cmsd academic transformation planmedia.cleveland.com/metro/other/transformation-media-kit.pdf ·...

Funding for CMSD Strategic Development Initiative provided by:The Cleveland Foundation and The George Gund Foundation

CMSD Academic Transformation Plan

A Strategic Development Initiative

2CMSD Strategic Development Initiative2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt

Executive summary (I)

CMSD's Academic Transformation represents the most comprehensive and ambitious plan in the historyof the district and calls for fundamental changes in . . .

• . . . how schools are designed and how they will operate• . . . how central office supports schools and school based personnel• . . . what we expect from principals, teachers and central office staff

Comprehensive approach leaves no school unexamined• Schools are categorized for different action (Growth, Refocus, Repurpose, Close, Open or Relocate)• Plan addresses lowest performing schools in 2010-11; reevaluates annually to identify next round of support• Central office will differentially manage schools based on action category• Plan seeks to spread innovation: opening new proven school models and partnering with proven providers

CMSD's high school strategy focuses on breaking down struggling comprehensive high schools intoproven academies serving 400-600 students and offering a portfolio of choices in all three regions of thecity

• Creating real-world learning (e.g., hands-on projects) that motivates students for college and careers• Supporting 9th grade students' transition to high school

CMSD's K-8 strategy focuses on building, maintaining and growing quality schools in all neighborhoods• Focusing on teaching students core academic skills (e.g., core literacy and math skills)• Maintaining a select number of "choice" programs throughout the city (single-gender academies, Montessori,

etc.), and those that serve a specific need (e.g., dual-language)• Seeking partnerships to help serve student needs (e.g., after school care as part of "wrap-around" services)


Executive summary (II)

System-wide reforms improve how central office and schools operate and create foundation forsuccessful 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 orabove—and 50% rated Excellent or Effective on the Ohio report card. To get there we must:

• Raise expectations system-wide• Engage parents and community in supporting students' success• Instill responsibility in CMSD students to take ownership for their own education


Contents of the transformation plan

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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)

Page(s)


An introduction from Dr. Eugene SandersOn what transformation means to me

"Our Academic Transformation Plan—the details of which unfold in this document—is 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 high—we 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 transform—the human element of change—that will determine ourultimate success or failure. Transformation requires changing our mindset, our behaviorsand our personal accountability for student success.

Success will take all of us—educators, families, students, and our community—workingtogether. 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 economy1

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 community3

Recruit, support, and retain high-quality principals and teachers4

Expand what is working today for students, be bold in rethinking, andchanging what is not working5

Right-size the district by eliminating excess capacity, addressingovercrowding and ensuring effective use of resources7

Attract and retain students and families in Cleveland6


• Graduation rate meets OH statebenchmark (currently 90%)

• Average ACT score: 19 or better1

• 100% of schools ContinuousImprovement or better

– 50% schools Effective or better– 100% of schools with positive

growth indicators

• Transformational labor/management relationships praisednationally for driving positiveacademic 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 intoall teaching and learning

• Grow strong, entrepreneurialprincipals

• Implement effective performancereview processes that center onstudent 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 centraloffice 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 ofhigh expectations and highachievement

• Excellent leaders in all buildings

• Dramatically improvinggraduation rates, proficiencyrates, 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

Communicateclearly

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 arobot—they 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 manyprototype models before onefinally worked.

One year later, Sean wroteabout his experience winningthe robotics competition in acollege essay that secured himentrance 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


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


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

JohnAdams

South


Declining enrollment has resulted in excess capacityPlan must also address overcrowding in Cleveland's west region

•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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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 committee

input

Data analysis• Decision support tool data

(school-by-school performance)• District-wide academic

performance and capacityutilization

Reform research• Models for district-wide reform• Effective school building

transformations• Best practices in high school, early

childhood, and middle grades


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, andstrive 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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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 childhood

and middle years• Create specialized programs

to address unique needs• Partner with charters

Diverse portfolio of academy high schools• Transition from comprehensive model• Build proven diverse options in each region• Focus on college and career readiness• Support the transition to 9th grade

System-wide reforms• Transform Central Office to better support schools• Strengthen curriculum, improve teacher effectiveness, grow strong leaders• Build accountability system to monitor performance• Strive for a transformational workforce culture

Great leaders

Great teachers

Involved parents/guardians

Exceptional CMSD students

Great leaders

Great teachers




The vision for CMSD's high school portfolio of schoolsPlan 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

CMSD’s high schools will take different transition paths to build the vision• Some will build a separate 9th grade academy to focus support for 9th graders’ transition• Some will open 3-4 academies that encompass 9-12th grade• Many of these will partner with proven providers and networks for support (eg, New Tech, Facing History)

CMSD will develop options for students who have fallen behind, as well as those who need a 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


How academy model is different from what was tried before

• Proven, research-based, and thoroughlyplanned instructional programs and schoolswith meaningful support

• Teachers and students choosing academiesthat best fit their teaching and learning style

• Flexibility for leaders to lead– Hiring teachers who fit the model– Using school time to best serve students– Adapting instructional programs and

support to fit each specific school

• A largely structural answer to a problemneeding a holistic solution

• eg, disjointed instructional programswithout 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


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

• New Tech (project-based learning), FacingHistory, College Board (Advanced Placement)

• Partner with external education providers andnetworks to bring proven models to Cleveland

• STEM and science programs, partnering withlocal businesses (eg, like current GE orCleveland Clinic partnerships)

• Fleet maintenance and other career techprograms aligned with city and district assets

• Utilize city and district assets to partner with theschools to offer real work experiences

• Advanced Placement (AP) Academies to stretchrigorous coursework

• "Negotiated Curriculum" Academies thatencourage students to take ownership (eg, likea college independent study)

• 9th grade academies supporting transition tohigh school

• Build high school academy models that can bedeeply supported in each of the three regions ofthe city

– regions: West, Northeast, Southeast

Examples of models we are consideringDesign principle of academies


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 providers—through an RFP—to meet unique needs in the city

All will be accomplished in a "right-sized" K-8 system with fewer schools and more investment in schools• With overall K-8 school capacity around 80-90% system-wide


PreK-8 success depends on building core academic 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, nurturing

social and emotional learning skills• Take responsibility, collaboratively

among staff, for student success• Reinforce positive character

Focus learning on a center-basedstrategy in the classroom

• Emphasize reading, writing, andmathematics

• Individualize instruction for learnerneed

• Implement aggressive academicintervention strategies

Maintain high expectations at allgrades and achievement levels

• Set clear and consistentperformance standards

Use data purposefully forassessment and accountability

• Formative assessmentsthroughout the year

• Feedback loops to enable real-time lesson adjustments

Support teacher development• Tailor professional development to

performance data• Ensure quality common planning

time in Purposeful 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-teacherrelationships

• 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?


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 ofintervention

Goal: Ensure quality schools in every neighborhood

Relocateprogram

(closebuilding)

• 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


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 toimprove 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


"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, personalleadership 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


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 provenlocal 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 provenlocal and national charter and EducationManagement Organizations (EMOs)

• Encourage takeover of an entire repurposedbuilding, with existing student population

• Evaluate use of a closed building, withcharter assuming operation cost


How high schools categorize using decision tool and logic

1. Relocates and repurposes to modify program to fit Glenville; results in building closure at Spellacy

RepurposeRefocus CloseGrowth Relocate

Lincoln West

John Adams

John F. Kennedy

Collinwood

Glenville

East Tech

Washington Park

Jane Addams

Marshall/Shuler

MLK

Max Hayes

Margaret IrelandComplex

Rhodes

East

South

Ginn (to Glenville)1

Move hospitalityprogram from JaneAddams

CSA

Design Lab

Garrett Morgan

High Tech High

John Hay Campus

MC2STEM

Success Tech

Whitney Young


How K-8 schools categorize using decision tool and logicPriorities for phase one—the 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

• 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

• 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*

• Albert B Hart*• Audubon*• Brooklawn• Charles Lake4

• Empire Computech• Forest Hill Parkway• Henry Longfellow• John D Rockefeller• John W Raper• Joseph F Landis• Robert Fulton

—facilities to close,program to relocate—

• Alexander GrahamBell

• Gracemount• Kenneth Clement• Tremont

• Alexander GrahamBell’s Deaf EducationProgram (to Willson)1

• Gracemount giftedprogram (to WhitneyYoung grade 2-12gifted)1

• Kenneth Clement (tonew Euclid Park)2

• Thomas Jeffersonopens new withnewcomers' programand Montessoriprogram (relocatedfrom Tremont2)

• Willson opens new3

• 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 Girls

Leadership Academy• Watterson-Lake• William C Bryant

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 decisionNeed to sequence and prioritize schools to ensure quality implementation

• Marion Sterling• Mary M Bethune• Memorial• Miles• Miles Park• Paul Revere• Robinson G Jones• Scranton• Union• Walton• Waverly• Willow

• Adlai E Stevenson• Almira• Anton Grdina• Artemus Ward• Bolton• Charles Mooney• Daniel Morgan• Denison• Paul L Dunbar• East Clark• Emile B deSauze• Giddings

Schools that will be monitored for year two decisionand reevaluated ahead of 2011-12

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 receiving

support 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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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 mutualsupport 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 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 student

information• Separate management team (the Academy Principal and Academy Instructional Leader) runs

the Ninth Grade Success Academy

• Regular use of data drives goal setting and monitors student trends• 9th grade wing of school separates freshmen from upperclassmen• Necessary resources including computer and science labs for ninth grade courses

• Freshman Seminars and double-dose reading and math courses• Teacher teams emphasize student attendance, discipline, and learning problems• After-hours high school courses serve students unable to meet during the day

• Extensive self-awareness opportunities concerning career goals, high school choices, 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 schoolsOften referred to as "community schools" with successful examples thriving in urban centers

Parentinvolvement

and leadership

After-schooland summerenrichment

0-5 Model Healthservices

Mental healthservices

Communityand

economicdevelopment

• ParentCoordinator

• Family resourcecenter

• Adult education

• Parent Councils

• Academicenrichment

• Developmentalneeds

• Recreation

• Early Head Start

• Head Start

• On-site clinics

• School-linkedcare

• Crisisinterventions

• Assessmentsand referrals

• Counseling

• Communityevents

• Encouragingactivism

• Skill building

Source: “Community Schools in Action: Lessons from a Decade of Practice”



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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 childhood

and middle years• Create specialized programs

to address unique needs• Partner with charters

Diverse portfolio of academy high schools• Transition from comprehensive model• Build proven diverse options in each region• Focus on college and career readiness• Support the transition to 9th grade

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



Great leaders

Great teachers




Central office will also transform as part of the plan

• 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)

Cut overallcentral office

budget

• Define key performance indicators aligned to transformation plan• Measure progress to objectives, provides opportunities to communicate

success to community

Create centraloffice scorecard

• Realign current services to form a position reporting to CEO to manage cross-functional effort

– Drives project management and ensures milestones are met on time– Coordinates with subject matter experts in every CMSD department

Realign to formtransformationmanagementoffice (TMO)

• Redefine specific roles and overall reporting structures to align withtransformation priorities

– Prioritizes customer (school) support and service– Aligns to long term organizational goals

Restructure centraloffice to align to

plan

Description


• 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

TMO will access broad base of stakeholder inputIn 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 ofimplementation

• Builds public awareness of andconfidence in transformation

• Provide continued project teamsupport

• 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-organizationCentral office: refocus and repurpose

Focus entire organization on academic achievement/success of students• Audit all central office functions to align with student achievement; audit will be led by external consultant• Align all functions through reporting relationships, role definitions, etc. with academic goals• Emphasize instructional leadership role of principals and those who supervise principals• Focus on changing system functions to meet the needs of schools

Improve speed and efficiency of decisions• Minimize unnecessary layers (delayer)• Maintain optimal spans of control• Create coherent, coordinated communication and direction to school sites

Build district capacity to enable shift in decision making authority to schools• Attract high performing principals who can lead building in exchange for accountability• Continue to enhance the Principal and District Leadership Pipeline for succession planning

Improve efficiency and service levels of core functions and processes• CEO’s direct reports will be selected by CEO; most others will apply for positions in the new structure• Create true customer service orientation• Ensure mechanisms exist for customer feedback• Emphasize high quality standards of professional practice, collaboration and results

Streamline and minimize overhead costs• New central office structure must use fewer people/resources to service schools


Proposed CMSD central office structureTo 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 audits Compliance/CCIP

ChiefOperations

OfficerSafety and

security 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 officeInnovative office remains separate to encourage experimentation and support of new models

CAO1 leads four academic functions,which access district support centersCAO1 leads four academic functions,which access district support centers

School support segmented into four functions• Growth, Refocus, repurpose, and watch• Each function's support driven by action teams

who will deliver school supports

Innovative schools operate separately, with 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 dedicatedand 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 supportstructure—and require many central office staff to reapply


Summary of district wide delivery prioritiesStrengthen curriculum, improve teacher effectiveness, and grow strong leaders

Continue to build the principal pipeline program• Strengthen current principals' skills based on individualized needs• Actively manage pipeline by identifying potential candidates early and training

them to become future principals• Attract diverse slate of candidates including non-traditional backgrounds (e.g.,

business, civic leaders)

Grow strongleaders

Continue to focus on implementation of core curriculum• Deepen scope and sequence curriculum and instruction• Deliver formative assessments and continue to train teachers to use benchmark

testing• Build capabilities in schools to support intervention with at-risk students and

provide stretch curriculum for high performers

Strengthencurriculum

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

Improveteacher

effectiveness

Description


Expanding accountability a central part of district reformSummary 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


Refocus schools• Provide differentiated supports

with 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 withintensive 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 determinegradually increased, differentiated supports

• Maintain schools on the road to "intensivesupport" until resources and capacity tomanage is available

• Work with school leadership todetermine certain resources to keep tomaintain performance momentum


Central office accountability measures delivery to schoolsExamples 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 scoreBuildings completed on time and on budgetImproved 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

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 day –collaborate to explore employee work day configurations that

improve student achievement

• Meaningful evaluation – implement effective performance review processes that provideregular feedback and identify employee strengths and challenges in the context of improvedstudent 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

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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 positions—will start with retirements and positions at closed schools that will not

transfer to a new building

Cost of transformation will be $20-25M in first year—roughly 2-3% of the annual operating budget• Significant impact for small percentage increase in overall spending• Total cost for first three years ~$70M

Transformation plan will also require CMSD to re-evaluate capital funding plan and OSFC Master Planto 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

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

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 ofsome schools until the 2011-12 school year

• Undertaking incremental (versus transformational) improvements in curriculum and teachereffectiveness 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

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

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The path forwardWhat to expect in the coming months

January February Until September 2010

Visit each school wheresignificant change willoccur in 2010

• Explain how the plan willimpact students, teachers,and the community

• Listen to concerns

Engage with community onthe specifics of the plan

• Answer questions• Finalize plan details with

community/staff input(adjust if critical newinformation is presented)

Continue community andstakeholder engagement

Seek final Board approvalin early-to-mid February

Answer specific questionsregarding schooltransitions

• Student assignments• Teacher assignments

Begin implementing theAcademic TransformationPlan

• Plan for school openings• Build academic supports• Define accountability

framework and measures



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Nine criteria considered as part of school decisionsInformed by CMSD leadership, Community Advisory, and benchmarks

Report card rating

Performance Index (PI) trend

Facilities Condition Index

Conditions for Learning Survey

Teacher attendance rate

Student attendance rate

Major safety incidents

Capacity utilization

Enrollment trend

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2

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4

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Facilitydemand

Performancedrivers

Academicperformance

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 bycurrent capacity utilizationas well as enrollment trend

What the score meansWhat the score means

cmsd academic transformation planmedia.cleveland.com/metro/other/transformation-media-kit.pdf ·...

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