2010 Mar 09 CMSD AcademicTransformationPlan Updated

CMSD Academic Transformation Plan
A Strategic Development Initiative March 9, 2010 update
Funding for CMSD Strategic Development Initiative provided by: The Cleveland Foundation and The George Gund Foundation
Executive summary (I)

CMSD's Academic Transformation represents the most comprehensive and ambitious plan in the history of the district and calls for fundamental changes in . . . . . . how schools are designed and how they will operate . . . how central office supports schools and school based personnel . . . what we expect from principals, teachers and central office staff Comprehensive approach leaves no school unexamined Schools are categorized for different action (Growth, Refocus, Repurpose, Close, Open or Relocate) Plan addresses lowest performing schools in 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 into proven academies serving 400-600 students and offering a portfolio of choices in all three regions of the city Creating real-world learning (e.g., hands-on projects) that motivates students for college and careers Supporting 9th grade students' transition to high school CMSD's K-8 strategy focuses on building, maintaining and growing quality schools in all neighborhoods Focusing on teaching students core academic skills (e.g., core literacy and math skills) Maintaining a select number of "choice" programs throughout the city (single-gender academies, Montessori, etc.), and those that serve a specific need (e.g., dual-language) Seeking partnerships to help serve student needs (e.g., after school care as part of "wrap-around" services)
2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt
CMSD Strategic Development Initiative
Executive summary (II)

System-wide reforms improve how central office and schools operate and create foundation for successful and sustainable transformation Transforming central office by restructuring to align priorities, increasing transparency, cutting spending Strengthening curriculum, improving teacher effectiveness, and growing stronger leaders Building accountability system to monitor performance Striving for a transformational workforce culture Strengthening relationships with community organizations, including charter organizations Plan requires significant financial resources to successfully implement projected annual improvement costs of $20-$25 million per year (2-3% of current operating budget) Must address $50M deficit projected for 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 or aboveand 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)
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An introduction from Dr. Eugene Sanders

On what transformation means to me
"Our Academic Transformation Planthe details of which unfold in this documentis the most important work I have undertaken in my career. Success means we will dramatically improve educational outcomes for our students - and in doing so - for the region. The stakes are highwe must transform what every student is prepared to accomplish as he/she becomes a leader in our community, our colleges and our ever-evolving workplace. To me, there are two sides to transformation, both "what" and "how" we transform. Our leadership team has spent months researching the "what": proven school models and well-tested district reform strategies. A well-designed plan is an important first step. However, it is "how" we transformthe human element of changethat will determine our ultimate success or failure. Transformation requires changing our mindset, our behaviors and our personal accountability for student success. Success will take all of useducators, families, students, and our communityworking together. In the coming months, I will push us to raise our expectations for our students, our children, and our neighbors. Please join me in this effort."
Goals for CMSD Academic Transformation

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

Entire city plays a role in helping CMSD meet ambitious goals
Goals for transformation

21 century graduates Quality schools in every neighborhood Accountability for all High-quality principals and teachers Expand what works, rethink what doesn't Attract and retain students and families Right-size the district
st
Examples of how we will raise expectations

Embed 21st century skills into all teaching and learning Grow strong, entrepreneurial principals Implement effective performance review processes that center on student achievement Strengthen community partnerships to support students and schools Deepen connection between schools and homes Transform at a pace that builds lasting support
Example 2015 measures of success

Graduation rate meets OH state benchmark (currently 90%) Average ACT score: 19 or better1 100% of schools Continuous Improvement or better 50% schools Effective or better 100% of schools with positive growth indicators Transformational labor/ management relationships praised nationally for driving positive academic results Stable enrollment trend and 80-90% capacity utilization Improved student centered culture2
1. Would meet the Broad Foundation district benchmark for average ACT score in large districts, a significant improvement from CMSD average score of 16 in 2008 2. Defined by Conditions for Learning Survey
Key success milestones to gauge CMSD progress

What you can expect to see in CMSD in . . . Fall 2010
A right-sized CMSD district With students safely reassigned ~15 fewer facilities in operation ~15 new / repurposed schools opened (high school and K-8) 10-20% of total schools in city 4-6 high schools transitioning away from comprehensive approach A viable financial plan, that includes federal, local sources and prioritizes existing resources An accountability framework that clearly explains to staff goals, supports, consequences Sets measurable goals for central office departments A principal pipeline program that is identifying and growing strong academic leaders
2011-2012 school year

5-10 additional repurposed schools Expanding successful academy high school models Including proven local and national models Incubated new choice and quality programs in each neighborhood Academy high schools, expanding into the 10-11 grades 20% more of schools that have reached Continuous Improvement or better, on the way to 100% Workforce relationships that support transformational thinking and goals
Five years 2015

Successful meeting of goals, targets, and success measures A portfolio of high school and K8 highly functioning schools that offer choices to families A vibrant district-wide culture of high expectations and high achievement Excellent leaders in all buildings Dramatically improving graduation rates, proficiency rates, and college attendance Stable CMSD enrollment, with schools that attract families to the district
All graduates need modern day skills to succeed

Access and manage information Think creatively
Analyze and create media Guide and lead be responsible to others Work effectively in diverse teams
Adapt to change
Reason effectively Manage projects, producing results
Implement technological innovations
Communicate clearly
Source: The Partnership for 21st Century Skills
Sean's story: from an assembly line to robotics engineering

How a transformative educational experience must prepare students for 21st century success
Sean was proud of his dad. He had worked hard for 25 years on the assembly line of an auto plant. Sean often heard his dad talk about how advanced robotics were quickly taking over the plant. When Sean's dad was laid off, he urged his son to continue to study hard. He wanted Sean to be prepared to design the robotics, not be replaced by them.
Sean told his dad's story to his friends. Inspired, they decided to form a team to build a robot they were determined to prepare themselves for a changing world. Their physics teacher, Mr. Johnson, saw the students' passion and helped design a project that creatively incorporated all the skills the students needed to master their college entrance exam.
Over several months, Sean's team worked closely with Mr. Johnson to design a robot that could lift and transport a package. They learned about energy, carefully researched designs, and built many prototype models before one finally worked. One year later, Sean wrote about his experience winning the robotics competition in a college essay that secured him entrance into MIT. Sean now is studying engineering at MIT.
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CMSD will provide a different educational experience

Different than how schools have traditionally looked and felt to students and families
Students design energy- efficient lighting in a STEM school Families receive "wrap-around" support as part of a strong community school
Young children build with shapes in an alternative Montessori approach
High schoolers peer into a hybrid car, learning internal combustion from local engineers
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The case for change is a call to action

Facts
CMSD test scores and graduation rates are unacceptably low
Academics
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
CMSD enrollment has been declining sharply for nearly a decade
Facilities
Many neighborhoods have substantial unused capacity; others are overcrowded Maintaining this excess capacity limits the resources available for the education of students
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Several academic neighborhoods have all failing schools

Percentage of schools in Academic Watch or Emergency None 1% to 33% 34% to 66% 67% to 99% 100%
East4 East Tech Glenville Collinwood2
Citywide draw schools5
Innovative schools6
Lincoln-West3 South Rhodes John Adams Kennedy
Marshall1
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 in 2008-09) 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 Lab Note: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones. Includes K-8 schools and high schools Source: Ohio Department of Education; Student Assignments
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Declining enrollment has resulted in excess capacity

Plan must also address overcrowding in Cleveland's west region
K-8 capacity utilization by academic neighborhoods 80% to 90%
Collinwood2
70% to 80% Less than 70%

East4 Glenville
East Tech Lincoln-West3 John Adams South Marshall1 Rhodes Kennedy
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, a committed new facility that was not operational in 2008-09 4. Includes Willson, a committed new facility that was not operational in 2008-09 Note: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones. Utilization equals total enrollment (for 2008-09) divided by estimated school capacity. Capacity is estimated at 25 students per classroom adjusted for 10 students per classroom for current special ed student enrollment. Where schools have been built within the Master Plan, OSFC capacities have been used to increase accuracy Source: CMSD data
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Multiple inputs used to develop a holistic CMSD plan

External audits Council of Great City Schools on specialty programs/schools Education First on successful turnaround strategies BCG on facilities utilization
Data analysis Decision support tool data (school-by-school performance) District-wide academic performance and capacity utilization
CMSD's Academic Transformation plan
Reform research Models for district-wide reform Effective school building transformations Best practices in high school, early childhood, and middle grades
Input, debate, discussion CMSD senior team workshops K-8 and high school sub-teams Multiple community forums Regular advisory committee input
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Key considerations that have guided transformation planning

As informed by advisory committee of community members
Do what's best for the current and future students Give students the best academic opportunities Provide students safe learning environments (remove from hazardous building conditions) Do everything possible to build well-rounded individuals Emphasize objectivity, minimize politics, and strive to consistently apply these guiding principles Be courageous seek transformational change, demonstrate a sense of urgency, and be willing to stay the course in a long, difficult journey Hold all schools to a high standard of academic performance; those that fall short face the prospect of substantial change "Right-size" the district by eliminating excess capacity and addressing overcrowding where needed, and strive to invest a portion of savings back into school sites Where possible seek to: Make all schools unique and strategic in program focus Raise the condition of all facilities to a minimum standard Preserve and enhance relationships with community organizations Spread "what works" to lower-performing schools
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CMSD strategic framework for Academic Transformation

Build on what is working, rethink and address what is not
Diverse portfolio of academy high schools System of preK-8 neighborhood schools Transition from comprehensive model Ensure quality in every neighborhood Build proven diverse options in each region Support strong core academics Focus on college and career readiness Emphasize early childhood Support the transition to 9th grade and middle years Create specialized programs to address unique needs Great leaders Great leaders Partner with charters
Great teachers Great teachers Involved parents/guardians Involved parents/guardians Exceptional CMSD Exceptional CMSD students students
System-wide reforms Transform Central Office to better support schools Strengthen curriculum, improve teacher effectiveness, grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture
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The vision for CMSD's high school portfolio of schools

Plan elements
CMSD will build a system of high schools that breaks down comprehensive schools over time into academies that focus on teaching and support for 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 greater challenge, e.g. Advanced Placement (AP) Academy to challenge all students Negotiated Curriculum Programs to provide an individualized pathway to college readiness Over time, we will implement a choice system, where students select the high school that best matches their needs Plan will address needs in each of three regions, recognizing students seek options close to home All will be accomplished in a right-sized high school system with 80-90% occupancy system-wide Safely transitioning students to a school that can provide a better academic experience Ensuring existing high quality academic programs are not put at risk
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How academy model is different from what was tried before
Yesterday's small schools

A largely structural answer to a problem needing a holistic solution eg, disjointed instructional programs without strong researched based models, interest, or instructional support Teachers often placed in themed schools without necessary skills or interest Limited flexibility or autonomy to improve performance at the building level
Tomorrow's academies
Proven, research-based, and thoroughly planned instructional programs and schools with meaningful support
Teachers and students choosing academies that best fit their teaching and learning style Flexibility for leaders to lead Hiring teachers who fit the model Using school time to best serve students Adapting instructional programs and support to fit each specific school
We have examples of success in Cleveland to build upon
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High school academies will create choices for students

Creating scalable models and partnering to bring quality programs to schools
Design principle of academies

Build high school academy models that can be deeply supported in each of the three regions of the city regions: West, Northeast, Southeast
Examples of models we are considering

Advanced Placement (AP) Academies to stretch rigorous coursework "Negotiated Curriculum" Academies that encourage students to take ownership (eg, like a college independent study) 9th grade academies (eg, Talent Development Model) supporting transition to high school
Utilize city and district assets to partner with the schools to offer real work experiences
STEM and science programs, partnering with local businesses (eg, like current GE or Cleveland Clinic partnerships) Fleet maintenance and other career tech programs aligned with city and district assets
Partner with external education providers and networks to bring proven models to Cleveland
New Tech (project-based learning), Facing History, College Board (Advanced Placement)
Academies will be matched to schools in 2010 as quality partnerships are formed and innovative educators are identified to lead
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The vision for CMSD's preK-8 system of schools

Plan elements
CMSD's K-8 system will grow, support and repurpose schools to bring quality to all neighborhoods Continuing emphasis on teaching students solid core academic skills (emphasizing literacy and math) Strengthening what is proven to work (e.g., more instructional time, focus on Pre-K early childhood, more rigor and support for the middle grades, data-driven instruction) Turning around low performance in consistently under-performing schools Based on specific neighborhood needs, some schools will develop and strengthen special programs For example, a new community wrap-around service model for schools in high need areas that will benefit from supports like adult education, health services, after school programming For example, dual language programming (Buhrer) CMSD will also develop and maintain a select number of 'choice' programs throughout the city to serve diverse learning needs; examples include Single-gender academies that support unique learning environments International newcomers academy that supports non-English speaking students Montessori to encourage discovery learning for students who thrive in an alternative environment Over time, CMSD will also selectively spread more innovative programming throughout every neighborhood Incubating successful programs, like Arts and STEM, before expanding to more schools Inviting proven local and national educational 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 skills

Focus on teaching cognition in early grades, focus on engagement in middle grades
Elementary grades (PreK-4)

1 Focus on "school readiness" for Pre-K early education Emphasize social learning (e.g., PATHS program) Teach basic skills (colors, numbers) 2 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 3 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
All grades (PreK-8)

4 Maintain high expectations at all grades and achievement levels Set clear and consistent performance standards 5 Use data purposefully for assessment and accountability Formative assessments throughout the year Feedback loops to enable realtime lesson adjustments 6 Support teacher development Tailor professional development to performance data Ensure quality common planning time in Purposeful Learning Communities 7 Empower parents and community Support learning in the home Set expectations community-wide for highest level of achievement
Middle grades (5-8)

8 Prepare students for high school and beyond Support developmentally appropriate practices Educate students on high school, career, and college readiness expectations and options 9 Ensure rigorous offerings in and out of core curriculum Encourage advanced course work Offer exploratory opportunities 10 Organize school structure to develop meaningful student-teacher relationships Longer instructional periods Student advisory programs Looping of classes (same teacher for more than one year with same group of students)
Source: California Dept of Education: Elementary Makes the Grade; NYC Dept. of Education Blueprint for Middle School Success; Research in Middle Level Education Key Characteristics of Middle School Performance; MN Association of Secondary School Principals On the Road: In Search of Excellence in Middle Level Education; University of WI-Madison Inequality in America: What Role for Human Capital Policies?
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Plan includes recommendations to improve schools

Definition of terms
Depth of intervention
What it means in K-8

Maintain as "growth schools" Intensively support as "refocus schools"
What it means in high school
Maintain current building, program, staff Set strong expectation for further improvement in academic outcomes Provide additional flexibility to continue improving performance Provide additional resources, e.g. Additional human capital support Leadership training Curriculum assistance Includes one or more of following actions Replace school leadership Require teachers to reapply to school Consider conversion to charter Redesign academic program Improve and expand programs in place Add academies and programs to some schools after a planning year in 2010 Strengthen programs and train leaders Breaks-down comprehensive high schools into new academies Teachers apply to models that match skills Strong principals lead each academy Charters will be considered 2011-12 and beyond
Repurpose schools
Close school
Close building and reassign students
Relocate program (close building)
Some successful programs will relocate to better utilize space and serve students
Goal: Ensure quality schools in every neighborhood

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Two additional action categories will impact schools

Rounds out the comprehensive school-by-school plan for each neighborhood
What this means for schools

New facilities rebuilt in the master plan open with new models in 2010 For example: Thomas Jefferson, Willson
Open and build new school models
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
Monitor and review comprehensively for year two decision
Some K-8 schools needing academic improvement will not receive immediate 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"
1.Master plan will be updated to align with transformation plan

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"Refocus schools" supported from a menu of options

Differentiated supports will be determined based on school need
Support menu options

Increased human capital support Discretionary financial resources Cohort principal training
Example/Detail
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
Inter and intra-school knowledge sharing Dedicated central office support Curriculum assistance
Cross-functional resources to provide additional support Prioritized attention to help solve pressing needs Targeted content coaching and additional professional development for teachers Tutoring and/or coaching assistance
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Charters will be considered in two phases

For both repurposed and closed buildings
Phase I: 2010-11
Two options will be considered for proven local charter schools Begin operation in a repurposed school, "colocating" charter and district-led school (ie, charter starts with early grades and builds out over time, as district-led school phases out) Evaluate use of closed building, with charter assuming operational cost
Phase II: 2011-12

Two options will be considered for proven local and national charter and Education Management Organizations (EMOs) Encourage takeover of an entire repurposed building, with existing student population Evaluate use of a closed building, with charter assuming operation cost
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How high schools categorize using decision tool and logic
Growth
CSA Design Lab Garrett Morgan High Tech High John Hay Campus MC2STEM
Refocus
Jane Addams Marshall/Shuler MLK Max Hayes Margaret Ireland Complex Rhodes
Repurpose
Lincoln West John Adams John F. Kennedy Collinwood Glenville Ginn Academy East Tech Washington Park East South
Close
Relocate
Move hospitality program from Jane Addams to a University partner location Provide scholarships for cosmetology students at South to attend a private cosmetology school 9th grade students from Lincoln West relocate to the new Thomas Jefferson facility
Success Tech Whitney Young
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How K-8 schools categorize using decision tool and logic

Priorities for phase onethe 2010-11 school year Growth
Benjamin Franklin Clara E Westropp Clark Douglas MacArthur Girls Leadership Academy CSA lower campus (Dike) Early Childhood Dev Garfield Louis Agassiz Louisa May Alcott Marion C Seltzer Oliver H Perry Riverside Valley View Boys Leadership Academy Warner Girls Leadership Academy Watterson-Lake William C Bryant
Refocus
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*
Repurpose
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
Close
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
Relocate or open new

Alexander Graham Bells Deaf Education Program (to Willson)1 Gracemount gifted program (to Whitney Young grade 2-12 gifted)1 Kenneth Clement (to Margaret Spellacy)2 Thomas Jefferson opens new with newcomers' program and Lincoln West's 9th grade academy Willson, Euclid Park open new3
facilities to close, program to relocate Alexander Graham Bell Gracemount Kenneth Clement
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)
* Currently designated as a CMSD Turnaround school; 1. Allows closure of existing buildings; regular education students will be reassigned. 2. Allows closure of existing buildings. 3. Will house Deaf Education Program as well as core K-8 neighborhood school 4. Already closed and will not be rebuilt
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Some K-8 schools will be monitored for year two decision

Need to sequence and prioritize schools to ensure quality implementation
Schools that will be monitored for year two decision and reevaluated ahead of 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
Placed in one of three categories
Maintain as "growth school"
Intensively support as "re-focus school"
Repurpose school
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)
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Example in action: New Tech delivers unique education

What repurposing could mean at the high school level
Projectbased learning
School replaces daily assignments with hands-on projects Autonomous student teams responsible for their own time and role allocation, facilitated by teachers Augments core curriculum with college credit opportunities Philosophy: Have students use technology to research, produce, and present"
Networkbased knowledge sharing
New Tech Network exports curriculum across the country Since 1996, ~40 New Tech high schools have opened On-site school coaches guide curriculum implementation Best practices shared real-time through regular meetings, conferences, and updates
Network of schools collaborate and provide mutual support in a proven, innovative school model
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Example in action: Talent Development's success academy

Successful 9th grade academy model developed out of Johns Hopkins in 1990s Description
Teacher support
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, and college alternatives Career Academy selected by students at end of freshman year
Personalization
Remediation and attendance
Transition
Strong student attendance is the foundation for rigorous student work to earn on-time grade promotion
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Example of K-8 transformation: wrap-around schools

Often referred to as "community schools" with successful examples thriving in urban centers
Parent involvement and leadership
After-school and summer enrichment
0-5 Model
Health services
Mental health services
Community and economic development Community events Encouraging activism Skill building
Parent Coordinator Family resource center Adult education Parent Councils
Academic enrichment Developmental needs Recreation
Early Head Start Head Start
On-site clinics
Crisis interventions Assessments and referrals Counseling
School-linked care
Source: Community Schools in Action: Lessons from a Decade of Practice

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CMSD strategic framework for Academic Transformation

Build on what is working, rethink and address what is not
Diverse portfolio of academy high schools System of preK-8 neighborhood schools Transition from comprehensive model Ensure quality in every neighborhood Build proven diverse options in each region Support strong core academics Focus on college and career readiness Emphasize early childhood Support the transition to 9th grade and middle years Create specialized programs to address unique needs Great leaders Great leaders Partner with charters
Great teachers Great teachers Involved parents/guardians Involved parents/guardians Exceptional CMSD Exceptional CMSD students students
System-wide reforms Transform Central Office to better support schools Strengthen curriculum, improve teacher effectiveness, grow strong leaders Build accountability system to monitor performance Strive for a transformational workforce culture
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Central office will also transform as part of the plan

Description Realign to form transformation management office (TMO)
Realign current services to form a position reporting to CEO to manage crossfunctional effort Drives project management and ensures milestones are met on time Coordinates with subject matter experts in every CMSD department
Restructure central Redefine specific roles and overall reporting structures to align with transformation priorities office to align to Prioritizes customer (school) support and service plan Aligns to long term organizational goals Create central office scorecard Cut overall central office budget
Define key performance indicators aligned to transformation plan Measure progress to objectives, provides opportunities to communicate success to community 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)
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TMO will access broad base of stakeholder input

In place to manage quality implementation of program
Community partnership council Collaborates on planning, design, funding Mayor and School Board Provides external support and accountability on progress, integrity of implementation Builds public awareness of and confidence in transformation Provide continued project team support Parents and community Other staff members Principals and teachers Students Provides feedback and input from key stakeholders on workstreams and entire effort CEO Makes critical decisions Sets direction, ensures adherence to the transformation vision Commits the resources time, talent, dollars to drive the change Maintains focus, urgency Executive Sponsor Provides critical guidance to Transformation Management Office Ensures alignment between transformation, ongoing work Clears obstacles, resolves conflicts Teacher Leadership Committee Principal Leadership Committee Cabinet Provides strategic and implementation guidance to project management team and individual work teams
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
Funds sourcing / management Refocused school initiatives New school openings School closures Teacher effectiveness Principal pipeline Central office redesign Community engagement Performance management/ accountability 39
Goals guiding district re-organization

Central office: refocus and repurpose
Focus entire organization on academic achievement/success of students Audit all central office functions to align with student achievement; audit will be led by external consultant Align all functions through reporting relationships, role definitions, etc. with academic goals Emphasize instructional leadership role of principals and those who supervise principals Focus on changing system functions to meet the needs of schools Improve speed and efficiency of decisions Minimize unnecessary layers (delayer) Maintain optimal spans of control Create coherent, coordinated communication and direction to school sites Build district capacity to enable shift in decision making authority to schools Attract high performing principals who can lead building in exchange for accountability Continue to enhance the Principal and District Leadership Pipeline for succession planning Improve efficiency and service levels of core functions and processes 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
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Proposed CMSD central office structure

To be finalized during restructuring process, with goal to better provide school in depth support
Chief Innovation Officer
Open new/ repurpose schools
Maintain current innovation portfolio
Strategic Partnerships (Charters. EMOs, etc.)
Chief Academic Officer
School supervision and support
Curriculum and instruction
Leadership and development
Research and information
Chief of Staff
Human resources
Legal services
External Affairs & Community Engagement
Organizational Accountability
Transformation Office (close/relocate)
Chief Operations Officer
Safety and security
Food services
Transportation
Technology
Maintenance/ capital improvement
Chief Financial Officer
Budgeting
Purchasing
Internal audits
Compliance/ CCIP
Process will include gathering input from our broad stakeholders to determine how we can best improve customer service to schools
41
Action teams at core of support, led by academic office

Innovative office remains separate to encourage experimentation and support of new models
CAO1 leads four academic functions, which access district support centers
School support segmented into four functions Growth, Refocus, Repurpose, and Monitor Each function's support driven by action teams who will deliver school supports Innovative schools operate separately, with two action teams to support selected schools Existing innovative growth schools (MC2STEM) New models in repurposed schools (New Tech) All action teams responsible for accessing necessary central office support systems, eg: Curriculum and instruction as part of academics Budgeting as part of financial support
Action teams structured to provide cross-functional school support

Action Team leader manages both dedicated and shared resources. Example team: Dedicated (One per team) Instruction (eg, model fidelity model, prof. development) Engagement (eg, feedback, surveying) Operations Curriculum and research Data support (eg, interpretation, monitoring) Human resources (eg, evaluation, mentoring)
Shared (across teams)
New structure will replace current school support structureand require many central office staff to reapply
1. Chief Academic Officer
42
Chief Academic Office leads four academic functions

Responsible for supervising school specific action teams and district-wide support centers
Four Academic Functions

Growth: Maintain current building, program, and staff while setting strong expectations for further improvement while providing flexibility through defined autonomies (budget, calendar, governance, staffing) to continue improving performance Refocus: Provide a variety of selected additional resources to intensively support schools for continued academic improvement Repurpose: Support the implementation of new programming, leadership, and staff to redesign lowperforming schools Monitor: Support existing programs and monitor for academic progress
Head of Monitor schools X Monitor action teams X Growth action teams XX Schools XX Schools Students XX Schools X Repurpose action teams XX Schools X Refocus action teams Head of refocus schools
43
Intentionally separate Innovations Office to encourage continued experimentation and support of new models
Head of growth schools
Head of repurpose schools
Curriculum and instrn support center Leadership and dev support center Research and info support center
Summary of district wide delivery priorities

Strengthen curriculum, improve teacher effectiveness, and grow strong leaders
Description
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 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 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)
Strengthen curriculum
Improve teacher effectiveness
Grow strong leaders
44
Expanding accountability a central part of district reform

Summary of plan elements
Plan elements
Develop broad-based accountability system that monitors school success and determines supports and consequences Defines measures to categorize schools into performance levels (utilizes Decision Support Tool criteria as a starting point) Provides for support to struggling schools showing promise Provides mechanism for more dramatic action for consistent under-performers Develop performance management system for principals, teachers and central office staff Clearly set expectations of performance aligned to overall district goals Link to student outcomes where possible Rigorously track progress against goals (semi-annually at a minimum) Establish reciprocal agreement for district partners for performance management Clearly set expectations and performance standards for the district and its partners Ensure periodic review against standards Develop mechanisms to reward successful performance and consequences for under-performance
45
Proposed accountability framework for CMSD schools

High performers Highest performers are granted additional incentives and autonomies High performers are paired with intensive support schools to provide best practices
Adjust support As schools decline in performance, targeted supports are put in place
Adequate performers Rely on accountability system to determine Work with school leadership to gradually increased, differentiated supports determine certain resources to keep to Maintain schools on the road to "intensive maintain performance momentum support" until resources and capacity to manage is available 1 Intensively support Select subset of schools annually to receive intensive, specialized, and prioritized district supports Refocus schools Provide differentiated supports with the expectation of improvement within 1-3 years or face more significant action Schools are assessed and categorized annually
Phase out interventions, increase autonomy As schools improve in performance, reallocate intensive resources to struggling schools Increase school autonomies
Improve over time Repurpose (includes conversion to charters)
3 Close school
46
Central office accountability measures delivery to schools

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

1. Measures would require customer satisfaction survey Source: Informed by performance management system developed in Seattle Public Schools
47
Objectives for a transformational workforce culture

In order to best prepare children for 21st Century learning and to accelerate the growth of student-centered cultures in schools, the district and our employees should adopt processes and procedures that make student success the objective of their daily activity: 1 Building-based management provide building leaders with the tools to select and direct employees based on student needs, employees abilities and building objectives 2 Student focused work day collaborate to explore employee work day configurations that improve student achievement 3 Customized professional goals and development empower all employees to adopt positive, self-motivated approaches to effectively enhance student achievement in their role with the District; measure the impact of professional development on student achievement 4 Employee motivation reward student-focused achievement, identify and address areas for 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 (turning around 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 not transfer 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

Academic Transformation represents the most dramatic change effort CMSD has undertaken in decades; success will require a cohesive citywide effort For students, committing to stretch goals and a high level of achievement For CMSD staff, focusing everyday on what matters most for students For community partners, providing services for students and building deep explicit relationships with schools For parents and teachers, holding students to the highest of expectations
52
Risks and critical conditions for plan implementation

CMSD's Academic Transformation Plan sets an aggressive change platform that includes both broad district-wide reforms, as well school level changes and supports Multiple interdependent factors must align in the first half of 2010 to achieve full plan implementation. These include: Securing external funding to support major initiatives Freeing internal CMSD capacity to manage implementation Negotiating with internal and external partners to join in support of the plan If these necessary conditions do not materialize, CMSD will continue to implement the plan 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
53
CMSD actively managing list of stakeholder priorities

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
2 3 4 5 6 7 8
Benchmark districts have counseled CMSD to release detailed plans soon after Board approves final recommendations
54
The path forward

What to expect in the coming months
January
Visit each school where significant change will occur in 2010 Explain how the plan will impact students, teachers, and the community Listen to concerns Engage with community on the specifics of the plan Answer questions Finalize plan details with community/staff input (adjust if critical new information is presented)
February/March
Continue community and stakeholder engagement Seek final Board approval in early March
Until September 2010

Answer specific questions regarding school transitions Student assignments Teacher assignments Begin implementing the Academic Transformation Plan Plan for school openings Build academic supports Define accountability framework and measures
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Nine criteria considered as part of school decisions

Informed by CMSD leadership, Community Advisory, and benchmarks
Category Academic performance 1 2
Criteria
Report card rating Performance Index (PI) trend
What the score means

Each category is scored on a scale from 0-100 Schools are placed on the scale, with top performance rated 100 and lowest rated 0 Each category's score is built as a composite score of all the sub-criteria for example, facility demand score is determined by current capacity utilization as well as enrollment trend
Building condition
3 4
Facilities Condition Index
Conditions for Learning Survey Teacher attendance rate Student attendance rate Major safety incidents
Performance drivers
5 6 7 8 9
Facility demand
Capacity utilization Enrollment trend

57
High Schools
Summary all high schools
Basic profile
Academic neighborhood Number of schools % seats filled1 Wards encompassed All high schools 21 60% capacity utilized All
10,000 18,901
Historical enrollment
Enrollment
20,000
17,457
16,557
15,537
2004-05
2005-06
2006-07
2007-08
Report card ratings (2008-09)

Rating 'Excellent' 'Effective' 'Continuous Improvement' 'Academic Watch' 'Academic Emergency'
# of schools 3 1 8 4 5
58
1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis.
Recommendations consider schools in three regions

With a goal to build choices within each region
Region West region Northeast region Southeast region

Collinwood Glenville
East
East Tech Lincoln-West John Adams Marshall Rhodes South Kennedy
Note: Academic neighborhood boundaries are not fixed and represent an approximation based on Cleveland residential zones. Source: CMSD data
59
GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely
High Schools
Ginn1 (RP) Glenville (RP) Collinwood (RP)
East (CL)
Success Tech (GR)
Jane Addams (RF)
MLK Jr (RF)
Garrett Morgan (GR)
CSA (GR)
Max S Hayes (RF)
John Hay (GR)
John Marshall (RF)
Margaret Ireland Complex (RF)
I 490
East Tech (RP)
I 90
Kennedy (RP)
LincolnWest (RP)
miles
South (CL)
Carl F Shuler (RF)
Rhodes (RF)
Washington Park (RP)
John Adams (RP)
Whitney Young (GR) Citywide draw Neighborhood HS
1. Ginn Academy has moved to Spellacy in Collinwood

60
High Schools
High schools' supporting materials

School
Carl F Shuler High Cleveland School Of The Arts Collinwood High East High East Technical High Garrett Morgan School Of Science Ginn Academy Glenville High James Ford Rhodes High Jane Addams High John Adams High John F Kennedy High John Hay High John Marshall High Lincoln-West High Martin Luther King Jr High Max S Hayes High Margaret Ireland Complex South High / Washington Park SuccessTech Academy High Whitney Young High
Academic
53.1 81.2 40.0 19.8 30.0 79.4 N/A
2
Building Condition
21.4 14.8 27.9 31.7 44.9 27.1 N/A
2
Performance Driver
18.9 74.9 10.6 0 20.5 62.2 51.0 35.2 6.4 42.7 5.2 9.4 99.5 23.1 13.1 43.2 34.7 6.5 14.0 58.7 60.9
Demand
39.8 87.7 26.3 56.8 20.5 3.6 N/A
2
Current Master Plan segment1

Maintain 5 8 Completed 10 Maintain 43 9 Completed Maintain Completed Maintain Completed 5 Maintain Maintain 5 Maintain Maintain Completed Maintain
9.5 53.5 38.4 8.6 30.0 90.0 54.3 28.8 50.0 50.0 0 14.5 44.2 82.3
35.8 100 39.7 100 36.3 100 25.2 95.2 44.3 22.3 0 34.0 100 22.5
68.7 82.2 10.5 83.5 40.7 59.7 86.1 83.7 16.3 32.3 0 32.2 59.1 40.6
1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not available 3. Money spent during segment 4 time period
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High Schools
Recommendations for west region high schools

Transition will happen over course of 35 year time period
School
Garret Morgan
Category
Growth
Recommendation
Continue to support current science program Open new academy school option in building New Tech model (project based learning)1 beginning in 2010 Use Shuler as 9th grade academy (eg, Talent Development) for Marshall, with 2-3 upper innovative academies building over time. eg: Advanced Placement (AP) academy1 Political science academy Explore 3rd academy option Expands into new career technical high school when rebuilt Receives support to expand programming Build 9th grade academy (Talent Development) with 2-3 upper innovative academies building over time, eg Facing History1 World language Negotiated curriculum program Newcomers (9-12) program and 9th grade academy moves to Thomas Jefferson Adopt a 21st century college readiness model by expanding AP programming, with 2-3 upper innovative academies building overtime Prioritize building of a west region high school for 600-800 students that will include two innovative high school academies
Rationale
Plan expands on successful program in Garrett Morgan New Tech model will provide new innovative option in west region of the city First year provides baseline data for program expansion Continuous Improvement school will benefit from additional support Shuler provides incubation site to start programs in 9th Eases overcrowding in John Marshall and provides way to focus on 9th grade and incubate programs before expanding into upper grades Remains citywide hub for career technical programming
John Marshall/Carl Shuler
Refocus
Max S Hayes
Refocus
Lincoln-West
Repurpose
Consistently underperforming academically 9th grade academy at Thomas Jefferson provides focused experience for transitioning high school students Capital investment upgrades facility to prepare for growth of innovative academies World language and Facing History academies meet needs of diverse international community
James Ford Rhodes
Refocus
Continuous Improvement school will benefit from additional support
New west region high school
New
1. Based on existing proven models Note: All Academies list are proposed models; may be adjusted as providers are identified and models are matched to specific schools
Addresses overcrowding in CMSD's west region Provides additional high quality academic options for the west region
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High Schools
Recommendations for southeast region high schools

School
John Adams
Category
Repurpose
Recommendation
Build 9th grade academy (eg, Talent Development), with 2-3 upper innovative academies building over time, eg Negotiated curriculum program Advanced Placement academy1 Explore 3rd academy option Build 9th grade academy (eg, Talent Development), with 2-3 upper innovative academies building over time, eg JFK school of government (Facing History)1 Interactive Broadcast Media Explore 3rd possible option Close South Students reassigned, with focus on safe transition Provide scholarships for cosmetology students to attend private cosmetology school Create and enhance stand-alone career technical center with additional supports and partnerships
Rationale
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
Consistently underperforming academically Broadcast Media academy supported by media assets located within facility Government focused academy logical fit
South
Close
Low scores across decision tool criteria (especially academics and performance drivers) Closure addresses excess capacity in region
Washington Park
Repurpose
Promising career technical programs in place (eg, horticulture, small animal care, etc) can improve with further support Additional capital funding has been budgeted to support necessary school building improvements Closing Gracemount facility improves capacity utilization Additional capital funding has been budgeted to support necessary school building improvements
Whitney Young
Growth
Relocate Gracemount gifted program (grades 25) into Whitney Young Institute inquiry based gifted programming at all grade levels
63
High Schools
Recommendations for northeast region high schools

School
Collinwood
Category
Repurpose
Recommendation
Build 9th grade academy (Talent Development), with 2-3 upper innovative academies building over time, eg Advanced Placement academy1 Negotiated curriculum program Explore 3rd possible option Support for continued growth / achievement Audit program for best practices Close East Students reassigned, with focus on safe transition Build 9th grade academy (eg, Talent Development), with 2-3 upper innovative academies 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 Reinvigorate curriculum and instructional approach to meet needs of Ginn boys Build 9th grade academy (Talent Development), with 2-3 upper innovative academies over time District will study approaches that meet needs of Glenville students Will prioritize capital dollars to prepare facility
Rationale
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 Becomes K-12 when new CSA is built Relocate CSA lower campus (Dike) to be incorporated into the newly built school One of lowest performing on the scoring tool, with low scores across academics, facilities, demand Severely under-enrolled 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
CSA
Growth
East
Close
East Tech
Repurpose
Ginn
Repurpose
Expands and focuses on start-up program to serve more students Consistently underperforming academically Requires structural and instructional reforms to improve student achievement and high school outcomes
Glenville
Repurpose
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High Schools
Recommendations for northeast region high schools (cont.)

School
Jane Addams Business Careers
Category
Refocus
Recommendation
Create early college business academy with the following teams Business Careers Software IT skills Entrepreneurship Relocate culinary arts to university partner Support for continued growth and achievement Prioritize capital dollars to expand industrial design lab, as program grows into 11th grade Audit program for best practices Support for continued growth and achievement Audit program for best practices
Rationale
Seeks to improve Business Careers program Need to aggressively recruit to fill space in school (both Business Careers and Design Lab)
Jane Addams Design Lab
Growth
Continue growth of highly recognized strong program
John Hay campus Science and medicine Architecture and design Early College Margaret Ireland complex
Growth
Strongest performing high school in district
Refocus
Continue to support as alternative school Strengthen partnerships with social service providers Support for continued growth and achievement Expand into 11th grade in 2010-11, new site to be determined Audit program for best practices Support for continued growth and achievement Prioritize capital dollars prepare building for additional students over time
Provides middle grades and high school alternative option
MC2STEM
Growth
Continue growth of highly recognized strong program Provide mentorship opportunities
Martin Luther King Jr. Health Careers Law and public safety
Refocus
Supports promising programs in center of Northeast region
Success Tech
Support for continued growth and achievement Digital media and web design with total infusion of technology into curriculum offerings 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt CMSD Strategic Development Initiative
Growth
Continue growth of highly recognized strong program
65
Agenda
High School Decision Support Materials K-8 Decision Support Materials
66
Collinwood
Collinwood academic neighborhood

K-8 neighborhood level summary
Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed Collinwood 7 neighborhood schools 1 city-wide draw 75% capacity utilized 10, 11
Enrollment
3,000 2,000 2,749 1,000 0
Memorial opens
2,906
2,581
2,298
2004-05
2005-06
2006-07
2007-08

Rating Excellent Effective Continuous Improvement Academic Watch Academic Emergency Not applicable (Euclid Park) # of schools 0 0 22 2 3 1
1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis. Does not include city-wide draw 2. Includes 1 city-wide draw Kenneth Clement
67
Collinwood
Memorial (MC)
Forest Hill Pkwy (CL) Glenville High (RP)
Captain Arthur Roth (RP)
Oliver H Perry (GR)
Henry W Longfellow (CL)
Ginn Academy (RP)
Iowa-Maple (RF)
Hannah Gibbons (RP)
Collinwood High (RP)
Euclid Park (opens new)
Kenneth Clement Boys Leadership Academy (RL)
East Clark (MC)
School in residence zone
School outside residence zone
Student residence
High school
68
Physical asset (eg, new building)

Note: Collinwood boundary lines are roughly approximated based on CMSD residential zones
Collinwood
Collinwood schools' supporting materials

Building Performance Condition Driver 100 100 100 0 2.1 100 4.7 15.2 14.4 33.5 N/A 36.1 57.7 62.1 76.3 63.9 35.4 39.8 Current Master Plan segment1 Completed 4 Completed Maintain 7 Completed Maintain Maintain 5
School East Clark Euclid Park Collinwood K-8s Hannah Gibbons Henry W Longfellow Iowa-Maple Memorial Oliver H Perry Captain Arthur Roth Forest Hill Parkway Kenneth Clement Boys Leadership Academy
Academic 2.7 N/A 6.0 11.8 21.2 38.5 52.8 31.5 11.7
Demand 99.3 N/A 92.0 31.8 12.2 96.6 64.5 14.8 56.1
Citywide draws and surrounding K-8s
N/A2
34.9
N/A2
N/A2
43
1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available 3. Money spent during segment 4 time period Note: Kenneth Clement offered only PreK-3 in 2008-09. Additional years will phase in over time Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations
69
Collinwood
K-8 Recommendations for Collinwood (I)

School East Clark Recommendation Monitor closely for re-evaluation prior to the 2011-12 school year Rationale Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Euclid Park building provides new neighborhood school for Collinwood families
Euclid Park
Open new, opening as high quality K-8 neighborhood school
Hannah Gibbons
Repurpose and emphasize one or more STEM1 strands in the school's academic program Close facility Reassign students to neighboring schools (possibilities include Iowa-Maple, East Clark, others) Refocus and strengthen teaching and learning of K-8 academic core skills
Will share resources and network with GE campus STEM school
Henry Longfellow
Facility significantly underutilized and in poor condition Consistently underperforming academically Neighboring schools have available capacity Underperforming academically; support builds on positive value added or performance indicators Provides space for growing successfully emerging model and program
Iowa-Maple
Kenneth Clement Boys Leadership Academy
Relocate to Margaret Spellacy Staff moves with program to new location
1. Science, Technology, Engineering, and Math

70
Collinwood
K-8 Recommendations for Collinwood (II)

School Memorial Recommendation Monitor closely for re-evaluation prior to the 2011-12 school year Rationale Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Supports positive academic trends One of district gifted sites
Oliver H Perry
Continue to encourage growth
71
East
East academic neighborhood

Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed East 13 neighborhood schools
4,000
Enrollment
6,000
59% capacity utilized 3, 4, 6, 7,8, 9
2,000 0
4,364
4,484
4,240
3,823
2004-05
2005-06
2006-07
2007-08

Rating Excellent Effective Continuous Improvement Academic Watch Academic Emergency Not Applicable (Willson)
# of schools 0 12 0 3 8 1
72
1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis 2. Includes Early Childhood Development Center, a citywide draw
Wade Park (RF) John D Rockefeller (CL) MLK Jr High (RF)
Charles Lake (already closed) Empire (CL) Willson (Opens new) Michael White (RP)
East
Joseph Landis (CL)
Case (RF)
Margaret Ireland complex (RF)
Marion-Sterling (MC)
Stokes Academy (RF)
East High (CL)
Daniel Morgan (MC)
Mary M Bethune (MC) John W Raper (CL) Early Childhood (GR) Mary B Martin (RP) Sunbeam (RF) Alexander Graham Bell (RL)
George W Carver (RP)
Giddings (MC)
I 490
Audubon (CL)
Harvey Rice (RP)
miles
School in residence zone Physical asset (eg, new building) High school

John Hay (GR) Buckeye Woodland (RP) CSA (GR)
Student residence
Bolton (MC)
Note: East boundary lines are roughly approximated based on CMSD residential zones
73
East
East schools' supporting materials

School
Alexander Graham Bell Buckeye-Woodland Case Daniel Morgan Early Childhood Development Center East K-8s Harvey Rice John D Rockefeller John W Raper Mary B Martin Mary M Bethune Sunbeam Wade Park Willson Audubon Citywide draws and surrounding K-8s Bolton Empire George W Carver Giddings Joseph Landis Marion Sterling Michael R White Stokes Academy
Academic
38.7 16.1 5.3 2.5 90.0 16.0 11.4 8.0 0 0 34.6 20.0 N/A2 8.3 4.3 22.4 17.4 11.3 29.8 3.1 29.2 6.3
Building Condition
20.1 12.0 32.2 100 27.7 100 0.1 17.1 100 100 1.4 100 100 24.6 31.8 6.5 100 0 0.4 34.8 18.8 16.8
Performance Driver
88.8 82.7 41.4 35.4 N/A2 56.2 42.5 32.6 32.2 49.2 69.7 5.7 N/A2 29.4 62.8 72.1 64.8 39.4 60.5 44.8 89.1 6.2
Demand
40.6 25.3 44.0 95.7 21.0 40.0 0 71.9 94.3 61.2 25.1 2.9 N/A2 6.2 53.9 7.5 81.6 20.9 34.9 87.4 44.1 41.4

6 10 6 Complete Maintain Complete Maintain Maintain Complete Complete Maintain Complete Complete 10 9 7 4 6 Maintain 8 Maintain 10
1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations
74
East
K-8 Recommendations for East (I)

School
Alexander Graham Bell
Recommendation
Relocate Deaf Education Program from AG Bell to Willson Close facility Reassign regular education students to neighboring schools (possibilities include Sunbeam, Harvey Rice) Repurpose as a core K-8 school, supporting teachers in a professional learning community Refocus and strengthen teaching and learning of K-8 academic core skills Monitor closely for re-evaluation prior to the 2011-12 school year
Rationale
AG Bell has significant excess capacity and declining academic rating New Willson equipped as state-of-the-art Deaf Education center Neighboring schools have open capacity
Buckeye Woodland Case
Consistently underperforming academically
Underperforming academically; support builds on positive value added or performance indicators Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Supports positive academic trends Demonstration site for early childhood development center in the district
Daniel Morgan
Early Childhood Development Center Harvey Rice
Repurpose with focus on core K-8 curriculum Build a wraparound community school model
Potential partnership with Greater University Circle Initiative and the Cleveland Public Library to provide programs and supports for school
75
East
K-8 Recommendations for East (II)

School
John D Rockefeller
Recommendation
Close facility Reassign students to neighboring schools (possibilities include Case, others) Close facility Reassign students to neighboring schools (possibilities include Willson, Morgan, Wade Park, others) Repurpose, and emphasize one or more STEM1 strands in the school's academic program
Rationale
Low capacity utilization Low performance index over last 3 years Neighboring schools have open capacity Consistently in academic emergency Low and flat performance index score over last 3 years Neighboring schools have open capacity
John Raper
Mary B Martin
Consistently low academic performance Potential partnership with Greater University Circle Initiative to build STEM program Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Underperforming academically; support builds on positive value added or performance indicators Underperforming academically; support builds on positive value added Serves Citywide deaf and / or hard of hearing students, in addition to serving as a core K-8 neighborhood school
76
Mary M Bethune
Monitor closely for re-evaluation prior to the 2011-12 school year
Sunbeam
Refocus and strengthen teaching and learning of K-8 academic core skills Refocus and strengthen gifted program and teaching and learning of K-8 academic core skills Opens new core neighborhood K-8 Opens with CMSD Deaf Education Program, relocated from AG Bell
Wade Park
Willson
1. Science Technology Engineering and Math

East Tech
East Tech academic neighborhood

Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed East Tech 8 neighborhood schools 1 city-wide draw 66% capacity utilized 3, 4, 5, 6, 7, 8, 12
Enrollment
6,000 4,000 2,000 0 3,961
4,375
3,936
3,669
2004-05
2005-06
2006-07
2007-08

Rating Excellent Effective Continuous Improvement Academic Watch Academic Emergency
# of schools 0 12 0 1 7
77
1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis 2. Includes 1 city-wide draw CSA lower campus
East Tech
Success Tech (RL) Margaret Ireland complex (RF)
Stokes Academy (RF) Marion-Sterling (MC)
Paul L Dunbar (MC) Tremont (MC) Scranton (MC)

Luis Munoz Marin (RF)
Jane Addams (RF)

Willow (MC)
miles
Early Childhood Development Center (GR)
George W Carver (RP) Giddings (MC) East Tech High (RP) Bolton (MC) CSA lower campus (Dike) (GR) Anton Grdina (MC) Audubon (CL)
Mary Martin (RP)
I 490

Buhrer (RF)

Student residence
High school
BuckeyeWoodland (RP)
78
Note: East Tech boundary lines are roughly approximated based on CMSD residential zones
East Tech
East Tech schools' supporting materials

Building Performance Academic Condition Driver
20.0 8.3 4.3 17.4 11.3 3.1 6.3 7.0 100 24.6 31.8 100 0 34.8 16.8 27.7 35.7 29.4 62.8 64.8 39.4 44.8 6.2 65.6
School
Anton Grdina Audubon
Demand
82.5 6.2 53.9 81.6 20.9 87.4 41.4 49.7

4 10 9 4 6 8 10 10
East Tech K-8s
Bolton George W Carver Giddings Marion-Sterling Stokes Academy Willow
Surrounding K-8s
Buckeye-Woodland CSA lower campus (Dike) Early Childhood Development Center Mary B Martin
16.1 80.0 90.0 0
12.0 25.9 27.7 100
82.7 78.3 N/A2 32.2
25.3 64.9 21.0 94.3
10 8 Maintain Completed
79
East Tech
K-8 Recommendations for East Tech (I)

School
Audubon
Recommendation
Close facility Students reassigned to neighboring schools (possibilities include Buckeye Woodland, others) Monitor closely for re-evaluation prior to the 2011-12 school year
Rationale
Lowest performing school on the decision support tool within East Tech area Large building with low capacity utilization Consistently underperforming academics Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Supports positive academic trends
Anton Grdina
Bolton
CSA lower campus (Dike)
Continue to encourage growth Relocate to the new CSA when school is eventually rebuilt Repurpose as a core K-8 school, supporting teachers in a professional learning community, when opening new in 2010 Monitor closely for re-evaluation prior to the 2011-12 school year
George W Carver
Underperforming academically Repurpose to prepare for new facility opening
Giddings
Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11
80
East Tech
K-8 Recommendations for East Tech (II)

School
Marion Sterling
Recommendation
Rationale
Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Potential partnerships (eg, Sisters of Charity) to build neighborhood partnerships for a wraparound community school model Builds on positive momentum of current turnaround supports Eventual move to Dike site provides new facility and location for supporting students Potential partnership with Stokes Social Service Mall and others Potential location for possible community wraparound model Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11
Stokes Academy
Refocus, continuing turnaround supports Prepare for eventual rebuilding on Dike site when CSA lower campus moves to the rebuilt CSA (K-12)
Willow
Monitor closely for re-evaluation prior to the 2011-12 school year Will be assigned to the South academic neighborhood
81
Glenville
Glenville academic neighborhood

Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed Glenville 8 neighborhood schools 52% capacity utilized 8, 9, 10
2,000 3,679
Enrollment
4,000
3,398
2,932
2,705
2004-05
2005-06
2006-07
2007-08
Report card ratings (2008-09) Rating

Excellent Effective Continuous Improvement Academic Watch Academic Emergency
# of schools
0 0 0 4 4
82
1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis
Glenville
Iowa-Maple (RF) Franklin D. Roosevelt (RP) Empire (CL)

Michael R White (RP)
Kenneth Clement Boys Leadership Academy (RP)

Collinwood High (RP)
Euclid Park (new school)
Joseph Landis (CL) East High (CL)
Forest Hill Parkway (CL) Captain Arthur Roth (RP) Glenville High (RP) Patrick Henry (RF) Mary Bethune (MC)
miles

Daniel Morgan (MC)

School outside residence zone High school
Student residence

Note: Glenville boundary lines are roughly approximated based on CMSD residential zones
83
Glenville
Glenville schools' scoring tool results

Building Performance Condition Driver 15.2 N/A2 6.5 14.4 100 0.4 18.8 100 100 2.1 34.9 100 35.4 37.5 72.1 39.8 55.7 60.4 89.1 21.5 35.4 62.1 N/A2 49.2 Current Master Plan segment1 Maintain 4 7 5 Completed Maintain Maintain Completed Completed 7 43 Completed
School Captain Arthur Roth Charles H Lake Glenville K-8s Empire Computech Forest Hill Parkway Franklin D. Roosevelt Joseph F Landis Michael R White Patrick Henry Daniel Morgan Citywide draws and surrounding K-8s Iowa-Maple Kenneth Clement Boys Leadership academy Mary M Bethune
Academic 31.5 12.4 22.4 11.7 20.0 29.8 29.2 13.7 2.5 21.2 N/A2 0
Demand 14.8 34.0 7.5 56.1 40.0 34.9 44.1 58.5 95.7 12.2 N/A2 61.2
1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available 3. Money spent during segment 4 time period Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations
84
Glenville
K-8 Recommendations for Glenville (I)

School
Captain Arthur Roth
Recommendation
Repurpose as a core K-8 school, supporting teachers in a professional learning community
Rationale
Consistently underperforming academically Low score on performance drivers (attendance, safety, conditions for learning) Significant capacity in neighboring schools Consistently low academic performance
Charles H Lake
Close facility, will not be rebuilt Reassign students to neighboring schools (possibilities include FDR. Michael R. White, Willson, others) Close facility Reassign students to neighboring schools (possibilities include Michael R White, Franklin D Roosevelt, Patrick Henry, others) Repurpose as a core K-8 school, with single gender classrooms
Empire
Poor building condition Low capacity utilization, with available capacity in neighboring schools Consistently underperforming academically Underperforming academically Feeds into Glenville high school single gender academies Low academic performance Poor building condition and low capacity utilization Significant capacity in neighboring schools
Franklin D Roosevelt
Forest Hill Parkway
Close facility Reassign students to neighboring schools (possibilities include Iowa-Maple, others)
85
Glenville
K-8 Recommendations for Glenville (II)

School
Joseph Landis
Recommendation
Close facility Reassign students to neighboring schools (possibilities include Michael R White, Franklin D Roosevelt, Patrick Henry, others) Repurpose and emphasize one or more STEM1 strands in the school's academic program
Rationale
Consistently underperforming academically Low capacity utilization, with significant capacity in neighboring schools
Michael R White
Low academic performance Neighborhood in need of strong academic K-8 options Potential partnership with Greater University Circle Initiative to help build STEM programming Builds on positive momentum of current turnaround supports
Patrick Henry
Refocus, continuing turnaround supports
1. Science Technology Engineering and Math

86
John Adams
John Adams academic neighborhood

Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed John Adams 8 neighborhood schools
4,000
Enrollment
6,000
Rickoff opens
75% capacity utilized 1, 2, 4, 5, 6
2,000 0
3,745
4,364
3,727
3,360
2004-05
2005-06
2006-07
2007-08

Rating Excellent Effective Continuous Improvement Academic Watch Academic Emergency # of schools 0 0 0 0 8
87

John Adams
Bolton (MC)

Audubon (CL)
Buckeye-Woodland (RP) Woodland Hills (RP) Nathan Hale (RF) Paul Revere (MC)
Anton Grdina (MC)

0
Union (MC)
Robert Fulton (CL)
Mound (RP)
Andrew J Rickoff (RF) Charles Dickens (RP)
South High (CL)
Adlai E Stevenson (MC)
Fullerton (RF)

Whitney Young HS (GR) JFK High (RP)
AB Hart (CL)
miles
John Adams High (RP)
Miles (MC)
Robert H Jamison (RP)
Charles Eliot (RF)
Gracemount (RL)
Student residence

Note: John Adams boundary lines are roughly approximated based on CMSD residential zones
88
John Adams
John Adams schools' supporting materials

Building Performance Condition Driver 100 100 100 100 0 0 100 5.9 16.1 100 24.6 25.9 5.4 22.9 37.8 31.4 14.7 35.3 29.2 23.8 43.7 19.0 48.1 35.7 29.4 33.0 46.2 35.6 Current Master Plan segment2 Completed 4 5 4 6 Maintain 4 7 Maintain 4 10 Maintain 6 Maintain
School Andrew J Rickoff John Adams K-8s Charles Dickens Miles1 Nathan Hale Paul Revere Robert Fulton Robert H Jamison Woodland Hills Citywide draws and surrounding K-8s Albert B Hart Anton Grdina Audubon Charles W Eliot Gracemount Union
Academic 9.6 9.9 7.6 3.2 9.8 12.5 6.0 0 0.9 20.0 8.3 0 3.4 2.0
Demand 98.9 60.2 2.4 62.1 16.4 0 75.1 26.2 14.1 82.5 6.2 27.7 54.2 39.0
1. Miles is a segment 5 school. Due to moving and construction commitments, the new facility data is used for capacity and building conditions calculations 2. Board approved as of July 2008: currently building Segment 4 of Master Plan Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations
89
John Adams
K-8 Recommendations for John Adams (I)

School
Andrew J Rickoff Charles Dickens
Recommendation
Refocus, continuing turnaround supports
Rationale
Builds on positive momentum of current turnaround supports Underperforming academically Repurpose to prepare for new facility opening
Repurpose as a core K-8 school, supporting teachers in a professional learning community Open new in 2011 Repurpose as a core K-8 school, supporting teachers in a professional learning community Opens in new location 2010 Monitor closely for re-evaluation prior to the 2011-12 school year
Robert H Jamison1
Underperforming academically Opens in new facility in 2010, opportunity to renew and revive academics Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Builds on positive momentum of current turnaround supports Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11
Miles
Nathan Hale
Refocus, continuing turnaround supports Opens new in 2011 Monitor closely for re-evaluation prior to the 2011-12 school year
Paul Revere
1. Jamison will be assigned to the Kennedy academic neighborhood

90
John Adams
K-8 Recommendations for John Adams (II)

School
Robert Fulton
Recommendation
Close facility Reassign students to neighboring schools (possibilities include Charles Dickens , AJ Rickoff, Nathan Hale, others) Repurpose as a core K-8 school, supporting teachers in a professional learning community
Rationale
Consistently underperforming academically Building in poor condition Low capacity utilization, with significant recent enrollment declines Consistently underperforming academically, with low performance drivers
Woodland Hills
91
Kennedy
Kennedy academic neighborhood

Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed Kennedy 4 neighborhood schools 69% capacity utilized 1, 2
1,000 1,789
Enrollment
2,000
1,772
1,589
1,420
2004-05
2005-06
2006-07
2007-08

92
Kennedy
John Adams High (RP)
Charles Dickens (RP) Robert Fulton (CL) Gracemount (RL) John F Kenndy High (RP) Adlai E Stevenson (MC) Whitney Young High (GR) Charles W Eliot (RF) Emile B. deSauze (MC)
Nathan Hale (RF)
Paul Revere (MC)
Andrew J Rickoff (RF)
iles
Miles (MC)
Robert H Jamison (RP)
Student residence 1 mile

Note: Kennedy boundary lines are roughly approximated based on CMSD residential zones
93
Kennedy
Kennedy schools' scoring tool results

School Academic Building Performance Condition Driver 100 25.9 7.3 5.4 100 100 100 100 0 22.5 28.6 33.0 43.0 46.2 43.7 37.8 31.4 14.7 23.8 60.9 Demand Current Master Plan segment1 4 Maintain 7 6 4 Completed 4 5 Maintain Maintain
Adlai E Stevenson Kennedy K-8s Charles W Eliot Emile B deSauze Gracemount Robert H Jamison2 Surrounding K-8s and citywide draws Andrew J Rickoff Charles Dickens Miles Robert Fulton Whitney Young
10.6 0 6.1 3.4 6.0 9.6 9.9 7.6 12.5 82.3
72.9 27.7 50.2 54.2 75.1 98.9 60.2 2.4 0 40.6
1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. Newly assigned to the academic neighborhood Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations
94
Kennedy
K-8 Recommendations for Kennedy
School
Adlai E Stevenson
Recommendation
Rationale
Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Consistently underperforming academically
Charles Eliot
Refocus and strengthen teaching and learning of K-8 academic core skills Monitor closely for re-evaluation prior to the 2011-12 school year
Emile B deSauze
Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Building in poor condition Declining academic trends Neighboring schools have capacity Opportunity to invest in and strengthen 2-8 gifted program
Gracemount
Close facility Relocate gifted program grades 2-5 to Whitney Young to create 2-12 gifted program Reassign all other students to neighboring schools (possibilities include Charles Eliot, Adlai E Stevenson, others) Repurpose as a core K-8 school, supporting teachers in a professional learning community Opens in new location 2010 in Kennedy academic neighborhood
Robert H Jamison
Underperforming academically Opens in new facility in 2010, opportunity to renew and revive academics
95
Lincoln-West
Lincoln-West academic neighborhood

Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed Lincoln-West 9 neighborhood schools 1 city-wide draw 73% capacity utilized 14, 17
Enrollment
6,000 4,000 2,000 0 4,019
4,298
4,442
4,227
2004-05
2005-06
2006-07
2007-08

Rating Excellent Effective Continuous Improvement Academic Watch Academic Emergency N/A (Thomas Jefferson) # of schools 0 0 22 4 3 1
1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis. Does not include city-wide draw 2. Includes 1 city-wide draw - Tremont
96
GR = Growth RF = Refocus RP = Repurpose CL = Close RL = Relocate MC = Monitor closely Marion C Seltzer (GR) Louisa May Alcott (GR)
Lincoln-West
Max Hayes (RF) Joseph M Gallagher (RF) WattersonLake (GR) Waverly (MC)

Garrett Morgan (GR)

Paul L Dunbar (MC)
Almira (MC)
McKinley (RF) Wilbur Wright (RF)
H Barbara Booker (RP)
Orchard (RF) Tremont (MC)

I 49 0
Scranton (MC)
I 90

Buhrer (RF)
Clark (GR)
Walton (MC)
Lincoln-West High (RP)

miles
Physical asset (eg, new building) High school

Thomas Jefferson (new school) Denison (MC)
Student residence
Note: Lincoln-West boundary lines are roughly approximated based on CMSD residential zones
97
Lincoln-West
Lincoln-West schools' scoring tool results

School Buhrer Clark Lincoln West K-8s Luis Munoz Marin Orchard School Of Science Paul L Dunbar Scranton Thomas Jefferson Walton Waverly Citywide draws and surrounding K-8s Denison H Barbara Booker Joseph M Gallagher Tremont Watterson-Lake Academic 3.3 55.8 4.9 37.6 20.4 18.1 N/A2 20.6 23.2 35.3 10.0 4.8 38.5 38.5 Building Performance Condition Driver 100 60.8 56.2 19.7 31.2 54.2 100 15.0 41.4 22.8 29.9 34.6 23.7 29.2 72.4 60.0 40.3 50.2 68.2 68.6 N/A2 81.1 67.7 66.2 24.8 65.6 78.2 43.8 Demand 92.9 89.0 74.3 75.7 30.6 45.6 N/A2 66.7 81.9 93.7 65.2 58.2 43.8 96.2 Current Master Plan segment1 Completed 8 10 5 5 10 4 9 9 7 10 8 10 7
98
Lincoln-West
K-8 Recommendations for Lincoln West (I)

School
Buhrer
Recommendation
Refocus, continuing turnaround supports and strengthening Spanish Dual Language Program Continue to encourage growth Refocus, continuing turnaround supports Refocus and emphasize one or more STEM1 strands in the school's academic program
Rationale
Incubation site for dual language program Currently showing progress in new building with turnaround supports Supports positive academic trends Builds on positive momentum of current turnaround supports School will open new in 2012 Revives and reinvests in science program and incubates STEM program to move into new Orchard school of science in 2012 Strengthens university partnerships Presently located in a swing site Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11
Clark Luis Munoz Marin Orchard
Paul L Dunbar
1. Science, Technology, Engineering, and Math

99
Lincoln-West
K-8 Recommendations for Lincoln West (II)

School
Scranton
Recommendation
Rationale
Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Large new building is opportunity to create academic pillar of community Newcomer academy serves high non English speaking population Provides space for Lincoln West 9th academy, providing focused experience for transition to HS Tremont will be reevaluated in one year to determine if academic and demand factors have significantly and positively changed Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11
Thomas Jefferson
Open new with 2 schools in building K-12 International Newcomers Academy Lincoln West 9th grade academy Remains a citywide draw
Tremont
Monitor closely for re-evaluation prior to the 2011-12 school year Program remains a citywide draw Monitor closely for re-evaluation prior to the 2011-12 school year
Walton
Waverly
100
Marshall
Marshall academic neighborhood

Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed Marshall 16 neighborhood schools 2 city-wide draws 80% capacity utilized 16, 17, 18, 19
Enrollment
10,000
5,000
7,568
7,665
7,189
7,234
2004-05
2005-06
2006-07
2007-08

Rating Excellent Effective Continuous Improvement Academic Watch Academic Emergency Not Applicable (Garfield) # of schools 12 33 5 5 3 1
2. Includes 1 city-wide draw school
101
Valley View 3. Includes 1 city-wide draw school Douglas MacArthur 2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt CMSD Strategic Development Initiative
Watterson Lake (GR) Louisa May Alcott (GR) Marion C Seltzer (GR) Riverside (GR) McKinley (RF) Wilbur Wright (RF)
Marshall
Garfield (GR) John Marshall High ((RF) Newton D Baker (RF)
Joseph M Gallagher (RF)
Valley View Boys Leadership Academy (GR) Douglas MacArthur Girls Leadership Academy (GR) Clara E Westropp (GR) H Barbara Booker (RP) Almira (MC)
1 mile
Artemus Ward (MC) Robinson G Jones (MC) Carl F Shuler High (RF) Brooklawn (CL) Louis Agassiz (GR)

Note: Marshall boundary lines are roughly approximated based on CMSD residential zones
High school
102
Marshall
Marshall schools' scoring tool results

School
Almira Artemus Ward Brooklawn Clara E Westropp Garfield H Barbara Booker
Academic
25.4 26.2 9.4 49.3 N/A
2
Building Condition
4.5 100 10.4 23.9 100 29.9 34.6 0 41.3 20.8 0 8.6 100 100 29.2 15.2 60.8 28.6 N/A2 41.4
Performance Current Master Plan Driver Demand segment1

52.8 59.3 32.5 59.3 N/A
2
76.1 100 55.3 75.8 N/A

2
5 Completed 7 8 Completed 10 8 Maintain 5 10 9 10 Completed Completed 7 Maintain 8 43 43 9
10.0 4.8 50.0 67.5 40.5 26.5 57.0 81.4 20.0 38.5 21.9 55.8 N/A2 N/A2 23.2
24.8 65.7 75.9 84.6 77.2 41.3 77.9 82.2 59.0 43.8 53.8 60.0 N/A2 N/A2 67.7
65.2 58.2 83.6 100 83.5 38.3 77.8 100 100 96.2 68.5 89.0 N/A2 N/A2 81.9
Marshall K-8s Citywide draws and surrounding K-8s
Joseph M Gallagher Louis Agassiz Louisa May Alcott Marion C Seltzer McKinley Newton D Baker Riverside Robinson G Jones Watterson-Lake Wilbur Wright Clark Douglas MacArthur Girls Leadership Academy Valley View Boys Leadership Academy Waverly
1. Board approved as of July 2008: currently building Segment 4 of Master Plan 2. N/A indicates data not yet available 3. Money spent during segment 4 time period Note: Gender academies offered only PreK-3 in 2008-09. Additional years will phase in over time Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations
103
Marshall
K-8 Recommendations for Marshall (I)

School
Almira
Recommendation
Rationale
Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Currently in swing site being rebuilt Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Consistently underperforming academically Low capacity utilization, with available capacity at neighboring schools
Artemus Ward
Brooklawn
Close facility Reassign students to neighboring schools (possibilities include Wilbur Wright, Louis Agassiz, Almira, McKinley, others) Continue to encourage growth Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow Continue to encourage growth Repurpose as a core K-8 school, supporting teachers in a professional learning community Refocus, continuing turnaround supports K-8 newcomer program moves to Thomas Jefferson
Clara E Westropp Douglas MacArthur Girls Leadership Academy Garfield H Barbara Booker
Supports positive academic trends Need larger buildings to accommodate growing program Supports positive academic trends Newly opened district gifted site Consistently underperforming academically, with low performance drivers Builds on positive momentum of current turnaround supports
104
Joseph M Gallagher
Marshall
K-8 Recommendations for Marshall (II)

School
Louis Agassiz Louisa May Alcott Marion C Seltzer McKinley
Recommendation
Continue to encourage growth Continue to encourage growth Continue to encourage growth Refocus and strengthen teaching and learning of K-8 academic core skills Refocus on the Arts Incubate Arts program for future expansion to more school sites Continue to encourage growth
Rationale
Supports positive academic trends Supports positive academic trends Supports positive academic trends Consistently underperforming academically
Newton D Baker
Revives and reinvests in arts program Will look to expand to more schools over time Supports positive academic trends One of district gifted sites Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Supports positive academic trends Needs larger building to accommodate growing program Supports positive academic trends
Riverside
Robinson G Jones
Valley View Boys Leadership Academy Watterson-Lake Wilbur Wright
Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow Continue to encourage growth Refocus, continuing turnaround supports
Builds on positive momentum of current turnaround supports CMSD Strategic Development Initiative
105
Rhodes
Rhodes academic neighborhood

Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed Rhodes 4 neighborhood schools
2,000
Enrollment
3,000
84% capacity utilized 3, 12, 13, 14
1,000 0
2,609
2,643
2,482
2,481
2004-05
2005-06
2006-07
2007-08

Rating Excellent Effective Continuous Improvement Academic Watch Academic Emergency # of schools 0 0 2 2 0
106
Rhodes
H Barbara Booker (RP)
Clark (GR)
Walton (MC)
Scranton (MC)
I 4 90

Thomas Jefferson (new school)
miles
Lincoln-West High (RP)
Denison (MC) Benjamin Franklin (GR) Charles A Mooney (MC) William C Bryant (GR)
James Ford Rhodes High (RF)
Student residence

Note: Rhodes boundary lines are roughly approximated based on CMSD residential zones
107
Rhodes
Rhodes schools' scoring tool results
School Benjamin Franklin Rhodes K-8s Charles A Mooney Denison William C Bryant
Academic 48.1 33.9 35.3 50.7
Building Performance Condition Driver 6.3 22.7 22.8 0 75.2 67.1 66.2 90.8
Demand 75.3 43.5 93.7 89.3
Current Master Plan segment1 10 5 7 9
1. Board approved as of July 2008: currently building Segment 4 of Master Plan Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations
108
Rhodes
K-8 Recommendations for Rhodes

School
Benjamin Franklin Charles A Mooney
Recommendation
Rationale
Supports positive academic trends One of district gifted sites Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Supports positive academic trends
Denison
William C Bryant
109
South
South academic neighborhood

Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed South 5 neighborhood schools 1 city-wide draw 62% capacity utilized 2, 5, 12
Enrollment
3,000 2,000 1,000 0 2,358
2,284
1,970
1,806
2004-05
2005-06
2006-07
2007-08
Report card ratings (2008-09) Rating

Excellent Effective Continuous Improvement Academic Watch Academic Emergency
# of schools
12 0 0 1 4
1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis. Does not include city-wide draw 2. Includes 1 city-wide draw Warner Girls Leadership Academy
110
South
South High (CL) Union (MC) Miles Park (RP) Mound (RP)
John Adams (RP)
Kennedy (RP)
Whitney Young (RP)
Fullerton (RF)
AB Hart (CL)
Warner Girls Leadership Academy (GR)
Student residence
Note: South boundary lines are roughly approximated based on CMSD residential zones; Warner excess capacity primarily will gradually be filled as upper grades are populated
111
South
South schools' scoring tool results

Building Performance Condition Driver 16.1 20.6 100 100 22.9 0 48.1 43.9 67.0 56.7 35.6 29.2 Current Master Plan segment2 Maintain 9 Completed 4 Maintain 6
School Albert B Hart South K-8s Fullerton Miles Park Mound Union Citywide draws and surrounding K-8s Paul Revere Warner Girls Leadership Academy1 Willow Woodland Hills
Academic 0.9 2.4 0 36.6 2.0 9.8
Demand 14.1 68.6 65.5 24.3 39.0 16.4
N/A3 7.0 9.0
100 27.7 5.9
N/A3 65.6 19.0
N/A3 49.7 26.2
Completed 10 7
1. Warner offered only PreK-3 in 2008-09. Additional years will phase in over time 2. Board approved of July 2008: currently building Segment 4 of Master Plan 3. N/A indicates data not yet available Note: Decision school sub-scores (academics, building condition, performance drivers, and demand) were considered independently for each school to inform recommendations
112
South
K-8 recommendations for South

School
Albert B Hart
Recommendation
Close facility Reassign students to neighboring schools (possibilities include Fullerton, Miles Park, Union, Mound, others) Refocus and strengthen teaching and learning of K-8 academic core skills Monitor closely for re-evaluation prior to the 2011-12 school year
Rationale
Low scores across scoring tool categories Low capacity utilization, with available capacity in neighboring schools
Fullerton
Underperforming academically; support builds on positive value added or performance indicators Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Becomes one of STEM incubation sites (with additional environmental focus, building off LEED2 facility) Repurpose to prepare for new facility opening in 2011 Brings innovative programming to neighborhood Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11 Supports positive academic trends
Miles Park
Mound
Repurpose and emphasize one or more STEM1 strands in the school's academic program
Union
Warner Girls Leadership Academy Willow
1. Science, Technology, Engineering, and Math 2. Leadership in Energy and Environmental Design
Academic performance needs improvement Re-evaluate for 2011-12, with expectation that school performance improves 2010-11
113
City-wide
City-wide draw schools

K-8 level summary
Basic profile
Academic neighborhood Number of K-8 schools % seats filled1 Wards encompassed City-wide draws 6 city-wide draws 55% capacity utilized (many schools still adding grade levels each year) All
500
1 Historical enrollment1
Enrollment
1,000
n/a
0
472
686 427
2004-05
2005-06
2006-07
2007-08

114
1.From recent 4/17/2009 SIERRA/SIS enrollment report, OSFC or classroom capacity values depending on K-8 or high school; BCG analysis. Does not include Dike

Margaret Ireland Complex (RF)
City-wide
Kenneth Clement Boys Leadership Academy (RL)
Collinwood
Ginn Academy (RP) Martin Luther King Jr High (RF)
Glenville
Cleveland School of the Arts High (GR)
East
Max S Hayes High (RF) Douglas MacArthur Girls Leadership Academy (GR) Success Tech Academy (RL)
Lincoln-West
John Hay High (GR)
East Tech John Adams

CSA lower campus Dike (GR)
Marshall
South Rhodes
Valley View Boys Leadership Academy (GR) Garrett Morgan (GR) Tremont (MC)
Kennedy
Warner Girls Leadership Academy (GR)

Note: City-wide boundary lines are roughly approximated based on CMSD residential zones
High school
2 miles
115
City-wide
City-wide draw schools' scoring tool results

School City-wide draw high schools CSA Garrett Morgan Ginn Academy Jane Addams John Hay Martin Luther King Jr Max S Hayes Margaret Ireland Complex Success Tech CSA lower campus (Dike) Douglas MacArthur Girls Leadership Academy Kenneth Clement Boys Leadership Academy Tremont Valley View Boys Leadership Academy Warner Girls Leadership Academy Academic 81.2 79.4 N/A 38.4 90.0 50.0 50.0 0.0 44.2 80.0 N/A N/A 38.5 N/A N/A Building Performance Condition Driver 14.8 27.1 N/A 39.7 100.0 44.3 22.3 0.0 100.0 25.9 28.6 34.9 23.7 0.0 100.0 74.9 62.2 33.7 42.7 99.5 43.2 34.7 6.5 58.7 78.3 N/A N/A 78.2 N/A N/A Demand 87.7 3.6 N/A 10.5 59.7 16.3 32.3 0.0 59.1 64.9 N/A N/A 43.8 N/A N/A Current Master Plan segment1 Maintain Maintain 4 Maintain Completed Maintain 5 Maintain Completed 8 4 4 10 4 Completed
1. Board approved as of July 2008: currently building Segment 4 of Master Plan Note: Gender academies offered only PreK-3 in 2008-09. Additional years will phase in over time; John Hay offered only grades 9-11 in 2008-09, and has added 12th grade this year (2009-10)
City-wide K-8s
116
City-wide
K-8 recommendations for city-wide draws

School
CSA lower campus (Dike)
Recommendation
Continue to encourage growth Relocate to the new CSA when school is eventually rebuilt Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow Relocate to Margaret Spellacy Staff moves with program to new location
Rationale
Supports positive academic trends
Douglas MacArthur Girls Leadership Academy Kenneth Clement Boys Leadership Academy
Needs larger buildings to accommodate growing programs Supports positive academic trends Provides space for growing successfully emerging model and program
Tremont
Monitor closely for re-evaluation prior to the 2011-12 school year Program remains a citywide draw Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow Continue to encourage growth Prioritize facilities expansion in the master plan to provide room to grow
Tremont will be reevaluated in one year to determine if academic and demand factors have significantly and positively changed Supports positive academic trends Needs larger building to accommodate growing programs Needs larger buildings to accommodate growing programs Supports positive academic trends
Valley View Boys Leadership Academy
Warner Girls Leadership Academy
117

2010 Mar 09 CMSD AcademicTransformationPlan Updated

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2010 Mar 09 CMSD AcademicTransformationPlan Updated

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CMSD Academic Transformation Plan

A Strategic Development Initiative March 9, 2010 update

Executive summary (I)

CMSD Strategic Development Initiative

Executive summary (II)

2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt

CMSD Strategic Development Initiative

Contents of the transformation plan

5-14 16-17 19 20-22 23-24 25-31

33-34 35 37 38-43 44 45-47 48 50

CMSD Strategic Development Initiative

An introduction from Dr. Eugene Sanders

CMSD Strategic Development Initiative

Goals for CMSD Academic Transformation

2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt

Goals link to expectations and measurable outcomes

Goals for transformation

Examples of how we will raise expectations

Example 2015 measures of success

CMSD Strategic Development Initiative

Key success milestones to gauge CMSD progress

2011-2012 school year

Five years 2015

CMSD Strategic Development Initiative

All graduates need modern day skills to succeed

Reason effectively Manage projects, producing results

Implement technological innovations

CMSD Strategic Development Initiative

Sean's story: from an assembly line to robotics engineering

2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt

CMSD Strategic Development Initiative

CMSD will provide a different educational experience

Young children build with shapes in an alternative Montessori approach

2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt

CMSD Strategic Development Initiative

The case for change is a call to action

CMSD enrollment has been declining sharply for nearly a decade

2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt

CMSD Strategic Development Initiative

Several academic neighborhoods have all failing schools

Citywide draw schools5

Lincoln-West3 South Rhodes John Adams Kennedy

CMSD Strategic Development Initiative

Declining enrollment has resulted in excess capacity

70% to 80% Less than 70%

East Tech Lincoln-West3 John Adams South Marshall1 Rhodes Kennedy

CMSD Strategic Development Initiative

Contents of the transformation plan

5-14 16-17 19 20-22 23-24 25-31

33-34 35 37 38-43 44 45-47 48 50

CMSD Strategic Development Initiative

Multiple inputs used to develop a holistic CMSD plan

CMSD's Academic Transformation plan

CMSD Strategic Development Initiative

Key considerations that have guided transformation planning

CMSD Strategic Development Initiative

Contents of the transformation plan

5-14 16-17 19 20-22 23-24 25-31

33-34 35 37 38-43 44 45-47 48 50

CMSD Strategic Development Initiative

CMSD strategic framework for Academic Transformation

2010_Jan_01 CMSD Academic Transformation plan_full plan.ppt

CMSD Strategic Development Initiative