2010 mar 09 cmsd academictransformationplan updated

7/31/2019 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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3CMSD Strategic Development Initiative2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt

Executive summary (II)

System-wide reforms improve how central office and schools operate and create foundation for

successful and sustainable transformation Transforming central office by restructuring to align priorities, increasing transparency, cutting spending

Strengthening curriculum, improving teacher effectiveness, and growing stronger leaders

Building accountability system to monitor performance

Striving for a transformational workforce culture

Strengthening relationships with community organizations, including charter organizations

Plan requires significant financial resources to successfully implement projected annual 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


4/1174CMSD Strategic Development Initiative2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt

Contents of the transformation plan

Page(s)

For students to succeed, we must dramatically improve education in Cleveland

The goals are ambitious plan considers many inputs, and requires everyone working together to deliver

Major school level changes invest directly in improving performance Shift away from comprehensive high schools to relevant career and college ready options Strong K-8 options in every neighborhood, all focusing on core skills School-by-school improvement programs recommended (including closures)

Expansion of new and proven school models that will look and feel very different than school today

High school example: models like New Tech that expand definition of how quality is delivered K-8 example: wrap-around schools that provide extended support services for families

System-wide reforms improve how central office and schools operate Central office transforms by restructuring to align to priorities, increasing transparency, cutting spending District will strengthen curriculum, improve teacher effectiveness, and grow strong leaders

Build accountability system to monitor performance Strive for a transformational workforce culture

Plans must be scalable across district and financially sustainable Must address $50M deficit projected for 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)

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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."



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



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



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 . . .



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



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.



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
http://upload.wikimedia.org/wikipedia/en/f/f8/Twogirls_xl.jpg



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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Page(s)






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




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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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Page(s)






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




5-14

16-17

1920-2223-2425-31

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3738-43

4445-47

48

50

52-55

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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



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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


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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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





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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
http://edcommunity.apple.com/ali/galleryfiles/15150/laurabest.jpg


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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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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 leaders




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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


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



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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






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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



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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



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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

2010 mar 09 cmsd academictransformationplan updated

Documents