CMSD Academic Transformation Plan

CMSD Academic Transformation Plan
A Strategic Development Initiative

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 9th 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)

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 above—and 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

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) 5-14 16-17 19 20-22 23-24 25-31 33-34 35 37 38-42 43 44-46 47 49 51-54 56-103

An introduction from Dr
An introduction from Dr. Eugene Sanders On what transformation means to me "Our Academic Transformation Plan—the details of which unfold in this document—is 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 high—we 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 transform—the human element of change—that 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 us—educators, families, students, and our community—working 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."

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

Goals link to expectations and measurable outcomes Entire city plays a role in helping CMSD meet ambitious goals Examples of how we will raise expectations Example measures of success Goals for transformation Embed 21st 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 Graduation rate meets OH state benchmark (currently 90%) Average ACT score: 19 or better1 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 % capacity utilization Improved student centered culture2 21st century graduates Quality schools in every neighborhood Accountability for all High-quality principals and teachers Expand what works, rethink what doesn't Attract and retain students and families Right-size the district 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 2008 2. Defined by Conditions for Learning Survey

Key success milestones to gauge CMSD progress
What you can expect to see in CMSD in . . . Fall 2010 school year Five years – 2015 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 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 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

All graduates need modern day skills to succeed
10 All graduates need modern day skills to succeed Analyze and create media Access and manage information Guide and lead – be responsible to others Think creatively Work effectively in diverse teams Adapt to change Reason effectively Implement technological innovations Communicate clearly Manage projects, producing results Source: The Partnership for 21st Century Skills

Sean's story: from an assembly line to robotics engineering How a transformative educational experience must prepare students for 21st 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.

CMSD will provide a different educational experience Different than how schools have traditionally looked and felt to students and families Students design energy- efficient lighting in a STEM school 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

The case for change is a call to action
Facts Academics 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 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

Several academic neighborhoods have all failing schools
Percentage of schools in Academic Watch or Emergency Citywide draw schools5 Innovative schools6 None Collinwood2 1% to 33% 34% to 66% Glenville 67% to 99% 100% East4 East Tech Lincoln-West3 John Adams South Marshall1 Rhodes Kennedy 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

Declining enrollment has resulted in excess capacity Plan must also address overcrowding in Cleveland's west region K-8 capacity utilization by academic neighborhoods 80% to 90% Collinwood2 70% to 80% Less than 70% Glenville East4 East Tech Lincoln-West3 John Adams South Marshall1 Rhodes Kennedy 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

Multiple inputs used to develop a holistic CMSD plan
External audits Council of Great City Schools on specialty programs/schools Education First on successful turnaround strategies BCG on facilities utilization 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 CMSD's Academic Transformation plan Input, debate, discussion CMSD senior team workshops K-8 and high school sub-teams Multiple community forums Regular advisory committee input

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

Involved parents/guardians
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 9th grade Great leaders Great teachers Involved parents/guardians Exceptional CMSD students 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

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 CMSD’s high schools will take different transition paths to build the vision Some will build a separate 9th grade academy to focus support for 9th graders’ transition Some will open 3-4 academies that encompass 9-12th 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

How academy model is different from what was tried before
Yesterday's small schools Tomorrow's academies 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 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 We have examples of success in Cleveland to build upon

Design principle of academies Examples of models we are considering
High school academies will create choices for students Creating scalable models and partnering to bring quality programs to schools Design principle of academies Examples 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) 9th 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) Academies will be matched to schools in 2010 as quality partnerships are formed and innovative educators are identified to lead

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 providers—through an RFP—to 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

PreK-8 success depends on building core academic skills Focus on teaching cognition in early grades, focus on engagement in middle grades Elementary grades (PreK-4) All grades (PreK-8) Middle grades (5-8) 1 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 4 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 8 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) 5 2 9 6 10 3 7 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?

Plan includes recommendations to improve schools Definition of terms
Depth of intervention What it means in K-8 What it means in high school Maintain as "growth schools" Maintain current building, program, staff Set strong expectation for further improvement in academic outcomes Provide additional flexibility to continue improving performance Intensively support as "refocus schools" Provide additional resources, e.g. Additional human capital support Leadership training Curriculum assistance Improve and expand programs in place Add academies and programs to some schools after a planning year in 2010 Strengthen programs and train leaders Repurpose schools Includes one or more of following actions Replace school leadership Require teachers to reapply to school Consider conversion to charter Redesign academic program 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 See comment in footnote Close school Close building and reassign students Relocate program (close building) Some successful programs will relocate to better utilize space and serve students Goal: Ensure quality schools in every neighborhood

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 plan1, 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

"Refocus schools" supported from a menu of options Differentiated supports will be determined based on school need Support menu options Example/Detail Increased human capital support Discretionary financial resources Cohort principal training Inter and intra-school knowledge sharing Dedicated central office support Curriculum assistance 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

Charters will be considered in two phases For both repurposed and closed buildings
Phase I: Phase II: 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 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

How high schools categorize using decision tool and logic
Growth Refocus Repurpose Close Relocate CSA Design Lab Garrett Morgan High Tech High John Hay Campus MC2STEM 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 1. Relocates and repurposes to modify program to fit Glenville; results in building closure at Spellacy

How K-8 schools categorize using decision tool and logic Priorities for phase one—the school year Growth Refocus Repurpose Close Relocate or open new 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 Lake4 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 Bell’s 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 Tremont2) Willson opens new3 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) * 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

Placed in one of three categories
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 Placed in one of three categories Repurpose school Intensively support as "re-focus school" Maintain as "growth school" 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)

Project- based learning Network-based knowledge sharing
Example in action: New Tech delivers unique education What repurposing could mean at the high school level Project- based learning 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" Network-based knowledge sharing 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 Network of schools collaborate and provide mutual support in a proven, innovative school model

Remediation and attendance
Example in action: Talent Development's success academy Successful 9th grade academy model developed out of Johns Hopkins in 1990s 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 9th 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 Teacher support Personalization Remediation and attendance Transition Strong student attendance is the foundation for rigorous student work to earn on-time grade promotion

Parent involvement and leadership Mental health services
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” 35

Involved parents/guardians
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 9th grade Great leaders Great teachers Involved parents/guardians Exceptional CMSD students 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

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)

TMO will access broad base of stakeholder input In place to manage quality implementation of program
Community partnership council CEO Collaborates on planning, design, funding Makes critical decisions Sets direction, ensures adherence to the transformation vision Commits the resources – time, talent, dollars – to drive the change Maintains focus, urgency 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 Executive Sponsor Teacher Leadership Committee Provides critical guidance to Transformation Management Office Ensures alignment between transformation, ongoing work Clears obstacles, resolves conflicts Principal Leadership Committee Parents and community Transformation Management Office Cabinet Other staff members 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 Provides strategic and implementation guidance to project management team and individual work teams Principals and teachers Students Provides feedback and input from key stakeholders on workstreams and entire effort 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

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 CEO’s 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

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 Strategic Partnerships (Charters. EMOs, etc.) Chief Academic Officer School supervision and support Curriculum and instruction Leadership and development Research and information Chief of Staff Human resources Legal services External Affairs & Community Engagement Organizational Accountability Transformation Office (close/relocate) Chief Operations Officer Safety and security Food services Transportation Technology Maintenance/ capital improvement Chief Financial Officer Budgeting Purchasing Internal audits Compliance/ CCIP Process will include gathering input from our broad stakeholders to determine how we can best improve customer service to schools

Action teams structured to provide cross-functional school support
Action teams at core of support, led by academic office Innovative office remains separate to encourage experimentation and support of new models CAO1 leads four academic functions, which access district support centers Action teams structured to provide cross-functional school support 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 (MC2STEM) 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 Team leader manages both dedicated and shared resources. Example team: Dedicated (One per team) 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) Shared (across teams) New structure will replace current school support structure—and require many central office staff to reapply 1. Chief Academic Officer

Strengthen curriculum Improve teacher effectiveness
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)

Expanding accountability a central part of district reform Summary of 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

Proposed accountability framework for CMSD schools
Adjust support As schools decline in performance, targeted supports are put in place High performers Highest performers are granted additional incentives and autonomies High performers are paired with intensive support schools to provide best practices Phase out interventions, increase autonomy As schools improve in performance, re-allocate intensive resources to struggling schools Increase school autonomies Adequate performers 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 1 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 Improve over time Intensively support Select subset of schools annually to receive intensive, specialized, and prioritized district supports 2 Repurpose (includes conversion to charters) Close school 3

Developed in addition to academic measures of success
Central office accountability measures delivery to schools Examples of operational measures other districts have used to gauge delivery Department Measure Overall district Family satisfaction with the district overall1 Number of students enrolled in the district Percent of budget devoted to the classroom Administrators per student % of students with fewer than 10 absences per year School staff attendance National Board Certified teachers Facilities Principal satisfaction with quality of maintenance services1 Building cleanliness audit score Buildings completed on time and on budget School Support Services Improved student safety and improved school climate1 Busses on time Financial Services Accuracy of budget projections Undesignated fund balance Technology Services Network availability to schools Ratio of students to computers Enrollment Family satisfaction with enrollment services1 Accuracy of enrollment projections Developed in addition to academic measures of success 1. Measures would require customer satisfaction survey Source: Informed by performance management system developed in Seattle Public Schools

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 1 2 3 4 5

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 positions—will 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 year—roughly 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

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

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

CMSD actively managing list of stakeholder priorities Will share detailed plans on each topic in the period following final Board approval 1 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 2 3 4 5 6 7 8 Benchmark districts have counseled CMSD to release detailed plans soon after Board approves final recommendations

The path forward What to expect in the coming months
January February Until 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

Nine criteria considered as part of school decisions Informed by CMSD leadership, Community Advisory, and benchmarks Facility demand Performance drivers Academic performance Building condition Category Criteria What the score means 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 Each category is scored on a scale from 0-100 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 1 2 3 4 5 6 7 8 9

Summary – all high schools
15,537 High Schools Summary – all high schools Basic profile Historical enrollment Academic neighborhood All high schools Enrollment Number of schools 21 % seats filled1 60% capacity utilized Wards encompassed All Report card ratings ( ) Rating # of schools 'Excellent' 'Effective' 'Continuous Improvement' 'Academic Watch' 'Academic Emergency' 3 1 8 4 5 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis.

Recommendations consider schools in three regions With a goal to build choices within each region
West region Northeast region Collinwood Southeast region Glenville East East Tech Lincoln-West John Adams South Marshall Rhodes Kennedy Note: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones. Source: CMSD data

Margaret Ireland Complex (RF) CMSD Strategic Development Initiative
GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely High Schools Ginn1 (RL and RP) Glenville (RP) Collinwood (RP) East (CL) Jane Addams (RF) Success Tech (GR) MLK Jr (RF) PRELIMINARY Garrett Morgan (GR) CSA (GR) Max S Hayes (RF) John Hay (GR) Margaret Ireland Complex (RF) John Marshall (RF) East Tech (RP) Kennedy (RP) Lincoln-West (RP) South (CL) John Adams (RP) Whitney Young (GR) Washington Park (RP) Rhodes (RF) Carl F Shuler (RF) Citywide draw 1. Ginn Academy has moved to Spellacy in Collinwood Neighborhood HS CMSD Strategic Development Initiative 59

High schools' supporting materials
Academic Building Condition Performance Driver Demand Current Master Plan segment1 Carl F Shuler High 53.1 21.4 18.9 39.8 Maintain Cleveland School Of The Arts 81.2 14.8 74.9 87.7 5 Collinwood High 40.0 27.9 10.6 26.3 8 East High 19.8 31.7 56.8 Completed East Technical High 30.0 44.9 20.5 10 Garrett Morgan School Of Science 79.4 27.1 62.2 3.6 Ginn Academy N/A2 51.0 43 Glenville High 9.5 35.8 35.2 68.7 9 James Ford Rhodes High 53.5 100 6.4 82.2 Jane Addams High 38.4 39.7 42.7 10.5 John Adams High 8.6 5.2 83.5 John F Kennedy High 36.3 9.4 40.7 John Hay High 90.0 99.5 59.7 John Marshall High 54.3 25.2 23.1 86.1 Lincoln-West High 28.8 95.2 13.1 83.7 Martin Luther King Jr High 50.0 44.3 43.2 16.3 Max S Hayes High 22.3 34.7 32.3 Margaret Ireland Complex 6.5 South High / Washington Park 14.5 34.0 14.0 32.2 SuccessTech Academy High 44.2 58.7 59.1 Whitney Young High 82.3 22.5 60.9 40.6 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 60

High Schools Recommendations for west region high schools Transition will happen over course of 3–5 year time period School Category Recommendation Rationale Garret Morgan Growth Continue 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 Refocus Use Shuler as 9th grade academy for Marshall, with 2-3 upper innovative academies building over time. For example: Advanced Placement (AP) academy1 Political science academy Explore 3rd 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 Hayes Expands into new career technical high school when rebuilt Receives support to expand programming Remains citywide hub for career technical programming Lincoln-West Repurpose Build 9th grade academy, with 2-3 upper innovative academies building over time, eg Facing History1 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 Adopt a 21st century college readiness model by expanding AP programming, with 2-3 upper innovative academies building overtime New west region high school New Prioritize 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 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

High Schools Recommendations for southeast region high schools Transition will happen over course of 3–5 year time period School Category Recommendation Rationale John Adams Repurpose Build 9th grade academy, with 2-3 upper innovative academies building over time, eg Negotiated curriculum program Advanced Placement academy1 Explore 3rd 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 Kennedy JFK school of government (Facing History)1 Interactive Broadcast Media Explore 3rd possible option Broadcast Media academy supported by media assets located within facility Government focused academy logical fit South Close Close 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 Park Create 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 Young Growth Relocate Gracemount gifted program (grades 2–5) into Whitney Young Institute inquiry based gifted programming at all grade levels Closing Gracemount facility improves capacity utilization 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

Relocate to Glenville, Repurpose
High Schools Recommendations for northeast region high schools Transition will happen over course of 3–5 year time period School Category Recommendation Rationale Collinwood Repurpose Build 9th grade academy, with 2-3 upper innovative academies building over time, eg Advanced Placement academy1 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 Growth Support 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 Close Close 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 Strengthen robotics program New Tech (project based learning)1 beginning August 2010 Public service academy –or- Prioritize facility capital dollars 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 Move Ginn boys academy to Glenville, prepare to support more students Create Glenville girls academy Will prioritize capital dollars to prepare facility Using successful Ginn program to improve climate for learning Gender separation helps create a new culture 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

High Schools Recommendations for northeast region high schools (cont.) Transition will happen over course of 3–5 year time period School Category Recommendation Rationale Jane Addams Business Careers Refocus Create early college business academy with the following teams 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) Design Lab Growth Support for continued growth and achievement Prioritize capital dollars to expand industrial design lab, as program grows into 11th grade Audit program for best practices Continue growth of highly recognized strong program John Hay campus Science and medicine Architecture and design Early College Strongest performing high school in district Margaret Ireland complex Continue to support as alternative school Strengthen partnerships with social service providers Provides middle grades and high school alternative option MC2STEM Expand into 11th grade in , new site to be determined Provide mentorship opportunities Martin Luther King Jr. Health Careers Law and public safety Prioritize capital dollars prepare building for additional students over time Supports promising programs in center of Northeast region Success Tech Support for continued growth and achievement Digital media and web design with total infusion of technology into curriculum offerings

Agenda High School Decision Support Materials
K-8 Decision Support Materials

Collinwood academic neighborhood K-8 neighborhood level summary
2,749 Collinwood Collinwood academic neighborhood K-8 neighborhood level summary Basic profile Historical enrollment Academic neighborhood Collinwood Memorial opens Enrollment Number of K-8 schools 7 neighborhood schools 1 city-wide draw % seats filled1 75% capacity utilized Wards encompassed 10, 11 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Not applicable (Euclid Park) 22 2 3 1 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

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

Collinwood schools' supporting materials
Academic Building Condition Performance Driver Demand Current Master Plan segment1 East Clark 2.7 100 33.5 99.3 Completed Euclid Park N/A 4 Hannah Gibbons 6.0 36.1 92.0 Henry W Longfellow 11.8 57.7 31.8 Maintain Iowa-Maple 21.2 2.1 62.1 12.2 7 Memorial 38.5 76.3 96.6 Oliver H Perry 52.8 4.7 63.9 64.5 Captain Arthur Roth 31.5 15.2 35.4 14.8 Forest Hill Parkway 11.7 14.4 39.8 56.1 5 Kenneth Clement Boys Leadership Academy N/A2 34.9 43 Collinwood K-8s 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

K-8 Recommendations for Collinwood (I)
School Recommendation Rationale East Clark Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Euclid Park Open 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 Gibbons Repurpose and emphasize one or more STEM1 strands in the school's academic program Will share resources and network with GE campus STEM school Henry Longfellow Close 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-Maple Refocus 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 1. Science, Technology, Engineering, and Math

K-8 Recommendations for Collinwood (II)
School Recommendation Rationale Memorial Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Oliver H Perry Continue to encourage growth Supports positive academic trends One of district gifted sites

East academic neighborhood K-8 neighborhood level summary
Basic profile Historical enrollment Academic neighborhood East Enrollment Number of K-8 schools 13 neighborhood schools % seats filled1 59% capacity utilized Wards encompassed 3, 4, 6, 7,8, 9 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Not Applicable (Willson) 12 3 8 1 1.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

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

East schools' supporting materials
Academic Building Condition Performance Driver Demand Current Master Plan segment1 Alexander Graham Bell 38.7 20.1 88.8 40.6 6 Buckeye-Woodland 16.1 12.0 82.7 25.3 10 Case 5.3 32.2 41.4 44.0 Daniel Morgan 2.5 100 35.4 95.7 Complete Early Childhood Development Center 90.0 27.7 N/A2 21.0 Maintain Harvey Rice 16.0 56.2 40.0 John D Rockefeller 11.4 0.1 42.5 John W Raper 8.0 17.1 32.6 71.9 Mary B Martin 94.3 Mary M Bethune 49.2 61.2 Sunbeam 34.6 1.4 69.7 25.1 Wade Park 20.0 5.7 2.9 Willson Audubon 8.3 24.6 29.4 6.2 Bolton 4.3 31.8 62.8 53.9 9 Empire 22.4 6.5 72.1 7.5 7 George W Carver 17.4 64.8 81.6 4 Giddings 11.3 39.4 20.9 Joseph Landis 29.8 0.4 60.5 34.9 Marion Sterling 3.1 34.8 44.8 87.4 8 Michael R White 29.2 18.8 89.1 44.1 Stokes Academy 6.3 16.8 East K-8s 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 73

K-8 Recommendations for East (I)
School Recommendation Rationale 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 Case Refocus and strengthen teaching and learning of K-8 academic core skills Underperforming academically; support builds on positive value added or performance indicators Daniel Morgan Monitor 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 growth Supports positive academic trends Demonstration site for early childhood development center in the district Harvey Rice Repurpose 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

K-8 Recommendations for East (II)
School Recommendation Rationale 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 Raper 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 Mary B Martin Repurpose, and emphasize one or more STEM1 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 Sunbeam Refocus and strengthen teaching and learning of K-8 academic core skills Underperforming academically; support builds on positive value added or performance indicators Wade Park Refocus and strengthen gifted program and teaching and learning of K-8 academic core skills Underperforming academically; support builds on positive value added Willson Opens 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 1. Science Technology Engineering and Math

East Tech academic neighborhood K-8 neighborhood level summary
Basic profile Historical enrollment Academic neighborhood East Tech Enrollment Number of K-8 schools 8 neighborhood schools 1 city-wide draw % seats filled1 66% capacity utilized Wards encompassed 3, 4, 5, 6, 7, 8, 12 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency 12 1 7 1.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

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

East Tech schools' supporting materials
Academic Building Condition Performance Driver Demand Current Master Plan segment1 Anton Grdina 20.0 100 35.7 82.5 4 Audubon 8.3 24.6 29.4 6.2 10 Bolton 4.3 31.8 62.8 53.9 9 George W Carver 17.4 64.8 81.6 Giddings 11.3 39.4 20.9 6 Marion-Sterling 3.1 34.8 44.8 87.4 8 Stokes Academy 6.3 16.8 41.4 Willow 7.0 27.7 65.6 49.7 Buckeye-Woodland 16.1 12.0 82.7 25.3 CSA lower campus (Dike) 80.0 25.9 78.3 64.9 Early Childhood Development Center 90.0 N/A2 21.0 Maintain Mary B Martin 32.2 94.3 Completed East Tech K-8s 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

K-8 Recommendations for East Tech (I)
School Recommendation Rationale Audubon Close 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 Grdina Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Bolton 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 Giddings

K-8 Recommendations for East Tech (II)
School Recommendation Rationale 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 Willow Will be assigned to the South academic neighborhood

Glenville academic neighborhood K-8 neighborhood level summary
Basic profile Historical enrollment Academic neighborhood Glenville Enrollment Number of K-8 schools 8 neighborhood schools % seats filled1 52% capacity utilized Wards encompassed 8, 9, 10 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency 4 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis

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

Glenville schools' scoring tool results
Academic Building Condition Performance Driver Demand Current Master Plan segment1 Captain Arthur Roth 31.5 15.2 35.4 14.8 Maintain Charles H Lake 12.4 N/A2 37.5 34.0 4 Empire Computech 22.4 6.5 72.1 7.5 7 Forest Hill Parkway 11.7 14.4 39.8 56.1 5 Franklin D. Roosevelt 20.0 100 55.7 40.0 Completed Joseph F Landis 29.8 0.4 60.4 34.9 Michael R White 29.2 18.8 89.1 44.1 Patrick Henry 13.7 21.5 58.5 Daniel Morgan 2.5 95.7 Iowa-Maple 21.2 2.1 62.1 12.2 Kenneth Clement Boys Leadership academy 43 Mary M Bethune 49.2 61.2 Glenville K-8s surrounding Citywide draws and 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

K-8 Recommendations for Glenville (I)
School Recommendation Rationale 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 Empire Close 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 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 Reassign students to neighboring schools (possibilities include Iowa-Maple, others) Low academic performance Poor building condition and low capacity utilization

K-8 Recommendations for Glenville (II)
School Recommendation Rationale 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 STEM1 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 Henry Refocus, continuing turnaround supports Builds on positive momentum of current turnaround supports 1. Science Technology Engineering and Math

John Adams academic neighborhood K-8 neighborhood level summary
Basic profile Historical enrollment Academic neighborhood John Adams Enrollment Rickoff opens Number of K-8 schools 8 neighborhood schools % seats filled1 75% capacity utilized Wards encompassed 1, 2, 4, 5, 6 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency 8 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis

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

John Adams schools' supporting materials
Academic Building Condition Performance Driver Demand Current Master Plan segment2 Andrew J Rickoff 9.6 100 37.8 98.9 Completed Charles Dickens 9.9 31.4 60.2 4 Miles1 7.6 14.7 2.4 5 Nathan Hale 3.2 35.3 62.1 Paul Revere 9.8 29.2 16.4 6 Robert Fulton 12.5 23.8 Maintain Robert H Jamison 6.0 43.7 75.1 Woodland Hills 5.9 19.0 26.2 7 Albert B Hart 0.9 16.1 48.1 14.1 Anton Grdina 20.0 35.7 82.5 Audubon 8.3 24.6 29.4 6.2 10 Charles W Eliot 25.9 33.0 27.7 Gracemount 3.4 5.4 46.2 54.2 Union 2.0 22.9 35.6 39.0 John Adams K-8s Citywide draws and surrounding 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

K-8 Recommendations for John Adams (I)
School Recommendation Rationale Andrew J Rickoff Refocus, continuing turnaround supports Builds 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 Jamison1 Opens in new location 2010 Opens in new facility in 2010, opportunity to renew and revive academics Miles Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Nathan Hale Opens new in 2011 Paul Revere Monitor closely for re-evaluation prior to the school year 1. Jamison will be assigned to the Kennedy academic neighborhood

K-8 Recommendations for John Adams (II)
School Recommendation Rationale Robert Fulton Close 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 Hills Repurpose as a core K-8 school, supporting teachers in a professional learning community Consistently underperforming academically, with low performance drivers

Kennedy academic neighborhood K-8 neighborhood level summary
Basic profile Historical enrollment Academic neighborhood Kennedy Enrollment Number of K-8 schools 4 neighborhood schools % seats filled1 69% capacity utilized Wards encompassed 1, 2 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency 4 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis

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

Kennedy schools' scoring tool results
Academic Building Condition Performance Driver Demand Current Master Plan segment1 Adlai E Stevenson 10.6 100 28.6 72.9 4 Charles W Eliot 25.9 33.0 27.7 Maintain Emile B deSauze 6.1 7.3 43.0 50.2 7 Gracemount 3.4 5.4 46.2 54.2 6 Robert H Jamison2 6.0 43.7 75.1 Andrew J Rickoff 9.6 37.8 98.9 Completed Charles Dickens 9.9 31.4 60.2 Miles 7.6 14.7 2.4 5 Robert Fulton 12.5 23.8 Whitney Young 82.3 22.5 60.9 40.6 Kennedy K-8s 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

K-8 Recommendations for Kennedy
School Recommendation Rationale 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 Eliot Refocus and strengthen teaching and learning of K-8 academic core skills Consistently underperforming academically Emile B deSauze Gracemount Close 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

Lincoln-West academic neighborhood K-8 neighborhood level summary
Basic profile Historical enrollment Academic neighborhood Lincoln-West Enrollment Number of K-8 schools 9 neighborhood schools 1 city-wide draw % seats filled1 73% capacity utilized Wards encompassed 14, 17 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency N/A (Thomas Jefferson) 22 4 3 1 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

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

Lincoln-West schools' scoring tool results
Academic Building Condition Performance Driver Demand Current Master Plan segment1 Buhrer 3.3 100 72.4 92.9 Completed Clark 55.8 60.8 60.0 89.0 8 Luis Munoz Marin 4.9 56.2 40.3 74.3 10 Orchard School Of Science 37.6 19.7 50.2 75.7 5 Paul L Dunbar 20.4 31.2 68.2 30.6 Scranton 18.1 54.2 68.6 45.6 Thomas Jefferson N/A2 4 Walton 20.6 15.0 81.1 66.7 9 Waverly 23.2 41.4 67.7 81.9 Denison 35.3 22.8 66.2 93.7 7 H Barbara Booker 10.0 29.9 24.8 65.2 Joseph M Gallagher 4.8 34.6 65.6 58.2 Tremont 38.5 23.7 78.2 43.8 Watterson-Lake 29.2 96.2 Lincoln West K-8s 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

K-8 Recommendations for Lincoln West (I)
School Recommendation Rationale Buhrer Refocus, continuing turnaround supports and strengthening Spanish Dual Language Program Incubation site for dual language program Currently showing progress in new building with turnaround supports Clark Continue to encourage growth Supports positive academic trends Luis Munoz Marin Refocus, continuing turnaround supports Builds on positive momentum of current turnaround supports Orchard Refocus and emphasize one or more STEM1 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 1. Science, Technology, Engineering, and Math

K-8 Recommendations for Lincoln West (II)
School Recommendation Rationale 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) Tremont Close facility Relocate program to Thomas Jefferson Program remains a citywide draw Large building underutilized Montessori program benefits from location in new building Walton Waverly

Marshall academic neighborhood K-8 neighborhood level summary
7,234 Marshall Marshall academic neighborhood K-8 neighborhood level summary Basic profile Historical enrollment Academic neighborhood Marshall Enrollment Number of K-8 schools 16 neighborhood schools 2 city-wide draws % seats filled1 80% capacity utilized Wards encompassed 16, 17, 18, 19 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency Not Applicable (Garfield) 12 33 5 3 1 1.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

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

Marshall schools' scoring tool results
Academic Building Condition Performance Driver Demand Current Master Plan segment1 Almira 25.4 4.5 52.8 76.1 5 Artemus Ward 26.2 100 59.3 Completed Brooklawn 9.4 10.4 32.5 55.3 7 Clara E Westropp 49.3 23.9 75.8 8 Garfield N/A2 H Barbara Booker 10.0 29.9 24.8 65.2 10 Joseph M Gallagher 4.8 34.6 65.7 58.2 Louis Agassiz 50.0 75.9 83.6 Maintain Louisa May Alcott 67.5 41.3 84.6 Marion C Seltzer 40.5 20.8 77.2 83.5 McKinley 26.5 38.3 9 Newton D Baker 57.0 8.6 77.9 77.8 Riverside 81.4 82.2 Robinson G Jones 20.0 59.0 Watterson-Lake 38.5 29.2 43.8 96.2 Wilbur Wright 21.9 15.2 53.8 68.5 Clark 55.8 60.8 60.0 89.0 Douglas MacArthur Girls Leadership Academy 28.6 43 Valley View Boys Leadership Academy Waverly 23.2 41.4 67.7 81.9 Marshall K-8s 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

K-8 Recommendations for Marshall (I)
School Recommendation 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 Brooklawn Close 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 Westropp Continue to encourage growth Supports positive academic trends Douglas MacArthur Girls Leadership Academy Prioritize facilities expansion in the master plan to provide room to grow Need larger buildings to accommodate growing program Garfield Newly 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

K-8 Recommendations for Marshall (II)
School Recommendation Rationale Louis Agassiz Continue to encourage growth Supports positive academic trends Louisa May Alcott Marion C Seltzer McKinley Refocus and strengthen teaching and learning of K-8 academic core skills Consistently underperforming academically Newton D Baker Refocus 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 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 Prioritize facilities expansion in the master plan to provide room to grow Needs larger building to accommodate growing program Watterson-Lake Wilbur Wright Refocus, continuing turnaround supports Builds on positive momentum of current turnaround supports

Rhodes academic neighborhood K-8 neighborhood level summary
Basic profile Historical enrollment Academic neighborhood Rhodes Enrollment Number of K-8 schools 4 neighborhood schools % seats filled1 84% capacity utilized Wards encompassed 3, 12, 13, 14 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency 2 1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis

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

Rhodes schools' scoring tool results
Academic Building Condition Performance Driver Demand Current Master Plan segment1 Benjamin Franklin 48.1 6.3 75.2 75.3 10 Charles A Mooney 33.9 22.7 67.1 43.5 5 Denison 35.3 22.8 66.2 93.7 7 William C Bryant 50.7 90.8 89.3 9 Rhodes K-8s 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

K-8 Recommendations for Rhodes
School Recommendation Rationale Benjamin Franklin Continue to encourage growth Supports 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 Denison William C Bryant

South academic neighborhood K-8 neighborhood level summary
Basic profile Historical enrollment Academic neighborhood South Enrollment Number of K-8 schools 5 neighborhood schools 1 city-wide draw % seats filled1 62% capacity utilized Wards encompassed 2, 5, 12 Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency 12 1 4 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

Warner Girls Leadership Academy (GR)
GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely South John Adams (RP) South High (CL) Kennedy (RP) Whitney Young (RP) Union (MC) Miles Park (RP) Mound (RP) Fullerton (RF) AB Hart (CL) Warner Girls Leadership Academy (GR) School in residence zone School outside residence zone Student residence Physical asset (eg, new building) High school 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 schools' scoring tool results
Academic Building Condition Performance Driver Demand Current Master Plan segment2 Albert B Hart 0.9 16.1 48.1 14.1 Maintain Fullerton 2.4 20.6 43.9 68.6 9 Miles Park 100 67.0 65.5 Completed Mound 36.6 56.7 24.3 4 Union 2.0 22.9 35.6 39.0 Paul Revere 9.8 29.2 16.4 6 Warner Girls Leadership Academy1 N/A3 Willow 7.0 27.7 65.6 49.7 10 Woodland Hills 9.0 5.9 19.0 26.2 7 South K-8s 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

K-8 recommendations for South
School Recommendation Rationale Albert B Hart Close 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 Fullerton Refocus and strengthen teaching and learning of K-8 academic core skills Underperforming academically; support builds on positive value added or performance indicators Miles Park Monitor closely for re-evaluation prior to the school year Academic performance needs improvement Re-evaluate for , with expectation that school performance improves Mound Repurpose and emphasize one or more STEM1 strands in the school's academic program Becomes one of STEM incubation sites (with additional environmental focus, building off LEED2 facility) Repurpose to prepare for new facility opening in 2011 Brings innovative programming to neighborhood Union Warner Girls Leadership Academy Continue to encourage growth Supports positive academic trends Willow 1. Science, Technology, Engineering, and Math 2. Leadership in Energy and Environmental Design

City-wide draw schools K-8 level summary
Basic profile Historical enrollment1 Academic neighborhood City-wide draws Enrollment Number of K-8 schools 6 city-wide draws % seats filled1 55% capacity utilized (many schools still adding grade levels each year) n/a Wards encompassed All Report card ratings ( ) Rating # of schools Excellent Effective Continuous Improvement Academic Watch Academic Emergency 2 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

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

City-wide draw schools' scoring tool results
Academic Building Condition Performance Driver Demand Current Master Plan segment1 CSA 81.2 14.8 74.9 87.7 Maintain Garrett Morgan 79.4 27.1 62.2 3.6 Ginn Academy N/A 33.7 4 Jane Addams 38.4 39.7 42.7 10.5 John Hay 90.0 100.0 99.5 59.7 Completed Martin Luther King Jr 50.0 44.3 43.2 16.3 Max S Hayes 22.3 34.7 32.3 5 Margaret Ireland Complex 0.0 6.5 Success Tech 44.2 58.7 59.1 CSA lower campus (Dike) 80.0 25.9 78.3 64.9 8 Douglas MacArthur Girls Leadership Academy 28.6 Kenneth Clement Boys Leadership Academy 34.9 Tremont 38.5 23.7 78.2 43.8 10 Valley View Boys Leadership Academy Warner Girls Leadership Academy City-wide draw high schools City-wide K-8s 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 12th grade this year ( )

K-8 recommendations for city-wide draws
School Recommendation Rationale 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 Prioritize facilities expansion in the master plan to provide room to grow Needs larger buildings to accommodate growing programs 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 Tremont Close 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 Needs larger building to accommodate growing programs Warner Girls Leadership Academy

CMSD Academic Transformation Plan

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