CMSD Academic Transformation Plan Briefing Package – Henry Longfellow

1. CMSD Academic Transformation Plan Briefing Package – Henry Longfellow

2. Why are we here today? • Provide an overview of CMSD's Academic Transformation Plan • Why transformation, Why now? • What can you expect after our transformation is complete? • Share our vision for CMSD's PreK-8 "System of Schools" • Discuss what the transformation plan means for your school and your neighborhood • Provide an opportunity for you to have your questions addressed 1 2 3 4

3. Plan 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

4. 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

5. 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

6. Henry Longfellow – Detailed School Level DataAreas highlighted are below district average Scoring tool variables Longfellow District Avg. • Report Card Rating (2008/2009) • Performance Index (3 year growth rate) • 2006 Academic Year • 2009 Academic Year • Facilities Condition Index – cost to renovate vs. rebuild (%) • higher FCI % = lower quality building • 2008 CLS (% of students indicating "needs improvement") • Safe and respectful climate (%) • Social and emotional learning (%) • Challenge (%) • Student support (%) • Teacher attendance rate (%) • Student attendance rate (%) • Major safety incidents (per 100 students) • Enrollment trend 2006-2009 (%) • 2006 Enrollment • 2009 Enrollment • Capacity utilization (%) 72.0 72.6 AE/AW 81.5 71.9 Academic performance (40%) Building condition (20%) 50% 91% Performance drivers (20%) 4242 13 22 9191 3.8 55 31 10 19 91 92 2.0 -2 76 -4 362 252 62 Facility demand (20%) Building Capacity: 405

7. Henry LongfellowRecommendation and Rationale Recommendation Rationale • Close • Consistently underperforming academically • Declining Performance Index • Facility significantly underutilized • Decline in enrollment • Neighboring schools have excess capacity • Facility in poor condition • Reassign students (approx. 250) to neighboring schools • Possibilities include: • Iowa-Maple • East Clark

8. Several options available for closed buildings 1 • Demolition • Community Use/Purpose • Available to High Performing Charter Schools • Available for Future CMSD Use • Sold for Private Purposes • Develop Joint Venture with CMSD, City of Cleveland (Economic Development) and Private Investment 2 3 4 5 6

9. CMSD is proactively addressing safety and security concerns • Ongoing series of meetings to discuss security concerns • CMSD Division of Safety and Security • Cleveland Police Department, Department of Community Relations • Other law enforcement agencies • Discussions with RTA and CMHA • Collaboration between CMSD, police, and community stakeholders to: • Identify problems, brainstorm solutions and mobilize resources • Examples of ideas being considered • Mobile patrols, "walking bus" program • Parent patrols (posted around schools at target times) • Engage Cleveland Police Department, Community services unit to assist with safe walking routes • Continue humanware and hardware strategies (metal detectors, student ID's, etc.) Objective is to create a multi-agency enforcement partnership to provide a safe school experience