CMSD Academic Transformation Plan A Strategic Development Initiative

1. CMSD Academic Transformation Plan A Strategic Development Initiative

2. 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)

3. 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 above—and 50% rated Excellent or Effective on the Ohio report card. To get there we must: • Raise expectations system-wide • Engage parents and community in supporting students' success • Instill responsibility in CMSD students to take ownership for their own education

4. Contents of the transformation plan

5. An introduction from Dr. Eugene SandersOn what transformation means to me • "Our Academic Transformation Plan—the details of which unfold in this document—is 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 high—we 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 transform—the human element of change—that 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 us—educators, families, students, and our community—working 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."

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

7. Goals link to expectations and measurable outcomesEntire city plays a role in helping CMSD meet ambitious goals Example 2015 measures of success Examples of how we will raise expectations Goals for transformation • Embed 21st century skills intoall 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 • 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 21st 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 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

8. Key success milestones to gauge CMSD progress What you can expect to see in CMSD in . . . Fall 2010 2011-2012 school year Five years – 2015 • 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 • 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 • Successful meeting of goals, targets, and success measures • A portfolio of high school and K-8 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

9. 10 All graduates need modern day skills to succeed Analyze and create media Access and manage information Guide and lead – be responsible to others Think creatively Work effectively in diverse teams Adapt to change Reason effectively Implement technological innovations Communicate clearly Manage projects, producing results Source: The Partnership for 21st Century Skills

10. 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.

11. 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 shapesin an alternative Montessori approach High schoolers peer into a hybrid car, learning internal combustion from local engineers

12. The case for change is a call to action Facts • CMSD test scores and graduation rates are unacceptably low • Many students who graduate are not prepared for college or the workforce • As a system, the education we are delivering is not meeting all students' needs Academics Facilities • CMSD enrollment has been declining sharply for nearly a decade • Many neighborhoods have substantial unused capacity; others are overcrowded • Maintaining this excess capacity limits the resources available for the education of students

13. None 1% to 33% 34% to 66% 67% to 99% 100% Several academic neighborhoods have all failing schools Percentage of schools in Academic Watch or Emergency Citywide draw schools5 Innovative schools6 Collinwood2 Glenville East4 East Tech Lincoln-West3 John Adams South Marshall1 Kennedy Rhodes 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

14. 80% to 90% 70% to 80% Less than 70% Declining enrollment has resulted in excess capacity Plan must also address overcrowding in Cleveland's west region K-8 capacity utilization by academic neighborhoods Collinwood2 Glenville East4 East Tech Lincoln-West3 John Adams South Marshall1 Kennedy Rhodes • 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

15. Contents of the transformation plan

16. 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 • Reform research • Models for district-wide reform • Effective school building transformations • Best practices in high school, early childhood, and middle grades CMSD's Academic Transformation plan • Input, debate, discussion • CMSD senior team workshops • K-8 and high school sub-teams • Multiple community forums • Regular advisory committee input

17. 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

18. Contents of the transformation plan

19. CMSD strategic framework for Academic TransformationBuild on what is working, rethink and address what is not • System of preK-8 neighborhood schools • Ensure quality in every neighborhood • Support strong core academics • Emphasize early childhood and middle years • Create specialized programsto address unique needs • Partner with charters • Diverse portfolio of academy high schools • Transition from comprehensive model • Build proven diverse options in each region • Focus on college and career readiness • Support the transition to 9th grade Great leaders Great teachers Involved parents/guardians Exceptional CMSD 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

20. 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 • CMSD’s high schools will take different transition paths to build the vision • Some will build a separate 9th grade academy to focus support for 9th graders’ transition • Some will open 3-4 academies that encompass 9-12th grade • Many of these will partner with proven providers and networks for support (eg, New Tech, Facing History) • CMSD will develop options for students who have fallen behind, as well as those who need a 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

21. How academy model is different from what was tried before Yesterday's small schools Tomorrow's academies • 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 • 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

22. High school academies will create choices for studentsCreating scalable models and partnering to bring quality programs to schools Academies will be matched to schools in 2010 as quality partnerships are formed and innovative educators are identified to lead

23. 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 providers—through an RFP—to meet unique needs in the city • All will be accomplished in a "right-sized" K-8 system with fewer schools and more investment in schools • With overall K-8 school capacity around 80-90% system-wide

24. 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) All grades (PreK-8) Middle grades (5-8) • Focus on "school readiness" for Pre-K early education • Emphasize social learning (e.g., PATHS program) • Teach basic skills (colors, numbers) • Create a positive learning climate • Set high expectations, nurturing social and emotional learning skills • Take responsibility, collaboratively among staff, for student success • Reinforce positive character • Focus learning on a center-based strategy in the classroom • Emphasize reading, writing, and mathematics • Individualize instruction for learner need • Implement aggressive academic intervention strategies • Maintain high expectations at all grades and achievement levels • Set clear and consistent performance standards • Use data purposefully for assessment and accountability • Formative assessments throughout the year • Feedback loops to enable real-time lesson adjustments • Support teacher development • Tailor professional development to performance data • Ensure quality common planning time in Purposeful Learning Communities • Empower parents and community • Support learning in the home • Set expectations community-wide for highest level of achievement • Prepare students for high school and beyond • Support developmentally appropriate practices • Educate students on high school, career, and college readiness expectations and options • Ensure rigorous offerings in and out of core curriculum • Encourage advanced course work • Offer exploratory opportunities • 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) 1 4 8 5 2 9 6 10 3 7 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?

25. Plan includes recommendations to improve schoolsDefinition of terms Depth of intervention • What it means in K-8 • What it means in high school • Maintain as "growth schools" • Maintain current building, program, staff • Set strong expectation for further improvement in academic outcomes • Provide additional flexibility to continue improving performance • Intensively support as "refocus • schools" • Provide additional resources, e.g. • Additional human capital support • Leadership training • Curriculum assistance • Improve and expand programs in place • Add academies and programs to some schools after a planning year in 2010 • Strengthenprograms and train leaders • Repurpose • schools • Includes one or more of following actions • Replace school leadership • Require teachers to reapply to school • Consider conversion to charter • Redesign academic program • 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 • 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

26. Two additional action categories will impact schoolsRounds 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 • Additional new school models and programs will launch each year • Includes academies at the high school level • Includes rebuilt K-8s in later segments of the master plan1, as well as new K-8 models and programs at repurposed schools • Some K-8 schools needing academic improvement will not 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" • Open and build new school models • Monitor and review comprehensively for year two decision 1.Master plan will be updated to align with transformation plan

27. "Refocus schools" supported from a menu of optionsDifferentiated supports will be determined based on school need Support menu options Example/Detail Increased human capital support Discretionary financial resources Cohort principal training Inter and intra-school knowledge sharing Dedicated central office support Curriculum assistance • Quality assistant principal and counselor to support academics, students • Small "quick win" funds for schools • Development of new competencies, knowledge sharing, personal leadership coaching • Partnerships with successful schools within and outside district • Cross-functional resources to provide additional support • Prioritized attention to help solve pressing needs • Targeted content coaching and additional professional development for teachers • Tutoring and/or coaching assistance

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

29. How high schools categorize using decision tool and logic • Growth • Refocus • Repurpose • Close • Relocate 1. Relocates and repurposes to modify program to fit Glenville; results in building closure at Spellacy

30. How K-8 schools categorize using decision tool and logicPriorities for phase one—the 2010-11 school year • Growth • Refocus • Repurpose • Close • Relocate or open new • K-8s prioritized for 2010-11 using the following criteria • Magnitude of school need • Schools receiving students from closed schools • Newly renovated buildings (unique opportunity to start anew) * 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

31. Maintain as "growth school" • Intensively support as "re-focus school" • Repurpose • school Some K-8 schools will be monitored for year two decision Need to sequence and prioritize schools to ensure quality implementation Placed in one of three categories • 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)

32. Contents of the transformation plan

33. Example in action: New Tech delivers unique educationWhat repurposing could mean at the high school level Project- based 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" Network-based 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

34. Example in action: Talent Development's success academySuccessful 9th grade academy model developed out of Johns Hopkins in 1990s Description • 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 Teacher support Personalization Remediation and attendance Transition Strong student attendance is the foundation for rigorous student work to earn on-time grade promotion

35. Example of K-8 transformation: wrap-around schoolsOften 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 • Parent Coordinator • Family resource center • Adult education • Parent Councils • Academic enrichment • Developmental needs • Recreation • Early Head Start • Head Start • On-site clinics • School-linked care • Crisis interventions • Assessments and referrals • Counseling • Community events • Encouraging activism • Skill building Source: “Community Schools in Action: Lessons from a Decade of Practice”

36. Contents of the transformation plan

37. CMSD strategic framework for Academic TransformationBuild on what is working, rethink and address what is not • System of preK-8 neighborhood schools • Ensure quality in every neighborhood • Support strong core academics • Emphasize early childhood and middle years • Create specialized programsto address unique needs • Partner with charters • Diverse portfolio of academy high schools • Transition from comprehensive model • Build proven diverse options in each region • Focus on college and career readiness • Support the transition to 9th grade Great leaders Great teachers Involved parents/guardians Exceptional CMSD 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

38. Central office will also transform as part of the plan

39. TMO will access broad base of stakeholder inputIn place to manage quality implementation of program Community partnership council CEO • Collaborates on planning, design, funding • Makes critical decisions • Sets direction, ensures adherence to the transformation vision • Commits the resources – time, talent, dollars – to drive the change • Maintains focus, urgency 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 Executive Sponsor Teacher Leadership Committee • Provides critical guidance to Transformation Management Office • Ensures alignment between transformation, ongoing work • Clears obstacles, resolves conflicts Principal Leadership Committee Cabinet Transformation Management Office Parents and community Other staff members • 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 • Provides strategic and implementation guidance to project management team and individual work teams Principals and teachers Students • Provides feedback and input from key stakeholders on workstreams and entire effort 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 • Central office redesign • Teacher effectiveness • Principal pipeline • Community engagement • Performance management/ accountability

40. Goals guiding district re-organizationCentral office: refocus and repurpose Focus entire organization on academic achievement/success of students Audit all central office functions to align with student achievement; audit will be led by external consultant Align all functions through reporting relationships, role definitions, etc. with academic goals Emphasize instructional leadership role of principals and those who supervise principals Focus on changing system functions to meet the needs of schools Improve speed and efficiency of decisions Minimize unnecessary layers (delayer) Maintain optimal spans of control Create coherent, coordinated communication and direction to school sites Build district capacity to enable shift in decision making authority to schools Attract high performing principals who can lead building in exchange for accountability Continue to enhance the Principal and District Leadership Pipeline for succession planning Improve efficiency and service levels of core functions and processes CEO’s direct reports will be selected by CEO; most others will apply for positions in the new structure Create true customer service orientation Ensure mechanisms exist for customer feedback Emphasize high quality standards of professional practice, collaboration and results Streamline and minimize overhead costs New central office structure must use fewer people/resources to service schools

41. Proposed CMSD central office structureTo be finalized during restructuring process, with goal to better provide school in depth support ChiefInnovation Officer Open new/repurpose schools Maintain current innovation portfolio Strategic Partnerships (Charters. EMOs, etc.) ChiefAcademicOfficer School supervisionand 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) ChiefOperations Officer Safety and security Food services Transportation Technology Maintenance/capital improvement ChiefFinancialOfficer 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

42. Action teams at core of support, led by academic officeInnovative office remains separate to encourage experimentation and support of new models CAO1 leads four academic functions, which access district support centers Action teams structured to provide cross-functional school support • School support segmented into four functions • Growth, Refocus, repurpose, and watch • Each function's support driven by action teams who will deliver school supports • Innovative schools operate separately, with 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 Team leader manages both dedicated and shared resources. Example 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) Dedicated (One per team) Shared (across teams) New structure will replace current school support structure—and require many central office staff to reapply 1. Chief Academic Officer

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

44. Expanding accountability a central part of district reformSummary 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 • Phase out interventions, increase autonomy • As schools improve in performance, re-allocate intensive resources to struggling schools • Increase school autonomies Adequate performers • Rely on accountability system to determine gradually increased, differentiated supports • Maintain schools on the road to "intensive support" until resources and capacity to manage is available • Work with school leadership to determine certain resources to keep to maintain performance momentum 1 Improve over time • 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 • Intensively support • Select subset of schools annually to receive intensive, specialized, and prioritized district supports 2 Repurpose (includes conversion to charters) Close school 3

46. Central office accountability measures delivery to schoolsExamples of operational measures other districts have used to gauge delivery • Department • Measure • Overall district • 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 • Facilities • 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 • Accuracy of budget projections • Financial Services • Undesignated fund balance • Network availability to schools • Technology Services • Ratio of students to computers • Family satisfaction with enrollment services1 • Enrollment • Accuracy of enrollment projections 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: • Building-based management – provide building leaders with the tools to select and direct employees based on student needs, employees’ abilities and building objectives • Student focused work day –collaborate to explore employee work day configurations that improve student achievement • Meaningful evaluation – implement effective performance review processes that provide regular feedback and identify employee strengths and challenges in the context of improved student achievement • 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 • Employee motivation – reward student-focused achievement, identify and address areas for improvement, transition or remove employees unable to attain transformational goals 1 2 3 4 5

48. Contents of the transformation plan

49. 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 positions—will start with retirements and positions at closed schools that will not transfer to a new building • Cost of transformation will be $20-25M in first year—roughly 2-3% of the annual operating budget • Significant impact for small percentage increase in overall spending • Total cost for first three years ~$70M • Transformation plan will also require CMSD to re-evaluate capital funding plan and OSFC Master 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

50. Contents of the transformation plan