2010 mar 09 cmsd academictransformationplan updated
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Funding for CMSD Strategic Development Initiative provided by:The Cleveland Foundation and The George Gund Foundation
CMSD Academic Transformation Plan
A Strategic Development Initiative
March 9, 2010 update
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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 improvementcosts of $20-$25 million per year (2-3% of current operating budget)
Must address $50M deficit projected for 2010-2011
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 2014-15 the CMSD community should expect every school to be rated Continuous Improvement oraboveand 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
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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 2010-11 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
1920-2223-2425-31
33-3435
3738-43
4445-47
48
50
52-55
57-104
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An introduction from Dr. Eugene SandersOn what transformation means to me
"Our Academic Transformation Planthe details of which unfold in this documentis themost important work I have undertaken in my career. Success means we will dramaticallyimprove educational outcomes for our students - and in doing so - for the region.
The stakes are highwe must transform what every student is prepared to accomplish ashe/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 andwell-tested district reform strategies. A well-designed plan is an important first step.
However, it is "how" we transformthe human element of changethat will determine ourultimate success or failure. Transformation requires changing our mindset, our behaviorsand our personal accountability for student success.
Success will take all of useducators, families, students, and our communityworkingtogether. 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."
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Goals for CMSD Academic TransformationGoals have provided a guidepost in this effort
Graduate all students ready to compete in the 21st centuryglobal economy
1
Provide high quality schools that raise student achievement in everyneighborhood so that all families have choices2
Hold everyone accountable for success, using performance data teachersand principals, central office staff, parents and students and community
3
Recruit, support, and retain high-quality principals and teachers4
Expand what is working today for students, be bold in rethinking, and
changing what is not working5
Right-size the district by eliminating excess capacity, addressingovercrowding and ensuring effective use of resources
7
Attract and retain students and families in Cleveland6
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Graduation rate meets OH state
benchmark (currently 90%)
Average ACT score: 19 or better1
100% of schools ContinuousImprovement or better 50% schools Effective or better
100% of schools with positivegrowth indicators
Transformational labor/management relationships praisednationally for driving positive
academic results
Stable enrollment trend and80-90% capacity utilization
Improved studentcentered culture2
Goals link to expectations and measurable outcomesEntire city plays a role in helping CMSD meet ambitious goals
Embed 21st century skills into
all teaching and learning
Grow strong, entrepreneurialprincipals
Implement effective performancereview processes that center on
student achievement
Strengthen communitypartnerships to supportstudents and schools
Deepen connection betweenschools and homes
Transform at a pace that buildslasting support
Quality schools inevery neighborhood
Accountability for all
High-quality principalsand teachers
Expand what works,rethink what doesn't
21st
century graduates
Right-size the district
Attract and retainstudents and families
Goals for transformationExamples of how we will
raise expectationsExample 2015
measures of success
1. Would meet the Broad Foundation district benchmark for average ACT score in large districts, a significant improvement from CMSD average score of 16 in 20082. Defined by Conditions for Learning Survey
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Key success milestones to gauge CMSD progress
Fall 2010Fall 2010
A right-sized CMSD district With students safely reassigned
~15 fewer facilities in operation
~15 new / repurposed schoolsopened (high school and K-8) 10-20% of total schools in city 4-6 high schools transitioning
away from comprehensiveapproach
A viable financial plan, thatincludes federal, local sources andprioritizes existing resources
An accountability framework thatclearly explains to staff goals,supports, consequences Sets measurable goals for central
office departments
A principal pipeline program that isidentifying and growing strongacademic leaders
2011-2012 school year2011-2012 school year
5-10 additional repurposed schools Expanding successful academy
high school models Including proven local and
national models
Incubated new choice and qualityprograms in each neighborhood
Academy high schools, expandinginto the 10-11 grades
20% more of schools that havereached Continuous Improvementor better, on the way to 100%
Workforce relationships thatsupport transformational thinkingand goals
Five years 2015Five years 2015
Successful meeting of goals,targets, and success measures
A portfolio of high school and K-8 highly functioning schools thatoffer choices to families
A vibrant district-wide culture of
high expectations and highachievement
Excellent leaders in all buildings
Dramatically improvinggraduation rates, proficiency
rates, and college attendance
Stable CMSD enrollment, withschools that attract families tothe district
What you can expect to see in CMSD in . . .What you can expect to see in CMSD in . . .
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All graduates need modern day skills to succeed
Source: The Partnership for 21st Century Skills
Adaptto change
Workeffectively in
diverseteams
Access andmanage
information
Analyze andcreate media
Thinkcreatively
Implementtechnologicalinnovations
Reasoneffectively
Communicate
clearly
Manageprojects,
producingresults
Guide andlead be
responsibleto others
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Sean's story: from an assembly line to robotics engineeringHow a transformative educational experience must prepare students for 21st century success
Sean was proud of his dad. Hehad worked hard for 25 years onthe assembly line of an autoplant. Sean often heard his dadtalk about how advancedrobotics were quickly takingover the plant.
When Sean's dad was laid off,he urged his son to continue tostudy hard. He wanted Sean tobe prepared to design therobotics, not be replaced bythem.
Sean told his dad's story to hisfriends. Inspired, they decidedto form a team to build a robotthey were determined toprepare themselves for achanging world.
Their physics teacher, Mr.Johnson, saw the students'passion and helped design aproject that creativelyincorporated all the skills thestudents needed to master theircollege entrance exam.
Over several months, Sean'steam worked closely with Mr.Johnson to design a robot thatcould lift and transport apackage. They learned aboutenergy, carefully researcheddesigns, and built many
prototype models before onefinally worked.
One year later, Sean wroteabout his experience winningthe robotics competition in acollege essay that secured him
entrance into MIT. Sean now isstudying engineering at MIT.
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CMSD will provide a different educational experienceDifferent than how schools have traditionally looked and felt to students and families
Families receive "wrap-around" support aspart of a strong community school
Young children build with shapesin an alternative Montessori approach
High schoolers peer into a hybrid car, learninginternal combustion from local engineers
Students design energy- efficientlighting in a STEM school
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The case for change is a call to action
FactsFacts
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 ofstudents
CMSD test scores and graduation rates are unacceptably low
Many students who graduate are not prepared for college or the workforce
As a system, the education we are delivering is not meeting all students' needs
Facilities
Academics
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Several academic neighborhoods have all failing schools
1. Garfield (not operational in 2008-09) not included 2. Euclid Park (not operational in 2008-09) not included 3. Thomas Jefferson (not operational in 2008-09) not included 4. Willson (not operational in2008-09) 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 LabNote: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones. Includes K-8 schools and high schoolsSource: Ohio Department of Education; Student Assignments
None
1% to 33%
34% to 66%
67% to 99%
100%
Percentage of schools inAcademic Watch or Emergency
Citywidedraw schools5 Innovative schools6
Collinwood2
Glenville
Marshall1
Lincoln-West3
Rhodes Kennedy
East Tech
East4
John
AdamsSouth
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Declining enrollment has resulted in excess capacityPlan must also address overcrowding in Cleveland's west region
1.Includes Garfield, a committed new facility that was not operational in 2008-09 2. Includes Euclid Park, a new facility that was not operational in 2008-09 3. Includes Thomas Jefferson, acommitted new facility that was not operational in 2008-09 4. Includes Willson, a committed new facility that was not operational in 2008-09Note: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones. Utilization equals total enrollment (for 2008-09) divided byestimated 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 builtwithin the Master Plan, OSFC capacities have been used to increase accuracySource: CMSD data
Collinwood2
Glenville
Marshall1
Lincoln-West3
Rhodes Kennedy
East Tech
East4
JohnAdams
South
80% to 90%
70% to 80%Less than 70%
K-8 capacity utilization byacademic neighborhoods
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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 2010-11 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
1920-2223-2425-31
33-3435
3738-43
4445-47
48
50
52-55
57-104
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Multiple inputs used to develop a holistic CMSD plan
CMSD's AcademicTransformation plan
External audits Council of Great City Schools
on specialty programs/schools Education First on successful
turnaround strategies BCG on facilities utilization
Input, debate, discussion CMSD senior team workshops K-8 and high school sub-teams
Multiple community forums Regular advisory committeeinput
Data analysis
Decision support tool data(school-by-school performance)
District-wide academicperformance and capacityutilization
Reform research
Models for district-wide reform Effective school building
transformations Best practices in high school, early
childhood, and middle grades
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Key considerations that have guided transformation planningAs 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 thecourse in a long, difficult journey
Hold all schools to a high standard of academic performance; those that fall short face the prospect ofsubstantial 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
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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 2010-11 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
1920-2223-2425-31
33-3435
3738-43
4445-47
48
50
52-55
57-104
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CMSD strategic framework for Academic TransformationBuild 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 childhoodand middle years
Create specialized programsto 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
System-wide reforms Transform Central Office to better support schools Strengthen curriculum, improve teacher effectiveness, grow strong leaders Build accountability system to monitor performance
Strive for a transformational workforce culture
Great leaders
Great teachers
Involved parents/guardians
Exceptional CMSDstudents
Great leaders
Great teachersInvolved parents/guardians
Exceptional CMSDstudents
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The vision for CMSD's high school portfolio of schools
Plan elementsPlan elements
CMSD will build a system of high schools that breaks down comprehensive schools over time intoacademies that focus on teaching and support for 400-600 students Teaching real-world coursework (hands-on project learning) that motivates students Supporting the transition to 9th grade with a clearly articulated (or research-based) program to prepare
students for high school success Implementing research-based models that are supported by proven networks and providers
CMSDs high schools will take different transition paths to build the vision Some will build a separate 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 greaterchallenge, 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 bestmatches 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
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How academy model is different from what was tried before
Proven, research-based, and thoroughly
planned instructional programs and schoolswith meaningful support
Teachers and students choosing academiesthat best fit their teaching and learning style
Flexibility for leaders to leadHiring teachers who fit the modelUsing school time to best serve students
Adapting instructional programs andsupport to fit each specific school
A largely structural answer to a problem
needing a holistic solution eg, disjointed instructional programs
without strong researched based models,interest, or instructional support
Teachers often placed in themed schoolswithout necessary skills or interest
Limited flexibility or autonomy to improveperformance at the building level
We have examples of success in Cleveland to build upon
Yesterday's small schoolsYesterday's small schools Tomorrow's academiesTomorrow's academies
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High school academies will create choices for studentsCreating scalable models and partnering to bring quality programs to schools
Academies will be matched to schools in 2010 as quality partnershipsare formed and innovative educators are identified to lead
Design principle of academies Examples of models we are considering
Build high school academy models that can bedeeply supported in each of the three regions of
the city regions: West, Northeast, Southeast
Advanced Placement (AP) Academies to stretchrigorous coursework
"Negotiated Curriculum" Academies thatencourage students to take ownership (eg, likea college independent study)
9th grade academies (eg, Talent DevelopmentModel) supporting transition to high school
Utilize city and district assets to partner with theschools to offer real work experiences
STEM and science programs, partnering withlocal businesses (eg, like current GE orCleveland Clinic partnerships)
Fleet maintenance and other career tech
programs aligned with city and district assets
Partner with external education providers andnetworks to bring proven models to Cleveland
New Tech (project-based learning), FacingHistory, College Board (Advanced Placement)
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The vision for CMSD's preK-8 system of schools
Plan elementsPlan 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 servediverse 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 everyneighborhood
Incubating successful programs, like Arts and STEM, before expanding to more schools Inviting proven local and national educational providersthrough an RFPto meet unique needs in the city
All will be accomplished in a "right-sized" K-8 system with fewer schools and more investment in schools With overall K-8 school capacity around 80-90% system-wide
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PreK-8 success depends on building core academic skillsFocus on teaching cognition in early grades, focus on engagement in middle grades
Focus on "school readiness" forPre-K early education
Emphasize social learning (e.g.,PATHS program)
Teach basic skills (colors,numbers)
Create a positive learning climate
Set high expectations, nurturingsocial and emotional learning skills Take responsibility, collaboratively
among staff, for student success Reinforce positive character
Focus learning on a center-based
strategy in the classroom Emphasize reading, writing, and
mathematics Individualize instruction for learner
need Implement aggressive academic
intervention strategies
Maintain high expectations at allgrades and achievement levels
Set clear and consistentperformance standards
Use data purposefully forassessment 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 planningtime in Purposeful LearningCommunities
Empower parents and community Support learning in the home Set expectations community-wide
for highest level of achievement
Prepare students for high schooland beyond
Support developmentallyappropriate practices
Educate students on high school,career, and college readinessexpectations and options
Ensure rigorous offerings in andout of core curriculum Encourage advanced course work Offer exploratory opportunities
Organize school structure todevelop meaningful student-teacher
relationships Longer instructional periods Student advisory programs Looping of classes (same teacher
for more than one year with samegroup of students)
Elementary grades(PreK-4)
Elementary grades(PreK-4)
Middle grades(5-8)
Middle grades(5-8)
All grades(PreK-8)
All grades(PreK-8)
1
2
3
4
5
6
7
8
9
10
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 ofMiddle 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?
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Plan includes recommendations to improve schoolsDefinition of terms
Breaks-down comprehensive high schoolsinto new academies Teachers apply to models that match skills Strong principals lead each academy Charters will be considered 2011-12 and beyond
Includes one or more of following actions Replace school leadership Require teachers to reapply to school Consider conversion to charter Redesign academic program
Repurposeschools
Improve and expand programs in place Add academies and programs to some schools
after a planning year in 2010 Strengthen programs and train leaders
Provide additional resources, e.g. Additional human capital support Leadership training Curriculum assistance
Intensivelysupport as"refocusschools"
Maintain as"growthschools"
Close school
What it means in high schoolWhat it means in high schoolWhat it means in K-8What it means in K-8Depth of
intervention
Goal: Ensure quality schools in every neighborhood
Relocateprogram
(close
building)
Maintain current building, program, staff Set strong expectation for further improvement in
academic outcomes Provide additional flexibility to continue improving performance
Close building and reassign students
Some successful programs will relocate tobetter utilize space and serve students
T ddi i l i i ill i h l
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Two additional action categories will impact schoolsRounds out the comprehensive school-by-school plan for each neighborhood
What this means for schoolsWhat 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 receiveimmediate action in 2010-11 and will be reevaluated for 2011-12 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 buildnew school
models
Monitor andreview
comprehensivelyfor year two
decision
1.Master plan will be updated to align with transformation plan
"R f h l " t d f f ti
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"Refocus schools" supported from a menu of optionsDifferentiated supports will be determined based on school need
Support menu optionsSupport menu options
Quality assistant principal and counselor to support academics,students
Small "quick win" funds for schools
Development of new competencies, knowledge sharing, personal
leadership coaching
Partnerships with successful schools within and outside district
Cross-functional resources to provide additional support Prioritized attention to help solve pressing needs
Targeted content coaching and additional professionaldevelopment for teachers
Tutoring and/or coaching assistance
Example/DetailExample/Detail
Increased human capital support
Discretionary financialresources
Cohort principal training
Inter and intra-school knowledgesharing
Dedicated central office support
Curriculum assistance
Ch t ill b id d i t h
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Charters will be considered in two phasesFor both repurposed and closed buildings
Phase I: 2010-11Phase I: 2010-11
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 buildsout over time, as district-led schoolphases out)
Evaluate use of closed building, with charterassuming operational cost
Phase II: 2011-12Phase II: 2011-12
Two options will be considered for proven
local and national charter and EducationManagement Organizations (EMOs) Encourage takeover of an entire repurposed
building, with existing student population Evaluate use of a closed building, with
charter assuming operation cost
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How high schools categorize using decision tool and logic
RepurposeRefocus CloseGrowth 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 IrelandComplex
Rhodes
Lincoln West
John Adams
John F. Kennedy
Collinwood
Glenville
Ginn Academy
East Tech
Washington Park
East
South
Move hospitality
program from JaneAddams to aUniversity partnerlocation
Provide scholarshipsfor cosmetologystudents at South toattend a privatecosmetology school
9th grade studentsfrom Lincoln West
relocate to the newThomas Jeffersonfacility
How K 8 schools categorize using decision tool and logic
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How K-8 schools categorize using decision tool and logicPriorities for phase onethe 2010-11 school year
* Currently designated as a CMSD Turnaround school; 1. Allows closure of existing buildings; regular education students will be reassigned. 2. Allows closure of existing buildings. 3. Willhouse Deaf Education Program as well as core K-8 neighborhood school 4. Already closed and will not be rebuilt
Benjamin Franklin Clara E Westropp Clark Douglas MacArthur
Girls LeadershipAcademy
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 GirlsLeadership 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 torelocate
Alexander Graham
Bell Gracemount Kenneth Clement
Alexander GrahamBells Deaf EducationProgram (to Willson)1
Gracemount giftedprogram (to WhitneyYoung grade 2-12gifted)1
Kenneth Clement (toMargaret Spellacy)2
Thomas Jeffersonopens new withnewcomers' programand Lincoln West's 9thgrade academy
Willson, Euclid Parkopen new3
RepurposeRefocus CloseGrowth Relocate oropen new
K-8s prioritized for 2010-11 using the following criteria Magnitude of school need
Schools receiving students from closed schools Newly renovated buildings (unique opportunity to start anew)
Some K 8 schools will be monitored for year two decision
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Some K-8 schools will be monitored for year two decisionNeed to sequence and prioritize schools to ensure quality implementation
Schools that will be monitored for year two decisionand reevaluated ahead of 2011-12
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 Tremont Union Walton Waverly Willow
K-8s monitored for 2011-12 using the following criteria Expectation that performance will improve in 2010-11
Need to sequence and prioritize schools (with highest need schools receivingsupport in 2010-11 based on academic need and acceptance of new students)
Placed in one of three categoriesPlaced in one of three categories
Repurposeschool
Intensively support as
"re-focus school"
Maintain as"growth school"
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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 2010-11 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
1920-2223-2425-31
33-3435
3738-43
4445-47
48
50
52-55
57-104
Example in action: New Tech delivers unique education
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Example in action: New Tech delivers unique educationWhat repurposing could mean at the high school level
Network-based
knowledgesharing
Project-based
learning
Network of schools collaborate and provide mutual
support in a proven, innovative school model
School replaces daily assignments with hands-on projects Autonomous student teams responsible for their own time
and role allocation, facilitated by teachers Augments core curriculum with college credit opportunities
Philosophy: Have students use technology to research,produce, and present"
New Tech Network exports curriculum across the country Since 1996, ~40 New Tech high schools have opened On-site school coaches guide curriculum implementation Best practices shared real-time through regular meetings,
conferences, and updates
Example in action: Talent Development's success academy
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Example in action: Talent Development s success academySuccessful 9th grade academy model developed out of Johns Hopkins in 1990s
Personalization
Teachersupport
Remediationand attendance
Transition
DescriptionDescription
Small interdisciplinary teacher teams of ~5 teachers share the same 150-180 students
Block schedule with common planning time allows sharing of best practices and studentinformation
Separate management team (the Academy Principal and Academy Instructional Leader) runsthe 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, andcollege alternatives
Career Academy selected by students at end of freshman year
Strong student attendance is the foundation for rigorousstudent work to earn on-time grade promotion
Example of K-8 transformation: wrap-around schools
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a p e o 8 t a s o at o ap a ou d sc oo sOften referred to as "community schools" with successful examples thriving in urban centers
Parentinvolvement
and leadership
After-schooland summerenrichment
0-5 ModelHealth
servicesMental health
services
Communityand
economicdevelopment
ParentCoordinator
Family resource
center
Adult education
Parent Councils
Academicenrichment
Developmental
needs
Recreation
Early Head Start
Head Start
On-site clinics
School-linked
care
Crisisinterventions
Assessments
and referrals
Counseling
Communityevents
Encouraging
activism
Skill building
Source: Community Schools in Action: Lessons from a Decade of Practice
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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 2010-11 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
1920-2223-2425-31
33-3435
3738-43
4445-47
48
50
52-55
57-104
CMSD strategic framework for Academic Transformation
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CMSD strategic framework for Academic TransformationBuild 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 childhoodand 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
System-wide reforms Transform Central Office to better support schools Strengthen curriculum, improve teacher effectiveness, grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture
Great leaders
Great teachersInvolved parents/guardians
Exceptional CMSDstudents
Great leaders
Great teachersInvolved parents/guardians
Exceptional CMSDstudents
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Central office will also transform as part of the plan
Description
Realign to formtransformation
managementoffice (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 timeCoordinates with subject matter experts in every CMSD department
Restructure centraloffice to align to
plan
Redefine specific roles and overall reporting structures to align withtransformation priorities
Prioritizes customer (school) support and serviceAligns to long term organizational goals
Create centraloffice scorecard
Define key performance indicators aligned to transformation plan Measure progress to objectives, provides opportunities to communicate
success to community
Cut overallcentral 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
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Provides critical guidance to Transformation Management Office Ensures alignment between transformation, ongoing work Clears obstacles, resolves conflicts
Makes critical decisions Sets direction, ensures adherence to the transformation vision Commits the resources time, talent, dollars to drive the change Maintains focus, urgency
Teacher LeadershipCommittee
Principal LeadershipCommittee
O b b t p tIn place to manage quality implementation of program
Transformation Management Office
Proactively manages change effort, internal/external communication Provides oversight/transparency to day-to-day/week-to-week
progress Identifies potential conflicts and resolves/elevates as needed Serves as coordinator across Transformation workstreams Conducts change management tasks
Transformation work teams
Develops charters, detailed implementation plans, and clear targets Drives execution, reports on progress against targets Gathers input from all key stakeholders Designates teams and team leaders for each workstream
Fundssourcing /
management
Refocusedschool
initiatives
New schoolopenings
Schoolclosures
Teachereffectiveness
Principalpipeline
Central officeredesign
Communityengagement
Performancemanagement/accountability
Executive Sponsor
CEOCommunity partnership council
Collaborates on planning, design,funding
Mayor and School Board
Provides external support andaccountability on progress, integrity of
implementation Builds public awareness of and
confidence in transformation Provide continued project team
support
Provides feedback and inputfrom key stakeholders onworkstreams and entire effort
Provides strategic andimplementation guidance toproject management teamand individual work teams
Cabinet
Students
Parents and community
Other staff members
Principals and teachers
Goals guiding district re-organization
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g g gCentral office: refocus and repurpose
Focus entire organization on academic achievement/success of students
Audit all central office functions to align with student achievement; audit will be led by external consultant
Align all functions through reporting relationships, role definitions, etc. with academic goals
Emphasize instructional leadership role of principals and those who supervise principals
Focus on changing system functions to meet the needs of schools
Improve speed and efficiency of decisions
Minimize unnecessary layers (delayer)
Maintain optimal spans of control
Create coherent, coordinated communication and direction to school sites
Build district capacity to enable shift in decision making authority to schools
Attract high performing principals who can lead building in exchange for accountability
Continue to enhance the Principal and District Leadership Pipeline for succession planning
Improve efficiency and service levels of core functions and processes
CEOs direct reports will be selected by CEO; most others will apply for positions in the new structure Create true customer service orientation
Ensure mechanisms exist for customer feedback
Emphasize high quality standards of professional practice, collaboration and results
Streamline and minimize overhead costs New central office structure must use fewer people/resources to service schools
Proposed CMSD central office structure
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pTo be finalized during restructuring process, with goal to better provide school in depth support
ChiefInnovation
Officer
Open new/repurposeschools
Maintain currentinnovationportfolio
ChiefFinancialOfficer
Budgeting Purchasing Internal auditsCompliance/
CCIP
ChiefOperations
Officer
Safety andsecurity
Food services Transportation TechnologyMaintenance/
capitalimprovement
Chief of Staff Humanresources
Legal services External Affairs& CommunityEngagement
OrganizationalAccountability
TransformationOffice(close/relocate)
ChiefAcademic
Officer
Schoolsupervisionand support
Curriculum andinstruction
Leadership anddevelopment
Research andinformation
StrategicPartnerships
(Charters.
EMOs, etc.)
Process will include gathering input from our broad stakeholders todetermine how we can best improve customer service to schools
Action teams at core of support, led by academic office
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pp yInnovative office remains separate to encourage experimentation and support of new models
CAO1 leads four academic functions,which access district support centers
CAO1 leads four academic functions,which access district support centers
School support segmented into four functions
Growth, Refocus, Repurpose, and Monitor Each function's support driven by action teamswho will deliver school supports
Innovative schools operate separately, with twoaction teams to support selected schools
Existing innovative growth schools (MC2STEM) New models in repurposed schools (New Tech)
All action teams responsible for accessingnecessary central office support systems, eg:
Curriculum and instruction as part of academics Budgeting as part of financial support
Action teams structured to providecross-functional school support
Action teams structured to providecross-functional school support
Action Team leader manages both dedicated
and shared resources. Example team:
1. Chief Academic Officer
Dedicated(One per
team)
Shared(acrossteams)
Instruction (eg, model fidelitymodel, prof. development)
Engagement (eg, feedback,surveying)
Operations
Curriculum and research Data support (eg,
interpretation, monitoring) Human resources (eg,
evaluation, mentoring)
New structure will replace current school support
structureand require many central office staff to reapply
Chief Academic Office leads four academic functions
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Responsible for supervising school specific action teams and district-wide support centers
XXSchools
XGrowthactionteams
Headof
g
rowthschools
XRefocusactionteams H
ead
of
refocusscho
ols
XXSchoolsStudents
X Repurpose action teams
X Monitor action teams
Head of Monitor schools
Head of repurpose schools
Curriculum and instrn support center
Leadership and dev support center
Research and info support center
XX Schools
XX Schools
Four Academic Functions
Growth: Maintain current building,program, and staff while settingstrong expectations for further
improvement while providingflexibility through defined autonomies(budget, calendar, governance,staffing) to continue improvingperformance
Refocus: Provide a variety ofselected additional resources tointensively support schools forcontinued academic improvement
Repurpose: Support theimplementation of new programming,leadership, and staff to redesign low-performing schools
Monitor: Support existing programsand monitor for academic progress
Intentionally separate Innovations Office to encouragecontinued experimentation and support of new models
Summary of district wide delivery priorities
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Strengthen curriculum, improve teacher effectiveness, and grow strong leaders
Description
Strengthencurriculum
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 benchmarktesting
Build capabilities in schools to support intervention with at-risk students andprovide stretch curriculum for high performers
Improveteacher
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 strongleaders
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
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Summary of plan elements
Plan elementsPlan elements
Develop broad-based accountability system that monitors school success and determines supportsand consequences
Defines measures to categorize schools into performance levels (utilizes Decision Support Tool criteriaas 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
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Refocus schools
Provide differentiated supportswith the expectation ofimprovement within 1-3 years orface more significant action
Schools are assessed andcategorized annually
High performers Highest performers are granted
additional incentives andautonomies
High performers are paired with
intensive support schools to providebest practices
Proposed accountability framework for CMSD schools
Close school
Adjust support As schools
decline inperformance,
targeted supportsare put in place
1 Improveover time
2 Repurpose (includesconversion to charters)
3
Adequate performers
Intensively support Select subset of
schools annually toreceive intensive,specialized, andprioritized districtsupports
Phase out interventions,increase autonomy
As schools improve inperformance, re-
allocate intensiveresources to strugglingschools
Increase schoolautonomies
Rely on accountability system to determine
gradually increased, differentiated supports Maintain schools on the road to "intensivesupport" until resources and capacity tomanage is available
Work with school leadership to
determine certain resources to keep tomaintain performance momentum
Central office accountability measures delivery to schoolsE l f ti l th di t i t h d t d li
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Examples of operational measures other districts have used to gauge delivery
1. Measures would require customer satisfaction surveySource: Informed by performance management system developed in Seattle Public Schools
DepartmentDepartment
Overall district
Accuracy of enrollment projections
School staff attendance
Building cleanliness audit score
Buildings completed on time and on budget
Improved student safety and improved school climate1
Busses on time
Administrators per student
Facilities
School Support Services
Financial Services
Technology Services
Principal satisfaction with quality of maintenance services1
Family satisfaction with the district overall1
Percent of budget devoted to the classroom
Accuracy of budget projections
Ratio of students to computers
National Board Certified teachers
Enrollment Family satisfaction with enrollment services1
% of students with fewer than 10 absences per year
Network availability to schools
Number of students enrolled in the district
Undesignated fund balance
MeasureMeasure
Developed in addition to academic measures of success
Objectives for a transformational workforce culture
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Objectives for a transformational workforce culture
In order to best prepare children for 21st Century learning and to accelerate the growth ofstudent-centered cultures in schools, the district and our employees should adoptprocesses and procedures that make student success the objective of their daily activity:
Building-based management provide building leaders with the tools to select and directemployees based on student needs, employees abilities and building objectives
Student focused work daycollaborate to explore employee work day configurations thatimprove student achievement
Customized professional goals and development empower all employees to adoptpositive, self-motivated approaches to effectively enhance student achievement in their rolewith the District; measure the impact of professional development on student achievement
Employee motivation reward student-focused achievement, identify and address areasfor improvement, transition or remove employees unable to attain transformational goals
1
2
3
4
Contents of the transformation plan
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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 2010-11 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
1920-2223-2425-31
33-3435
3738-43
4445-47
48
50
52-55
57-104
Funding implications: summary
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Funding implications: summary
Academic Transformation Plan includes both savings (building closures) and additional costs (turningaround low performing schools and investing in district reform efforts)
Given projected 2010-11 $53M budget shortfall, savings by law will be applied first to deficit reduction;savings will accrue from three sources:
Operating fewer schools to maintain, heat, and administer Reducing spending in Central Office functions
Reducing school-based positionswill start with retirements and positions at closed schools that will nottransfer to a new building
Cost of transformation will be $20-25M in first yearroughly 2-3% of the annual operating budget Significant impact for small percentage increase in overall spending
Total cost for first three years ~$70M
Transformation plan will also require CMSD to re-evaluate capital funding plan and OSFC Master Plan
to ensure alignment
Securing sustainable funding will require CMSD target multiple sources
Creative internal sources (redirecting existing spending)
Federal stimulus and school improvement grants
Community partnership council support Additional taxpayer support may be needed if other sources are not sufficient
Contents of the transformation plan
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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 2010-11 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
1920-2223-2425-31
33-3435
3738-43
4445-47
48
50
52-55
57-104
Delivering the plan will take a citywide effort
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Delivering the plan will take a citywide effort
Academic Transformation represents the most dramatic change effort CMSD hasundertaken 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
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s s a d c t ca co d t o s o p a p e e tat o
CMSD's Academic Transformation Plan sets an aggressive change platform that includesboth 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 planimplementation. 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
If these necessary conditions do not materialize, CMSD will continue to implement theplan at a slower, more measured pace of change. For example:
Supporting fewer repurposed and refocused schools in 2010-11, delaying the support of
some schools until the 2011-12 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 prioritiesWill share detailed plans on each topic in the period following final Board approval
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Will share detailed plans on each topic in the period following final Board approval
Support for most severely impacted schools through transition(e.g., forming "transition teams" composed of parents, teachers, students,and community members to work through transition logistics at each school)
Transportation
Update to the master plan
Student assignment
Safety/security plans
Teacher and administrator assignment plan
Ongoing parental outreach and communication
Labor negotiation transformation objectives
Benchmark districts have counseled CMSD to release detailed planssoon after Board approves final recommendations
1
2
3
4
5
6
7
8
The path forwardWhat to expect in the coming months
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p g
January February/March Until September 2010
Visit each school where
significant change willoccur in 2010 Explain how the plan will
impact students, teachers,and the community
Listen to concerns
Engage with community onthe specifics of the plan
Answer questions
Finalize plan details withcommunity/staff input(adjust if critical newinformation is presented)
Continue community and
stakeholder engagement
Seek final Board approvalin early March
Answer specific questions
regarding schooltransitions Student assignments Teacher assignments
Begin implementing theAcademic TransformationPlan
Plan for school openings Build academic supports
Define accountabilityframework and measures
Contents of the transformation plan
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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 2010-11 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
1920-2223-2425-31
33-34
35
3738-43
4445-47
48
50
52-55
57-104
Nine criteria considered as part of school decisionsInformed by CMSD leadership, Community Advisory, and benchmarks
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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
1
2
3
4
5
6
7
8
9
Facility demand
Performancedrivers
Academic
performance
Buildingcondition
CategoryCategory CriteriaCriteria
Each category is scored on ascale from 0-100
Schools are placed on thescale, with top performancerated 100 and lowest rated 0
Each category's score isbuilt as a composite score ofall the sub-criteria
for example, facility demandscore is determined by
current capacity utilizationas well as enrollment trend
What the score meansWhat the score means
Summary all high schools
High Schools
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18,901 17,457 16,557 15,537
0
10,000
20,000
2007-082005-06 2006-072004-05
EnrollmentAcademic
neighborhoodAll high schools
Number of schools 21
% seats filled1 60% capacity utilized
Wardsencompassed
All
Basic profileBasic profile Historical enrollmentHistorical enrollment
Report card ratings (2008-09)Report card ratings (2008-09)
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 regionsWith a goal to build choices within each region
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Note: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones.Source: CMSD data
Collinwood
Glenville
Marshall
Lincoln-West
Rhodes Kennedy
East Tech
East
JohnAdams
South
West region
Northeast region
Southeast region
Region
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High schools' supporting materials
High Schools
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School AcademicBuilding
ConditionPerformance
DriverDemand
Current MasterPlan 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 0 56.8 Completed
East Technical High 30.0 44.9 20.5 20.5 10
Garrett Morgan School Of Science 79.4 27.1 62.2 3.6 Maintain
Ginn Academy N/A2 N/A2 51.0 N/A2 43
Glenville High 9.5 35.8 35.2 68.7 9
James Ford Rhodes High 53.5 100 6.4 82.2 Completed
Jane Addams High 38.4 39.7 42.7 10.5 Maintain
John Adams High 8.6 100 5.2 83.5 Completed
John F Kennedy High 30.0 36.3 9.4 40.7 Maintain
John Hay High 90.0 100 99.5 59.7 Completed
John Marshall High 54.3 25.2 23.1 86.1 5
Lincoln-West High 28.8 95.2 13.1 83.7 Maintain
Martin Luther King Jr High 50.0 44.3 43.2 16.3 Maintain
Max S Hayes High 50.0 22.3 34.7 32.3 5
Margaret Ireland Complex 0 0 6.5 0 Maintain
South High / Washington Park 14.5 34.0 14.0 32.2 Maintain
SuccessTech Academy High 44.2 100 58.7 59.1 Completed
Whitney Young High 82.3 22.5 60.9 40.6 Maintain
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
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Recommendations for southeast region high schoolsTransition will happen over course of 35 year time period
High Schools
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School Category Recommendation Rationale
John Adams Repurpose Build 9th grade academy (eg, TalentDevelopment), with 2-3 upper innovativeacademies building over time, eg
Negotiated curriculum program Advanced Placement academy1
Explore 3rdacademy 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 Repurpose Build 9th grade academy (eg, TalentDevelopment), with 2-3 upper innovativeacademies building over time, eg
JFK school of government (Facing History)1
Interactive Broadcast Media Explore 3rd possible option
Consistently underperforming academically Broadcast Media academy supported by media assets
located within facility Government focused academy logical fit
South Close Close South Students reassigned, with focus on safe
transition Provide scholarships for cosmetology students
to attend private cosmetology school
Low scores across decision tool criteria (especiallyacademics and performance drivers)
Closure addresses excess capacity in region
Washington Park Repurpose Create and enhance stand-alone career
technical center with additional supports andpartnerships
Promising career technical programs in place (eg,
horticulture, small animal care, etc) can improve withfurther support
Additional capital funding has been budgeted to supportnecessary school building improvements
Whitney Young Growth Relocate Gracemount gifted program (grades25) into Whitney Young
Institute inquiry based gifted programming atall grade levels
Closing Gracemount facility improves capacity utilization Additional capital funding has been budgeted to support
necessary school building improvements
1. Based on existing proven modelsNote: All Academies list are proposed models; may be adjusted as providers are identified and models are matched to specific schools
Recommendations for northeast region high schoolsTransition will happen over course of 35 year time period
High Schools
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School Category Recommendation RationaleCollinwood Repurpose Build 9th grade academy (Talent
Development), with 2-3 upper innovativeacademies 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 23 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 lowscores across academics, facilities, demand
Severely under-enrolled
East Tech Repurpose Build 9th grade academy (eg, Talent
Development), with 2-3 upper innovativeacademies building over time, eg
Strengthen robotics program New Tech (project based learning)1
beginning August 2010 Public service academy or- Negotiated curriculum program
Prioritize facility capital dollars
Consistently underperforming academically
Award winning robotics program in city Public service academy would build potential partnership
with Stokes Social Services Mall Negotiated curriculum program becomes one of 3
regionally support programs
Ginn Repurpose Reinvigorate curriculum and instructionalapproach to meet needs of Ginn boys
Expands and focuses on start-up program to serve morestudents
Glenville Repurpose Build 9th grade academy (TalentDevelopment), with 2-3 upper innovativeacademies over time
District will study approaches that meet
needs of Glenville students Will prioritize capital dollars to prepare facility
Consistently underperforming academically Requires structural and instructional reforms to improve
student achievement and high school