Investment Schools Phase One: 2013-2014 Robinson G. Jones School May 9 , 2013

1. Investment Schools Phase One: 2013-2014Robinson G. Jones SchoolMay 9, 2013

2. Hopes and dreams What are your hopes and dreams for your child? Becoming a doctor Mastering the multiplication tables Enjoying school Sharing my love of reading nonfiction Earning a 4-year college degree

3. Investment Schools: Our context Investment Schools: Our plan Investment Schools: Our message

4. Becoming a portfolio district: Choices that children deserve The Cleveland Plan • Promote and expand high-performing schools • Start new schools • Strengthen mid-performing schools • Repurpose low-performing schools

5. It is not enough to become a premier school district Key Message CMSD must become a district of premier schools.

6. The time is right for CMSD

7. Investment Schools: Our context Investment Schools: Our plan Investment Schools: Our message

8. What works: Thinking differently about schools New thinking: “Medical team” A team rallies for each student, backed by a whole system of skilled professionals, processes, and technologies organized and ready to analyze, diagnose, and serve the goal of learning Old thinking: “Conveyor belt” Student is moved along a curriculum-, grade- and age-based “conveyor belt,” in a process that lends itself to standardized inputs and outputs

9. What makes urban schools successful? 1. Safety, discipline &engagement Students feel secure and inspired to learn. 4. Shared responsibility for achievement Staff feel deep accountability and missionary zeal for student achievement. readiness to LEARN readiness to TEACH 2. Action against adversity Schools directly address the challenges faced by students living in poverty. 5. Personalization of instruction Individualized teaching based on diagnostic assessment and adjustable time on task. 3. Close student-adult relationships Students have positive and enduring mentor/teacher relationships. 6. Professional teaching culture Continuous improvement through collaboration and job-embedded learning. readiness to ACT 7. Resource authority School leaders can make mission-driven decisions regarding people, time, money, and programs. 8. Resource ingenuity Leaders are adept at securing additional resources and leveraging partner relationships. 9. Agility in the face of turbulence Leaders, teachers, and systems are flexible and inventive responding to constant unrest. Mass Insight Education, The Turnaround Challenge (2007)

10. R.G. Jones School: Relentless focus on “Readiness to Teach” Shared responsibility for achievement Staff feel deep accountability and missionary zeal for student achievement. readiness to LEARN readiness to TEACH Personalization of instruction Individualized teaching based on diagnostic assessment and adjustable time on task. readiness to ACT Professional teaching culture Continuous improvement through collaboration and job-embedded learning.

11. What other Year 1 Investment Schools will be in the Readiness to Teach cohort? • Case • Robinson G. Jones • Walton • Franklin D. Roosevelt 4. Shared responsibility for achievement Staff feel deep accountability and missionary zeal for student achievement. readiness to TEACH 5. Personalization of instruction Individualized teaching based on diagnostic assessment and adjustable time on task. 6. Professional teaching culture Continuous improvement through collaboration and job-embedded learning.

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

13. What visible changes must we see in Investment Schools? • Building educators’ Readiness to Teach: • Extra time for teachers to collaborate, learn from one another, and • plan outstanding, relevant lessons • Holding every adult accountable for the success of every student • Integrated use of classroom technology to engage students • Targeted professional development and ongoing coaching on how to • use available data to meet individual students’ learning needs • Curriculum and resources to support high-quality instruction for • English Language Learners and Special Education students • All-school training to deepen staff commitment to a culture of • learning, high expectations, and every student graduating from • high school prepared for college and career success 4. Shared responsibility for achievement Staff feel deep accountability and missionary zeal for student achievement. 5. Personalization of instruction Individualized teaching based on diagnostic assessment and adjustable time on task. 6. Professional teaching culture Continuous improvement through collaboration and job-embedded learning.

14. Other changes to expect at Robinson G. Jones • Ongoing performance-monitoring against school • and classroom goals • Regular, responsive interactions with families and • community stakeholders • An intensively student-centered mindset • Development of meaningful, effective, relevant • instructional models that will empower all students • to achieve at high levels

15. Robinson G. Jones as a Phase 1 Investment School These are key next steps. Many design decisions will need your input over these next weeks.

16. Building the school that students need and deserve • What do you need to see to ensure that R.G. Jones • is constantly improving to meet the needs of • every student? • WE WILL ISSUE REPORT CARDS ON OUR PROGRESS. • How can leadership and staff at R.G. Jones • communicate with every family to build a genuine • home-school partnership to support every student? • WE WILL LISTEN, AND CREATE THE • STRUCTURES THAT WORK FOR YOU.

17. Investment Schools = Positive Change We will not do business as usual; this is unusual business. We will not repeat old mistakes. What SUCCESSFUL turnaround IS: What turnaround is NOT: • Dramatic, fundamental change • Requiring additional improvement plans • Recognition of the challenge: Our kids deserve better • Settling for incremental improvement • Supportive operating conditions • Urgency to make every minute a learning minute • Multiple programs implemented without intentionality • “Every man for himself” • Infrequent coaching • Collaborative community of professional educators • Working smarter, not harder • Additional mandates without support

18. No “magic bullets” – Only people can bring real change Key Message We need all of our staff, families, community, business, and education partners to come together around the Investment Schools.

19. What else is happening across Investment Schools? • Communications outreach to all families and school staffs: CEO Gordon and CAO Pierre-Farid will personally lead meetings in each school community during the next month • Schools will undergo an intensive and collaborative analysis and planning process with carefully selected partners • CMSD Human Resources will commence a recruitment and staff selection campaign Investing in our children: CMSD’s Investment Schools

20. Q&A / Listening to the community WE ARE INvested. ARE YOU IN?

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

22. We welcome you! Please return soon. Get involved this summer: Day of Service at Robinson G. Jones School August 2013: Back-to-School Welcome Social

23. Appendix: Why is this happening in CMSD right now? “Corrective Action” = Investment • According to HB 525, the CEO must identify schools each year in need of corrective action, then decide what corrective action is warranted for each school and when the plan should be implemented. • Approximately 6-10 schools will be identified each year to become Investment Schools

24. CMSD must accomplish two goals simultaneously

25. We examined CMSD schools across multiple criteria

26. Selecting the first Investment Schools Stage One: Consider ALL underperforming CMSD schools as candidates Review research base and examine multiple criteria RE high-performing, high-poverty schools Stage Three: Final candidate schools selected Apply Academic Team knowledge and expertise of individual school contexts across criteria Deep-dive with CEO and Chiefs to determine district capacity for Quick Win success Stage Two: List of candidate schools reduced to approximately 25

27. Investing:What is possible in all CMSD Investment Schools? • Selection of principal for 2013-14 • Selection of teachers and staff for 2013-14 • Investment Commitment letters to be signed by all staff People • Extended instructional time • Extended planning/preparation/collaboration time • Restructured use of existing time Time • Pilot CMSD initiatives (student-weighted funding, differentiated compensation) • Increased budget autonomy to invest in positions, programs, partners best suited to a specific school Money Programs • Intensive coaching and professional development to support specific school needs and goals • Intentional alignment of student and family supports • External supports for programs and operations