed space Hannah GibbonsRepurpose and emphasize one or more STEM 1 strands in the school's academic program Will share resources and network with GE campus STEM school Henry LongfellowClose facility Reassign students to neighboring schools (possibilities include Iowa-Maple, East Clark, others) Facility significantly underutilized and in poor condition Consistently underperforming academically Neighboring schools have available capacity Iowa-MapleRefocus and strengthen teaching and learning of K-8 academic core skills Underperforming academically; support builds on positive value added or performance indicators Kenneth Clement Boys Leadership Academy Relocate to new Euclid Park building Staff moves with program to new location Provides space for growing successfully emerging model and program Collinwood 1. Science, Technology, Engineering, and Math

70 70 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Collinwood (II) SchoolRecommendationRationale MemorialMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Oliver H PerryContinue to encourage growthSupports positive academic trends One of district gifted sites Collinwood

71 71 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt East academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood East Number of K-8 schools 13 neighborhood schools % seats filled 1 59% capacity utilized Wards encompassed 3, 4, 6, 7,8, 9 Basic profile Historical enrollment East Report card ratings ( ) Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Not Applicable (Willson) From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis 2. Includes Early Childhood Development Center, a citywide draw

72 72 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 72 CMSD Strategic Development Initiative Note: East boundary lines are roughly approximated based on CMSD residential zones School in residence zoneStudent residenceSchool outside residence zone East MLK Jr High (RF) John Hay (GR) CSA (GR) Buckeye Woodland (RP) Mary M Bethune (MC) John W Raper (CL) Early Childhood (GR) Mary B Martin (RP) Sunbeam (RF) Alexander Graham Bell (RL) Harvey Rice (RP) John D Rockefeller (CL) Wade Park (RF) Margaret Ireland complex (RF) Audubon (CL) Bolton (MC) Willson (Opens new) Marion-Sterling (MC) Case (RF) Stokes Academy (RF) George W Carver (RP) Giddings (MC) Charles Lake (already closed) Empire (CL) Michael White (RP) Daniel Morgan (MC) Joseph Landis (CL) East High (CL) Physical asset (eg, new building) High school GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely

73 73 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 1 Alexander Graham Bell Buckeye-Woodland Case Daniel Morgan Complete Early Childhood Development Center N/A Maintain Harvey Rice Complete John D Rockefeller Maintain John W Raper Maintain Mary B Martin Complete Mary M Bethune Complete Sunbeam Maintain Wade Park Complete WillsonN/A 2 100N/A 2 Complete Audubon Bolton Empire George W Carver Giddings Joseph Landis Maintain Marion Sterling Michael R White Maintain Stokes Academy East schools' supporting materials East K-8s East Citywide draws and surrounding K-8s 1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations

74 74 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for East (I) SchoolRecommendationRationale Alexander Graham Bell Relocate Deaf Education Program from AG Bell to Willson Close facility Reassign regular education students to neighboring schools (possibilities include Sunbeam, Harvey Rice) AG Bell has significant excess capacity and declining academic rating New Willson equipped as state-of-the-art Deaf Education center Neighboring schools have open capacity Buckeye Woodland Repurpose as a core K-8 school, supporting teachers in a professional learning community Consistently underperforming academically CaseRefocus and strengthen teaching and learning of K-8 academic core skills Underperforming academically; support builds on positive value added or performance indicators Daniel MorganMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Early Childhood Development Center Continue to encourage growthSupports positive academic trends Demonstration site for early childhood development center in the district Harvey RiceRepurpose with focus on core K-8 curriculum Build a wraparound community school model Potential partnership with Greater University Circle Initiative and the Cleveland Public Library to provide programs and supports for school East

75 75 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for East (II) SchoolRecommendationRationale John D Rockefeller Close facility Reassign students to neighboring schools (possibilities include Case, others) Low capacity utilization Low performance index over last 3 years Neighboring schools have open capacity John RaperClose facility Reassign students to neighboring schools (possibilities include Willson, Morgan, Wade Park, others) Consistently in academic emergency Low and flat performance index score over last 3 years Neighboring schools have open capacity Mary B MartinRepurpose, and emphasize one or more STEM 1 strands in the school's academic program Consistently low academic performance Potential partnership with Greater University Circle Initiative to build STEM program Mary M Bethune Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves SunbeamRefocus and strengthen teaching and learning of K-8 academic core skills Underperforming academically; support builds on positive value added or performance indicators Wade ParkRefocus and strengthen gifted program and teaching and learning of K-8 academic core skills Underperforming academically; support builds on positive value added WillsonOpens new core neighborhood K-8 Opens with CMSD Deaf Education Program, relocated from AG Bell Serves Citywide deaf and / or hard of hearing students, in addition to serving as a core K-8 neighborhood school East 1. Science Technology Engineering and Math

76 76 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt East Tech academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood East Tech Number of K-8 schools 8 neighborhood schools 1 city-wide draw Wards encompassed 3, 4, 5, 6, 7, 8, 12 Basic profile Historical enrollment East Tech % seats filled 1 66% capacity utilized Report card ratings ( ) Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis 2. Includes 1 city-wide draw – CSA lower campus

77 77 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 77 CMSD Strategic Development Initiative Note: East Tech boundary lines are roughly approximated based on CMSD residential zones East Tech School in residence zoneStudent residenceSchool outside residence zone Success Tech (RL) Margaret Ireland complex (RF) Early Childhood Development Center (GR) Mary Martin (RP) Scranton (MC) Luis Munoz Marin (RF) Buhrer (RF) Buckeye- Woodland (RP) Audubon (CL) Anton Grdina (MC) Willow (MC) Jane Addams (RF) Paul L Dunbar (MC) Tremont (RL) CSA lower campus (Dike) (GR) Bolton (MC) East Tech High (RP) Giddings (MC) George W Carver (RP) Stokes Academy (RF) Marion-Sterling (MC) Physical asset (eg, new building)High school GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely

78 78 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 1 Anton Grdina Audubon Bolton George W Carver Giddings Marion-Sterling Stokes Academy Willow Buckeye-Woodland CSA lower campus (Dike) Early Childhood Development Center N/A Maintain Mary B Martin Completed East Tech schools' supporting materials East Tech K-8s East Tech Surrounding K-8s 1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations

79 79 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for East Tech (I) SchoolRecommendationRationale AudubonClose facility Students reassigned to neighboring schools (possibilities include Buckeye Woodland, others) Lowest performing school on the decision support tool within East Tech area Large building with low capacity utilization Consistently underperforming academics Anton GrdinaMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves BoltonMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves CSA lower campus (Dike) Continue to encourage growth Relocate to the new CSA when school is eventually rebuilt Supports positive academic trends George W Carver Repurpose as a core K-8 school, supporting teachers in a professional learning community, when opening new in 2010 Underperforming academically Repurpose to prepare for new facility opening GiddingsMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves East Tech

80 80 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for East Tech (II) SchoolRecommendationRationale Marion Sterling Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Potential partnerships (eg, Sisters of Charity) to build neighborhood partnerships for a wraparound community school model Stokes Academy Refocus, continuing turnaround supports Prepare for eventual rebuilding on Dike site when CSA lower campus moves to the rebuilt CSA (K-12) Builds on positive momentum of current turnaround supports Eventual move to Dike site provides new facility and location for supporting students Potential partnership with Stokes Social Service Mall and others Potential location for possible community wraparound model WillowMonitor closely for re-evaluation prior to the school year Will be assigned to the South academic neighborhood Academic performance needs improvement Re-evaluate for , with expectation that school performance improves East Tech

81 81 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Glenville academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood Glenville Number of K-8 schools 8 neighborhood schools Wards encompassed 8, 9, 10 Basic profile Historical enrollment Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Report card ratings ( ) Glenville % seats filled 1 52% capacity utilized 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis

82 82 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 82 CMSD Strategic Development Initiative Note: Glenville boundary lines are roughly approximated based on CMSD residential zones Glenville School in residence zoneStudent residenceSchool outside residence zone Iowa-Maple (RF) Kenneth Clement Boys Leadership Academy (RL) Collinwood High (RP) Euclid Park (new school) Mary Bethune (MC) Daniel Morgan (MC) Forest Hill Parkway (CL) Captain Arthur Roth (RP) Glenville High (RP) Patrick Henry (RF) Franklin D. Roosevelt (RP) Joseph Landis (CL) Michael R White (RP) Empire (CL) East High (CL) Physical asset (eg, new building)High school GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely

83 83 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 1 Captain Arthur Roth Maintain Charles H Lake12.4N/A Empire Computech Forest Hill Parkway Franklin D. Roosevelt Completed Joseph F Landis Maintain Michael R White Maintain Patrick Henry Completed Daniel Morgan Completed Iowa-Maple Kenneth Clement Boys Leadership academyN/A N/A Mary M Bethune Completed Glenville schools' scoring tool results Glenville K-8s Glenville Citywide draws and surrounding K-8s 1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available 3. Money spent during segment 4 time period Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations

84 84 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Glenville (I) SchoolRecommendationRationale Captain Arthur Roth Repurpose as a core K-8 school, supporting teachers in a professional learning community Consistently underperforming academically Low score on performance drivers (attendance, safety, conditions for learning) Charles H Lake Close facility, will not be rebuilt Reassign students to neighboring schools (possibilities include FDR. Michael R. White, Willson, others) Significant capacity in neighboring schools Consistently low academic performance EmpireClose facility Reassign students to neighboring schools (possibilities include Michael R White, Franklin D Roosevelt, Patrick Henry, others) Poor building condition Low capacity utilization, with available capacity in neighboring schools Consistently underperforming academically Franklin D Roosevelt Repurpose as a core K-8 school, with single gender classrooms Underperforming academically Feeds into Glenville high school single gender academies Forest Hill Parkway Close facility Reassign students to neighboring schools (possibilities include Iowa-Maple, others) Low academic performance Poor building condition and low capacity utilization Significant capacity in neighboring schools Glenville

85 85 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Glenville (II) SchoolRecommendationRationale Joseph Landis Close facility Reassign students to neighboring schools (possibilities include Michael R White, Franklin D Roosevelt, Patrick Henry, others) Consistently underperforming academically Low capacity utilization, with significant capacity in neighboring schools Michael R White Repurpose and emphasize one or more STEM 1 strands in the school's academic program Low academic performance Neighborhood in need of strong academic K-8 options Potential partnership with Greater University Circle Initiative to help build STEM programming Patrick HenryRefocus, continuing turnaround supportsBuilds on positive momentum of current turnaround supports Glenville 1. Science Technology Engineering and Math

86 86 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt John Adams academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood John Adams Number of K-8 schools 8 neighborhood schools Wards encompassed 1, 2, 4, 5, 6 Basic profile Historical enrollment Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Report card ratings ( ) Rickoff opens John Adams % seats filled 1 75% capacity utilized 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis

87 87 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 87 CMSD Strategic Development Initiative Note: John Adams boundary lines are roughly approximated based on CMSD residential zones John Adams School in residence zone John Adams High (RP) Adlai E Stevenson (MC) Whitney Young HS (GR) JFK High (RP) Gracemount (RL) Audubon (CL) Anton Grdina (MC) Mound (RP) South High (CL) AB Hart (CL) Fullerton (RF) Union (MC) Student residenceSchool outside residence zone Bolton (MC) Buckeye-Woodland (RP) Woodland Hills (RP) Paul Revere (MC) Robert Fulton (CL) Andrew J Rickoff (RF) Charles Dickens (RP) Robert H Jamison (RP) Miles (MC) Nathan Hale (RF) Charles Eliot (RF) Physical asset (eg, new building)High school GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely

88 88 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 2 Andrew J Rickoff Completed Charles Dickens Miles Nathan Hale Paul Revere Robert Fulton Maintain Robert H Jamison Woodland Hills Albert B Hart Maintain Anton Grdina Audubon Charles W Eliot Maintain Gracemount Union Maintain John Adams schools' supporting materials John Adams K-8s 1. Miles is a segment 5 school. Due to moving and construction commitments, the new facility data is used for capacity and building conditions calculations 2. Board approved as of July 2008: currently building Segment 4 of Master Plan Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations John Adams Citywide draws and surrounding K-8s

89 89 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for John Adams (I) SchoolRecommendationRationale Andrew J Rickoff Refocus, continuing turnaround supportsBuilds on positive momentum of current turnaround supports Charles Dickens Repurpose as a core K-8 school, supporting teachers in a professional learning community Open new in 2011 Underperforming academically Repurpose to prepare for new facility opening Robert H Jamison 1 Repurpose as a core K-8 school, supporting teachers in a professional learning community Opens in new location 2010 Underperforming academically Opens in new facility in 2010, opportunity to renew and revive academics MilesMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Nathan HaleRefocus, continuing turnaround supports Opens new in 2011 Builds on positive momentum of current turnaround supports Paul RevereMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves John Adams 1. Jamison will be assigned to the Kennedy academic neighborhood

90 90 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for John Adams (II) SchoolRecommendationRationale Robert FultonClose facility Reassign students to neighboring schools (possibilities include Charles Dickens, AJ Rickoff, Nathan Hale, others) Consistently underperforming academically Building in poor condition Low capacity utilization, with significant recent enrollment declines Woodland HillsRepurpose as a core K-8 school, supporting teachers in a professional learning community Consistently underperforming academically, with low performance drivers John Adams

91 91 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Kennedy academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood Kennedy Number of K-8 schools 4 neighborhood schools Wards encompassed 1, 2 Basic profile Historical enrollment Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Report card ratings ( ) Kennedy % seats filled 1 69% capacity utilized 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis

92 92 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 92 CMSD Strategic Development Initiative Note: Kennedy boundary lines are roughly approximated based on CMSD residential zones Kennedy School in residence zone Gracemount (RL) John F Kenndy High (RP) Adlai E Stevenson (MC) Whitney Young High (GR) Charles W Eliot (RF) Miles (MC) Robert H Jamison (RP) Charles Dickens (RP) John Adams High (RP) Paul Revere (MC) Nathan Hale (RF) Student residenceSchool outside residence zone Andrew J Rickoff (RF) Robert Fulton (CL) Physical asset (eg, new building)High school 1 mile Emile B. deSauze (MC) GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely

93 93 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance Driver Demand Current Master Plan segment 1 Adlai E Stevenson Charles W Eliot Maintain Emile B deSauze Gracemount Robert H Jamison Andrew J Rickoff Completed Charles Dickens Miles Robert Fulton Maintain Whitney Young Maintain Kennedy schools' scoring tool results Kennedy K-8s Kennedy Surrounding K-8s and citywide draws 1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. Newly assigned to the academic neighborhood Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations

94 94 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Kennedy SchoolRecommendationRationale Adlai E Stevenson Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Charles EliotRefocus and strengthen teaching and learning of K-8 academic core skills Consistently underperforming academically Emile B deSauze Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves GracemountClose facility Relocate gifted program grades 2-5 to Whitney Young to create 2-12 gifted program Reassign all other students to neighboring schools (possibilities include Charles Eliot, Adlai E Stevenson, others) Building in poor condition Declining academic trends Neighboring schools have capacity Opportunity to invest in and strengthen 2-8 gifted program Robert H Jamison Repurpose as a core K-8 school, supporting teachers in a professional learning community Opens in new location 2010 in Kennedy academic neighborhood Underperforming academically Opens in new facility in 2010, opportunity to renew and revive academics Kennedy

95 95 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Lincoln-West academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood Lincoln-West Number of K-8 schools 9 neighborhood schools 1 city-wide draw Wards encompassed 14, 17 Basic profile Historical enrollment Lincoln-West % seats filled 1 73% capacity utilized Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency N/A (Thomas Jefferson) Report card ratings ( ) 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis. Does not include city-wide draw 2. Includes 1 city-wide draw - Tremont

96 96 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 96 CMSD Strategic Development Initiative Note: Lincoln-West boundary lines are roughly approximated based on CMSD residential zones Lincoln-West Marion C Seltzer (GR) Buhrer (RF) Tremont (RL) School in residence zoneStudent residenceSchool outside residence zone Denison (MC) Almira (MC) McKinley (RF) Wilbur Wright (RF) Joseph M Gallagher (RF) Orchard (RF) Walton (MC) Clark (GR) Luis Munoz Marin (RF) Garrett Morgan (GR) Waverly (MC) Lincoln-West High (RP) Max Hayes (RF) Physical asset (eg, new building) High school Louisa May Alcott (GR) Paul L Dunbar (MC) Thomas Jefferson (new school) GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely H Barbara Booker (RP) Watterson- Lake (GR) Scranton (MC)

97 97 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 1 Buhrer Completed Clark Luis Munoz Marin Orchard School Of Science Paul L Dunbar Scranton Thomas JeffersonN/A 2 100N/A 2 4 Walton Waverly Denison H Barbara Booker Joseph M Gallagher Tremont Watterson-Lake Lincoln-West schools' scoring tool results Lincoln West K-8s Lincoln-West Citywide draws and surrounding K-8s 1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations

98 98 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Lincoln West (I) SchoolRecommendationRationale BuhrerRefocus, continuing turnaround supports and strengthening Spanish Dual Language Program Incubation site for dual language program Currently showing progress in new building with turnaround supports ClarkContinue to encourage growthSupports positive academic trends Luis Munoz Marin Refocus, continuing turnaround supportsBuilds on positive momentum of current turnaround supports OrchardRefocus and emphasize one or more STEM 1 strands in the school's academic program School will open new in 2012 Revives and reinvests in science program and incubates STEM program to move into new Orchard school of science in 2012 Strengthens university partnerships Paul L Dunbar Monitor closely for re-evaluation prior to the school year Presently located in a swing site Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Lincoln-West 1. Science, Technology, Engineering, and Math

99 99 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Lincoln West (II) SchoolRecommendationRationale Scranton Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Thomas Jefferson Open new with 2 schools in building –K-12 International Newcomers Academy –Montessori (moved from Tremont) Remains a citywide draw Large new building is opportunity to create academic pillar of community Newcomer academy serves high non English speaking population Provides new space for Montessori program (and better utilizes capacity by closing Tremont facility) TremontClose facility Relocate program to Thomas Jefferson Program remains a citywide draw Large building underutilized Montessori program benefits from location in new building Walton Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Waverly Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Lincoln-West

100 100 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Marshall academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood Marshall Number of K-8 schools 16 neighborhood schools 2 city-wide draws Wards encompassed 16, 17, 18, 19 Basic profile Historical enrollment Marshall % seats filled 1 80% capacity utilized Report card ratings ( ) Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Not Applicable (Garfield) From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis 2. Includes 1 city-wide draw school – Valley View 3. Includes 1 city-wide draw school – Douglas MacArthur

101 101 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 101 CMSD Strategic Development Initiative Note: Marshall boundary lines are roughly approximated based on CMSD residential zones Marshall Douglas MacArthur Girls Leadership Academy (GR) Clara E Westropp (GR) Valley View Boys Leadership Academy (GR) Newton D Baker (RF) Carl F Shuler High (RF) Brooklawn (CL) Louis Agassiz (GR) McKinley (RF) Wilbur Wright (RF) Riverside (GR) Almira (MC) H Barbara Booker (RP) Marion C Seltzer (GR) Robinson G Jones (MC) Artemus Ward (MC) John Marshall High ((RF) Garfield (GR) Louisa May Alcott (GR) Watterson Lake (GR) Joseph M Gallagher (RF) Physical asset (eg, new building)High school 1 mile GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely

102 102 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 1 Almira Artemus Ward Completed Brooklawn Clara E Westropp GarfieldN/A 2 100N/A 2 Completed H Barbara Booker Joseph M Gallagher Louis Agassiz Maintain Louisa May Alcott Marion C Seltzer McKinley Newton D Baker Riverside Completed Robinson G Jones Completed Watterson-Lake Wilbur Wright Maintain Clark Douglas MacArthur Girls Leadership AcademyN/A N/A Valley View Boys Leadership AcademyN/A Waverly Marshall schools' scoring tool results Marshall K-8s Marshall Citywide draws and surround- ing K-8s 1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available 3. Money spent during segment 4 time period Note: Gender academies offered only PreK-3 in Additional years will phase in over time Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations

103 103 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Marshall (I) SchoolRecommendation Rationale Almira Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Currently in swing site being rebuilt Artemus Ward Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves BrooklawnClose facility Reassign students to neighboring schools (possibilities include Wilbur Wright, Louis Agassiz, Almira, McKinley, others) Consistently underperforming academically Low capacity utilization, with available capacity at neighboring schools Clara E WestroppContinue to encourage growthSupports positive academic trends Douglas MacArthur Girls Leadership Academy Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow Need larger buildings to accommodate growing program Supports positive academic trends Garfield Continue to encourage growthNewly opened district gifted site H Barbara Booker Repurpose as a core K-8 school, supporting teachers in a professional learning community Consistently underperforming academically, with low performance drivers Joseph M Gallagher Refocus, continuing turnaround supports K-8 newcomer program moves to Thomas Jefferson Builds on positive momentum of current turnaround supports Marshall

104 104 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Marshall (II) SchoolRecommendation Rationale Louis AgassizContinue to encourage growthSupports positive academic trends Louisa May AlcottContinue to encourage growthSupports positive academic trends Marion C SeltzerContinue to encourage growthSupports positive academic trends McKinley Refocus and strengthen teaching and learning of K-8 academic core skills Consistently underperforming academically Newton D BakerRefocus on the Arts Incubate Arts program for future expansion to more school sites Revives and reinvests in arts program Will look to expand to more schools over time Riverside Continue to encourage growthSupports positive academic trends One of district gifted sites Robinson G Jones Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Valley View Boys Leadership Academy Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow Supports positive academic trends Needs larger building to accommodate growing program Watterson-LakeContinue to encourage growthSupports positive academic trends Wilbur Wright Refocus, continuing turnaround supportsBuilds on positive momentum of current turnaround supports Marshall

105 105 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Rhodes academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood Rhodes Number of K-8 schools 4 neighborhood schools Wards encompassed 3, 12, 13, 14 Basic profile Historical enrollment Report card ratings ( ) Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Rhodes % seats filled 1 84% capacity utilized 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis

106 106 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 106 CMSD Strategic Development Initiative Note: Rhodes boundary lines are roughly approximated based on CMSD residential zones School in residence zoneStudent residenceSchool outside residence zone William C Bryant (GR) Denison (MC) James Ford Rhodes High (RF) Benjamin Franklin (GR) Clark (GR) Charles A Mooney (MC) Lincoln-West High (RP) Luis Munoz Marin (RF) H Barbara Booker (RP) Walton (MC) Scranton (MC) Rhodes Thomas Jefferson (new school) Physical asset (eg, new building)High school GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely

107 107 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 1 Benjamin Franklin Charles A Mooney Denison William C Bryant Rhodes schools' scoring tool results Rhodes K-8s Rhodes 1. Board approved as of July 2008: currently building Segment 4 of Master Plan Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations

108 108 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 Recommendations for Rhodes SchoolRecommendationRationale Benjamin Franklin Continue to encourage growthSupports positive academic trends One of district gifted sites Charles A Mooney Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves DenisonMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves William C BryantContinue to encourage growthSupports positive academic trends Rhodes

109 109 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt South academic neighborhood K-8 neighborhood level summary Enrollment Academic neighborhood South Number of K-8 schools 5 neighborhood schools 1 city-wide draw Wards encompassed 2, 5, 12 Basic profile Historical enrollment Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency South % seats filled 1 62% capacity utilized 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis. Does not include city-wide draw 2. Includes 1 city-wide draw – Warner Girls Leadership Academy

110 110 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt Note: South boundary lines are roughly approximated based on CMSD residential zones; Warner excess capacity primarily will gradually be filled as upper grades are populated South GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely Mound (RP) Union (MC) Fullerton (RF) South High (CL) Miles Park (RP) AB Hart (CL) Warner Girls Leadership Academy (GR) John Adams (RP) Kennedy (RP) Whitney Young (RP) School in residence zoneStudent residenceSchool outside residence zone Physical asset (eg, new building)High school

111 111 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 2 Albert B Hart Maintain Fullerton Miles Park Completed Mound Union Maintain Paul Revere Warner Girls Leadership Academy 1 N/A 3 100N/A 3 Completed Willow Woodland Hills South schools' scoring tool results South K-8s South Citywide draws and surrounding K- 8s 1. Warner offered only PreK-3 in Additional years will phase in over time 2. Board approved of July 2008: currently building Segment 4 of Master Plan 3. N/A indicates data not yet available Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations

112 112 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 recommendations for South SchoolRecommendationRationale Albert B HartClose facility Reassign students to neighboring schools (possibilities include Fullerton, Miles Park, Union, Mound, others) Low scores across scoring tool categories Low capacity utilization, with available capacity in neighboring schools FullertonRefocus and strengthen teaching and learning of K-8 academic core skills Underperforming academically; support builds on positive value added or performance indicators Miles ParkMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves MoundRepurpose and emphasize one or more STEM 1 strands in the school's academic program Becomes one of STEM incubation sites (with additional environmental focus, building off LEED 2 facility) Repurpose to prepare for new facility opening in 2011 Brings innovative programming to neighborhood UnionMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Warner Girls Leadership Academy Continue to encourage growth Supports positive academic trends WillowMonitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves South 1. Science, Technology, Engineering, and Math 2. Leadership in Energy and Environmental Design

113 113 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt City-wide draw schools K-8 level summary Enrollment Academic neighborhood City-wide draws Number of K-8 schools 6 city-wide draws Wards encompassed All Basic profile Historical enrollment 1 Report card ratings ( ) Rating# of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency n/a City-wide 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis. Does not include Dike % seats filled 1 55% capacity utilized (many schools still adding grade levels each year)

114 114 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt 114 CMSD Strategic Development Initiative Note: City-wide boundary lines are roughly approximated based on CMSD residential zones Marshall Rhodes South Kennedy Collinwood Glenville East East Tech Lincoln-West John Adams Ginn Academy (RL) Max S Hayes High (RF) Tremont (RL) Warner Girls Leadership Academy (GR) John Hay High (GR) Cleveland School of the Arts High (GR) Martin Luther King Jr High (RF) CSA lower campus Dike (GR) Valley View Boys Leadership Academy (GR) Kenneth Clement Boys Leadership Academy (RL) Douglas MacArthur Girls Leadership Academy (GR) Margaret Ireland Complex (RF) Garrett Morgan (GR) City-wide Success Tech Academy (RL) Physical asset (eg, new building)High school 2 miles GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely

115 115 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt SchoolAcademic Building Condition Performance DriverDemand Current Master Plan segment 1 CSA Maintain Garrett Morgan Maintain Ginn AcademyN/A 33.7 N/A4 Jane Addams Maintain John Hay Completed Martin Luther King Jr Maintain Max S Hayes Margaret Ireland Complex Maintain Success Tech Completed CSA lower campus (Dike) Douglas MacArthur Girls Leadership AcademyN/A28.6 N/A 4 Kenneth Clement Boys Leadership AcademyN/A34.9 N/A 4 Tremont Valley View Boys Leadership AcademyN/A0.0 N/A 4 Warner Girls Leadership AcademyN/A100.0 N/A Completed City-wide draw schools' scoring tool results City-wide draw high schools City-wide K-8s City-wide 1. Board approved as of July 2008: currently building Segment 4 of Master Plan Note: Gender academies offered only PreK-3 in Additional years will phase in over time; John Hay offered only grades 9-11 in , and has added 12 th grade this year ( )

116 116 CMSD Strategic Development Initiative 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt K-8 recommendations for city-wide draws SchoolRecommendationRationale CSA lower campus (Dike) Continue to encourage growth Relocate to the new CSA when school is eventually rebuilt Supports positive academic trends Douglas MacArthur Girls Leadership Academy Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow Needs larger buildings to accommodate growing programs Supports positive academic trends Kenneth Clement Boys Leadership Academy Relocate to new Euclid Park building Full staff moves with program to new location Provides space for growing successfully emerging model and program TremontClose facility Relocate Montessori program to Thomas Jefferson Program remains a citywide draw Large building underutilized Montessori program benefits from location in new building Valley View Boys Leadership Academy Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow Supports positive academic trends Needs larger building to accommodate growing programs Warner Girls Leadership Academy Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow Needs larger buildings to accommodate growing programs Supports positive academic trends City-wide


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