C2 Cincinnati Implementing Small Schools

High School Restructuring : 

High School Restructuring Cincinnati Public Schools

Five Low Performing Neighborhood High Schools: 

Five Low Performing Neighborhood High Schools 4-year Cohort Groups had graduation rates from 15% to 65%

Background: 

Background Board of Education Appointed Committee of Parents, Teachers, and Administrators to Make Recommendations in 1999 Restructuring the comprehensive schools into small schools of 600 or Less Create schools around themes such as College Prep or Information Technology Received 2.4 Million Dollar Small Learning Communities Grant from Federal Government Received 2.9 Million Dollar Grant from Bill and Melinda Gates Foundation

Report Card Ratings of Restructured High Schools: 

Report Card Ratings of Restructured High Schools

Indicators Where Schools Showed Improvement After Restructuring: 

Indicators Where Schools Showed Improvement After Restructuring All schools for which 9th Grade Proficiency Test Passing Rate at grade 10 comparison is possible showed improvement in passing rate on all tests Credits earned by grade level up at most of the schools

Western Hills University High School: 

Western Hills University High School Rated 'Effective' on the 2003-04 State Report Card

Administrative Challenges and Opportunities: 

Administrative Challenges and Opportunities The Complexity of Change 'The issue is not that individual teachers and schools do not innovate and change all the time. They do. The problem is with the kinds of changes that occur in the educational system, their quality, and the random nature of the initiative.'

Mistakes with Change: 

Mistakes with Change Complacency – Create a sense of urgency that is at a high level, but not so overwhelming that staff lose enthusiasm Collaboration – A critical component to meaningful change is to have staff involved in the change process – the powerful force of tradition will overcome a competent and charismatic leader if staff is not apart of the decision-making process Mission andamp; Vision – Assists in alignment, direction, and inspires the actions of staff members. Without this, staff members will 'do their own thing'.

Instructional Initiatives: 

Instructional Initiatives Ohio Graduation Test Success Credit Recovery Dual Enrollment Seminar

Community: 

Community Students Parents Community Partners

Slide11: 

Graduation Really Achieves Dreams To ensure a quality public school education for all children in economically disadvantaged communities so that the high school graduation rate increases and graduates are prepared to enter and be successful in college

Project GRAD Cincinnati’sStructural & Process Components: 

Project GRAD Cincinnati’s Structural andamp; Process Components Feeder pattern reform Local non-profit to facilitate reforms Use of data to drive strategic use of resources National technical assistance from Project GRAD USA Learning andamp; Support Visit process Multiple layers of program support/coaches Targeting teachers and principals Use of existing resources in the school/house.

Scholarship Program & Campus Family Support is the Cornerstone of Project GRAD Cincinnati: 

Scholarship Program andamp; Campus Family Support is the Cornerstone of Project GRAD Cincinnati Components are: Walk for Success GRAD College Scholarships Additional Support Services

Framework for Summer Programs in Project GRAD: 

Framework for Summer Programs in Project GRAD

Services Successfully Implemented at the High School: 

Services Successfully Implemented at the High School Four successful 'Walk For Success' to ninth graders houses. 600 homes visited with 68% scholarship agreements signed. Two successful Summer Institutes held on University of Cincinnati campus and Cincinnati State andamp; Technical College campus. Three successful Summer Bridge programs for rising ninth graders held on the Western Hills University High School Campus. Four successful college awareness days in schools K-12 Nine college tours have occurred for high school students Parent University established on Western Hills University High School campus.

Facilitator Restructured High Schools: 

Facilitator Restructured High Schools Bill andamp; Melinda Gates Foundation

Manager : 

Manager Facilitate Development of Small Schools Foster Rigor, Relevance, and Relationships Collaborate with school based, instructional support, and central office personnel. Facilitate Communication Gates Foundation Schools District Community Manage Gates Foundation Grant

Instructional Coach: 

Instructional Coach Facilitate Implementation of Instructional Initiatives Act as a Mentor Coordinate Professional Development Gates Foundation support of professional development Grantee Meetings Practitioners Forums School Based Sessions Institutes

State Report Card Rating: 

State Report Card Rating 2002-03 State Report Card Rating: Academic Emergency (1 of 6 state indicators met) 2003-04 State Report Card Rating: Effective (5 of 6 state indicators met)

Student Test Scores: 

Student Test Scores Measurable Progress for the 2003-04 school year on the above goals were as follows: Increase student test scores by 10% in all five areas of the Ohio Proficiency Test: 2002-03 2003-04 (+/-) Reading 72.6% 90.0% +17.4% Writing 79.1% 90.0% +10.9% Citizenship 63.6% 94.2% +30.6% Math 37.1% 74.2% +37.1% Science 44.3% 85.8% +41.5%

Discipline: 

Discipline Reduce by 10% the percentage Out of School Suspensions andamp; Expulsion 2002-03 Out of School Suspensions (270 total students) 450 - (21.10%) Expulsions (270 total students) 24 - (1.13%) 2003-04 Out of School Suspensions (400 total students) 298 - (7.0%) Expulsions (400 total students) 6 - (0.14%)

Attendance: 

Attendance Increase school attendance rate of students by 5%: 2002-03 2003-04 % of Increase Attendance Rate 83.1% 95.1% +12.0%

Western Hills UniversityHigh School: 

Western Hills University High School We are what we repeatedly do. Therefore Excellence is not an act, but a habit!