Investment Schools Phase One: 2013-2014

Robinson G. Jones SchoolMay 9, 2013

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Hopes and dreams

What are your hopes and dreams for your child?

Becoming a doctor

Sharing my love of reading nonfiction

Earning a 4-year college degree

Mastering the multiplication

tablesEnjoying school

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Investment Schools: Our context

Investment Schools: Our plan

Investment Schools: Our message

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Becoming a portfolio district: Choices that children deserve

• Promote and expand high-performing schools• Start new schools• Strengthen mid-performing schools• Repurpose low-performing schools

The Cleveland Plan

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It is not enough to become a premier school district

CMSD must become a district of premier schools.

Key Message

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The time is right for CMSD

The Cleveland Plan

Tax levyState legislation

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Investment Schools: Our context

Investment Schools: Our plan

Investment Schools: Our message

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What works: Thinking differently about schools

Old thinking: “Conveyor belt”

Student is moved along a curriculum-, grade- and age-based “conveyor belt,” in a process that lends itself to

standardized inputs and outputs

New thinking: “Medical team”

A team rallies for each student, backed by a whole system of skilled

professionals, processes, and technologies organized and ready

to analyze, diagnose, and serve the goal of learning

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What makes urban schools successful?

readiness to TEACH

4. Shared responsibility for achievement

Staff feel deep accountability and missionary zeal for student achievement.

5. Personalization of instruction Individualized teaching based on

diagnostic assessment and adjustable time on task.

6. Professional teaching cultureContinuous improvement through

collaboration and job-embedded learning.

readiness to LEARN

1. Safety, discipline & engagement Students feel secure and inspired to learn.

2. Action against adversity Schools directly address the challenges

faced by students living in poverty.

3. Close student-adult relationships Students have positive and enduring

mentor/teacher relationships.

readiness to ACT

7. Resource authoritySchool leaders can make mission-driven

decisions regarding people, time, money, and programs.

8. Resource ingenuityLeaders are adept at securing additional

resources and leveraging partner relationships.

9. Agility in the face of turbulence Leaders, teachers, and systems are flexible and inventive responding to

constant unrest.

Mass Insight Education, The Turnaround Challenge (2007)

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R.G. Jones School: Relentless focus on “Readiness to Teach”

readiness to TEACH

Shared responsibility for achievement

Staff feel deep accountability and missionary zeal for student

achievement.

Personalization of instruction Individualized teaching based on

diagnostic assessment and adjustable time on task.

Professional teaching cultureContinuous improvement through collaboration and job-embedded

learning.

readiness to LEARN

readiness to ACT

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What other Year 1 Investment Schools will be in the Readiness to Teach cohort?

readiness to TEACH

4. Shared responsibility for achievement

Staff feel deep accountability and missionary zeal for student achievement.

5. Personalization of instruction Individualized teaching based on

diagnostic assessment and adjustable time on task.

6. Professional teaching cultureContinuous improvement through

collaboration and job-embedded learning.

Case

Robinson G. Jones

Walton

Franklin D. Roosevelt

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What “foundational levers” have been identified for Robinson G. Jones?

Strategies considered Right levers for Robinson G. Jones?

Replace current principal All Investment School principals must re-interview with the CEO

Replace some or all staff No; all staff must sign Investment Commitment letter

Offer extended learning time No

Overhaul school culture & discipline No

Improve school facilities Yes, “facelift” according to building conditionsAdd community/health support (“wraparound”) services

Yes, with community input

Add instructional programs Yes, improve rigor of instruction and add instructional coaches

Provide staff with meaningful professional development

Yes, with community input

Utilize external operating partner No

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What visible changes must we see in Investment Schools?

Building educators’ Readiness to Teach: Extra time for teachers to collaborate, learn from one another, and

plan outstanding, relevant lessons

• Holding every adult accountable for the success of every student

• Integrated use of classroom technology to engage students

Targeted professional development and ongoing coaching on how to

use available data to meet individual students’ learning needs

Curriculum and resources to support high-quality instruction for

English Language Learners and Special Education students

All-school training to deepen staff commitment to a culture of

learning, high expectations, and every student graduating from

high school prepared for college and career success

4. Shared responsibility for achievement

Staff feel deep accountability and missionary zeal for student achievement.

5. Personalization of instruction Individualized teaching based on

diagnostic assessment and adjustable time on task.

6. Professional teaching cultureContinuous improvement through

collaboration and job-embedded learning.

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Other changes to expect at Robinson G. Jones

• Ongoing performance-monitoring against school

and classroom goals

• Regular, responsive interactions with families and

community stakeholders

• An intensively student-centered mindset

• Development of meaningful, effective, relevant

instructional models that will empower all students

to achieve at high levels

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Robinson G. Jones as a Phase 1 Investment School

Prepare to implement

effective practices in a subset of high-need

schools starting August 2013

• Collaborate with proven partners to dramatically change schools

• Engage families and educators at the school level to design high-leverage interventions for each building

These

are key

next steps.Many design

decisions will

need your

input over these

next weeks.

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Building the school that students need and deserve

• What do you need to see to ensure that R.G. Jones

is constantly improving to meet the needs of

every student?

WE WILL ISSUE REPORT CARDS ON OUR PROGRESS.

• How can leadership and staff at R.G. Jones

communicate with every family to build a genuine

home-school partnership to support every student?

WE WILL LISTEN, AND CREATE THE

STRUCTURES THAT WORK FOR YOU.

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What turnaround is NOT:

Investment Schools = Positive Change

Settling for incremental

improvement Requiring additional improvement plans

Additional mandates without support

Multiple programs implemented

without intentionality

Infrequent coaching

“Every man for himself”

What SUCCESSFUL turnaround IS:

Recognition of the challenge: Our kids

deserve betterDramatic,

fundamental change

Collaborative community of professional

educators

Urgency to make every minute a

learning minute

Working smarter, not harder

Supportive operating conditions

We will not do business as usual; this is unusual business.We will not repeat old mistakes.

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No “magic bullets” – Only people can bring real change

We need all of our staff, families, community, business, and education partners to come together

around the Investment Schools.

Key Message

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• Communications outreach to all families and school staffs: CEO Gordon and CAO Pierre-Farid will personally lead meetings in each school community during the next month

• Schools will undergo an intensive and collaborative analysis and planning process with carefully selected partners

• CMSD Human Resources will commence a recruitment and staff selection campaign

Investing in our children: CMSD’s Investment Schools

What else is happening across Investment Schools?

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Q&A / Listening to the community

WE ARE INvested.

ARE YOU IN?

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How YOU can INvest in your child’s education

o Get your child to school on time, every day. Every minute missed o is a lost learning opportunity! o Read with your child and encourage him/her to read for pleasure.o Check your child’s backpack each evening for homework assignmentso and/or communications from the school.o Ask your child what he/she learned at school that day.o Learn about available enrichment opportunities and sign up your o child to take advantage of them.o Attend SPO meetings, open houses and parent-teacher conferences.o Every day, remind your child that he/she must work hard to get o smarter and that you believe in his/her ability to do so.o Check in with your child’s teacher about his/her progress.o Visit a college with your child!

…and so many other ways!

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We welcome you! Please return soon.

Get involved this summer:

Day of Service at Robinson G. Jones School

August 2013: Back-to-School Welcome Social

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Appendix: Why is this happening in CMSD right now?

• According to HB 525, the CEO must identify schools each year in need of corrective action, then decide what corrective action is warranted for each school and when the plan should be implemented.

• Approximately 6-10 schools will be identified each year to become Investment Schools

“Corrective Action” = Investment

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CMSD must accomplish two goals simultaneously

Prepare to implement effective practices in a subset of high-need schools starting August 2013

•Select Year One Investment Schools based on a variety of criteria

•Collaborate with proven partners to dramatically change schools

•Engage families and educators at the school level to design high-leverage interventions for each building

Engage the community and

conduct in-depth reviews to design an

equitable change process

•Across multiple neighborhoods, engage families and educators in meaningful dialogue •Design and communicate a transparent and equitable process for the next three years of CMSD Transformation through Investment

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We examined CMSD schools across multiple criteria

Candidate schoolAcademic

achievement

Culture, teamwork,

vision

Strong school leaders

Motivated, caring

teachersRigorous

instruction

Social & emotional support for

students

Family engage-

mentSchool 1 X X X X School 2 X X X XSchool 3 X X X School 4 X X X X School 5 X X X School 6 X X School 7 X X XSchool 8 X X School 9 X X X School 10 X X X School 11 X X School 12 X X X X

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Selecting the first Investment Schools

Review research base and examine multiple criteria RE

high-performing, high-poverty schools

Stage Two: List of candidate schools reduced to approximately 25

Apply Academic Team knowledge and expertise of

individual school contexts across criteria

Stage One: Consider ALL underperforming CMSD schools

as candidates

Deep-dive with CEO and Chiefs to determine district capacity

for Quick Win success

Stage Three: Final candidate schools selected

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Investing:What is possible in all CMSD Investment Schools?

People

Time

Money

Programs

• Selection of principal for 2013-14• Selection of teachers and staff for 2013-14• Investment Commitment letters to be signed by all staff

• Pilot CMSD initiatives (student-weighted funding, differentiated compensation)• Increased budget autonomy to invest in positions,

programs, partners best suited to a specific school

• Extended instructional time• Extended planning/preparation/collaboration time• Restructured use of existing time

• Intensive coaching and professional development to support specific school needs and goals• Intentional alignment of student and family supports• External supports for programs and operations