Transcript Document

Investment Schools
Phase One: 2013-2014
Robinson G. Jones School
May 9, 2013
Hopes and dreams
What are your hopes and dreams for your child?
Becoming
a doctor
Enjoying
school
Sharing my love
of reading
nonfiction
Mastering the
multiplication
tables
Earning a 4-year
college degree
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Investment Schools: Our context
Investment Schools: Our plan
Investment Schools: Our message
3
Becoming a portfolio district: Choices that children deserve
The Cleveland Plan
•
•
•
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Promote and expand high-performing schools
Start new schools
Strengthen mid-performing schools
Repurpose low-performing schools
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It is not enough to become a premier school district
Key Message
CMSD must become a district of
premier schools.
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The time is right for CMSD
The Cleveland
Plan
State
legislation
Tax levy
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Investment Schools: Our context
Investment Schools: Our plan
Investment Schools: Our message
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What works: Thinking differently about schools
Old thinking: “Conveyor belt”
New thinking: “Medical team”
Student is moved along a
curriculum-, grade- and agebased “conveyor belt,” in a
process that lends itself to
standardized inputs and outputs
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
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What makes urban schools successful?
4. Shared responsibility for
achievement
1. Safety, discipline & engagement
Students feel secure and inspired to learn.
2. Action against adversity
readiness to
LEARN
readiness to
TEACH
Staff feel deep accountability and
missionary zeal for student achievement.
5. Personalization of instruction
Schools directly address the challenges
faced by students living in poverty.
Individualized teaching based on
diagnostic assessment and adjustable
time on task.
3. Close student-adult relationships
6. Professional teaching culture
Students have positive and enduring
mentor/teacher relationships.
Continuous improvement through
collaboration and job-embedded learning.
readiness to
ACT
7. Resource authority
8. Resource ingenuity
9. Agility in the face of turbulence
School leaders can make mission-driven
decisions regarding people, time, money,
and programs.
Leaders are adept at securing additional
resources and leveraging partner
relationships.
Leaders, teachers, and systems are
flexible and inventive responding to
constant unrest.
Mass Insight Education, The Turnaround Challenge (2007)
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R.G. Jones School:
Relentless focus on “Readiness to Teach”
readiness to
LEARN
readiness to
TEACH
readiness to
ACT
Shared responsibility for
achievement
Staff feel deep accountability and
missionary zeal for student
achievement.
Personalization of instruction
Individualized teaching based on
diagnostic assessment and adjustable
time on task.
Professional teaching culture
Continuous improvement through
collaboration and job-embedded
learning.
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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.
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What “foundational levers” have been
identified for Robinson G. Jones?
Strategies considered
Right levers for Robinson G. Jones?
Replace current principal
All Investment School principals must re-interview with the CEO
Replace some or all staff
No; all staff must sign Investment Commitment letter
Offer extended learning time
No
Overhaul school culture & discipline
No
Improve school facilities
Yes, “facelift” according to building conditions
Add community/health support
(“wraparound”) services
Yes, with community input
Add instructional programs
Yes, improve rigor of instruction and add instructional coaches
Provide staff with meaningful
professional development
Yes, with community input
Utilize external operating partner
No
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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
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.
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
6. Professional teaching culture
Continuous improvement through
collaboration and job-embedded learning.
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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
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Robinson G. Jones as a Phase 1 Investment School
Prepare to
implement
effective
practices in
a subset of
high-need
schools
starting
August 2013
These
• Collaborate with
proven partners
to dramatically
change schools
• Engage families
and educators at
the school level
to design highleverage
interventions for
each building
are key
next steps.
Many design
decisions will
need your
input over these
next weeks.
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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.
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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:
Recognition of the
challenge: Our kids
deserve better
Urgency to make
every minute a
learning minute
Working smarter,
not harder
Dramatic,
fundamental change
Supportive
operating conditions
Collaborative
community of
professional
educators
What turnaround is NOT:
Settling for
incremental
improvement
Multiple programs
implemented
without
intentionality
Infrequent coaching
Requiring additional
improvement plans
“Every man for
himself”
Additional mandates
without support
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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.
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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
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Q&A / Listening to the community
WE ARE INvested.
ARE YOU IN?
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How YOU can INvest in your child’s education
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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!
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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
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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
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CMSD must accomplish two goals simultaneously
Prepare to implement
effective practices in a
subset of high-need
schools starting August
2013
• Select Year One Investment Schools
based on a variety of criteria
• Collaborate with proven partners to
dramatically change schools
• Engage families and educators at the
school level to design high-leverage
interventions for each building
Engage the community
and conduct in-depth
reviews to design an
equitable change
process
• Across multiple neighborhoods,
engage families and educators in
meaningful dialogue
• Design and communicate a
transparent and equitable process
for the next three years of CMSD
Transformation through Investment
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We examined CMSD schools across multiple criteria
Candidate school
School 1
School 2
School 3
School 4
School 5
School 6
School 7
School 8
School 9
School 10
School 11
School 12
Academic
achievement
X
X
X
X
X
X
X
X
X
X
X
X
Culture,
teamwork,
vision
Strong
school
leaders
X
Motivated,
caring
teachers
Rigorous
instruction
X
X
X
X
X
X
Social &
emotional
support for
students
Family
engagement
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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Selecting the first Investment Schools
Stage One: Consider ALL
underperforming CMSD schools
as candidates
Stage Three: Final candidate
schools selected
Review research base and
examine multiple criteria RE
high-performing, high-poverty
schools
Deep-dive with CEO and Chiefs
to determine district capacity for
Quick Win success
Apply Academic Team
knowledge and expertise of
individual school contexts across
criteria
Stage Two: List of candidate
schools reduced to
approximately 25
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Investing:
What is possible in all CMSD Investment Schools?
People
• Selection of principal for 2013-14
• Selection of teachers and staff for 2013-14
• Investment Commitment letters to be signed by all staff
Time
• Extended instructional time
• Extended planning/preparation/collaboration time
• Restructured use of existing time
Money
• Pilot CMSD initiatives (student-weighted funding,
differentiated compensation)
• Increased budget autonomy to invest in positions,
programs, partners best suited to a specific school
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
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