Common use of Focus of the Curriculum Clause in Contracts

Focus of the Curriculum. The philosophy of education and educational goals reflect the school’s deep and central commitment to strong student achievement. We believe that the primary needs of our students are to develop the strongest standards based skills and build upon that foundation through the increasing application of those skills to real world problems and the development of critical thinking skills necessary for a college preparatory high school and the demands of college. The academic focus is centered on research-based, best instructional practices for primary and intermediate learners. This includes reading instruction in phonemic awareness, decoding, fluency, robust vocabulary, and comprehension; math instruction in counting and cardinality, operations and algebraic thinking, number and operations in base ten, number and operations in fractions, measurement and data, and geometry. The school also emphasizes hands-on literacy based instruction in writing, science, and social studies. Core programs are supported through writing across the curriculum using various genres, through science experiments and demonstrations, and with thematic- based projects. Common instructional practices sustain the core curriculum, such as close reading, text dependent questions, and citing evidence from the text in both writing and discussion. Technology is used in classrooms as appropriate to further reinforce lessons, to ensure exposure and to prepare students for the demands of the career force. The academic program remediates individual students’ basic skills and knowledge gaps to ensure that all students can read, write, and compute on grade level. As a result of this focus on the core academic skills, it is expected that English/Language Arts and Math take a larger portion of the students’ scheduled academic time. The school will make use of this additional time to ensure all students are achieving to very high academic expectations while still allowing students to develop and practice social emotional and college readiness skills through a variety of experiences in the daily curricula and beyond. Core faculty are hired based upon their full commitment to the school’s mission and their high degree of knowledge and experience in successfully promoting strong student achievement in English Language Arts, mathematics, science, and social studies. Learning opportunities at this school include: • Classroom instruction, in subjects described previously • Instruction in small and large groups • Acceleration instruction (remediation and acceleration) • Tutoring • Student projects • Character education • Technology • Field trips/field lessons • Family/parent events

Focus of the Curriculum. The philosophy of education and educational goals reflect the school’s deep and central commitment to strong student achievement. We believe that the primary needs of our students are to develop the strongest standards based skills and build upon that foundation through the increasing application of those skills to real world problems and the development of critical thinking skills necessary for a college preparatory prep high school and the demands of college. The academic With our focus is centered on research-basedthe critical development of standards based skills and the increasing development of higher ordered work, best instructional practices for primary Entrepreneurship Preparatory School implements curricula based upon exploration of material and intermediate learners. This includes reading instruction in phonemic awareness, decoding, fluency, robust vocabulary, and comprehension; math instruction in counting and cardinality, operations and algebraic thinking, number and operations in base ten, number and operations in fractions, measurement and data, and geometry. The school also emphasizes hands-on literacy based instruction in writing, science, and social studies. Core programs are supported through writing across the curriculum using various genres, through science experiments and demonstrations, and with thematic- based projects. Common instructional practices sustain the core curriculum, such as close reading, text dependent questions, followed by direct instruction on new skills and citing evidence from the text in both writing content knowledge acquisition with multiple opportunities to practice these skills and discussioncontent. We imbed specific or cumulative review based upon regular data analysis cycles. Technology is used in classrooms as appropriate to further reinforce these lessons, to ensure exposure and exposure, as well as to prepare students the student for the demands of the career forceworkforce. Enrichment programming is provided to the students through collaborative curriculum implemented with a number of partners. This may include partnerships with local colleges and universities. The instruction is predominantly classroom-based and led by one or two teachers per classroom, and is complemented with non- classroom based learning through field trips (i.e. Cleveland Museum of Art, Holden Arboretum, Great Lakes Science Center, Washington, D.C.). The academic program remediates individual students’ basic skills and knowledge gaps to ensure and ensures that all students can read, write, and compute on grade level. As a result of this focus on the core academic skills, it is expected that English/Language Arts and Math take a larger portion of the middle school students’ scheduled academic time. The school will make makes use of this additional the extra time to ensure all students are achieving to very high academic expectations while still allowing also making room for students to develop and practice social emotional their entrepreneurial and college readiness skills through a variety of experiences in the daily curricula curriculum and beyond. Core Entrepreneurship Preparatory School’s core faculty are is hired based upon their full commitment to the school’s mission and their high degree of knowledge and experience in successfully promoting strong student achievement in English Language Arts, mathematics, science, and social studies. Learning Opportunities Learning opportunities at this school include: • Classroom instruction, in subjects described previously • Instruction in small and large groups • Acceleration instruction (remediation and acceleration) • Tutoring • Student projects • Character education • Technology • Field trips/field lessons • College visits • High school visits • College prep • Partnerships with area businesses and non-profits • After-school programs • Family/parent eventsevents • Community events • Outdoor classroom

Focus of the Curriculum. The philosophy of education and educational goals reflect the school’s deep and central commitment to strong student achievement. We believe that the primary needs of our students are to develop the strongest standards based skills and build upon that foundation through the increasing application of those skills to real world problems and the development of critical thinking skills necessary for a college preparatory high school and the demands of college. The academic focus is centered on research-based, best instructional practices for primary and intermediate learners. This includes reading instruction in phonemic awareness, decoding, fluency, robust vocabulary, and comprehension; math instruction in counting and cardinality, operations and algebraic thinking, number and operations in base ten, number and operations in fractions, measurement and data, and geometry. The school also emphasizes hands-on literacy based instruction in writing, science, and social studies. Core programs are supported through writing across the curriculum using various genres, through science experiments and demonstrations, and with thematic- based projects. Common instructional practices sustain the core curriculum, such as close reading, text dependent questions, and citing evidence from the text in both writing and discussion. Technology is used in classrooms as appropriate to further reinforce lessons, to ensure exposure and to prepare students for the demands of the career force. The academic program remediates individual students’ basic skills and knowledge gaps to ensure that all students can read, write, and compute on grade level. As a result of this focus on the core academic skills, it is expected that English/Language Arts and Math take a larger portion of the students’ scheduled academic time. The school will make use of this additional time to ensure all students are achieving to very high academic expectations while still allowing students to develop and practice social emotional and college readiness skills through a variety of experiences in the daily curricula and beyond. Core faculty are hired based upon their full commitment to the school’s mission and their high degree of knowledge and experience in successfully promoting strong student achievement in English Language Arts, mathematics, science, and social studies. Learning opportunities at this school include: • Classroom instruction, in subjects described previously • Instruction in small and large groups • Acceleration instruction (remediation and acceleration) • Tutoring • Student projects • Character education • Technology • Field trips/field lessons • Family/parent eventsevents Attachment 4: Accountability Plan and Intervention Protocol Retroactive to July 1, 2021 Pursuant to the Sponsorship Contract, the Performance Framework enclosed herein ensures that each community school sponsored by Cleveland Metropolitan School District (CMSD) provides high- quality education to its students. The Framework includes the academic, organizational, and financial standards by which sponsored schools will be evaluated. The Performance Framework will be used to evaluate whether a community school’s contract should be renewed. It will also be used throughout the life cycle of the school to communicate the school’s performance to its staff, governing authority, sponsor, and other stakeholders. The Performance Framework will provide the basis of the annual report that CMSD must provide annually to the Ohio Department of Education (ODE). In addition to establishing performance criteria for community schools, the Performance Framework holds CMSD accountable to community schools. CMSD is accountable for implementing a rigorous and fair oversight process that respects the autonomy that is vital to community school success. It is this mutual obligation that drives the CMSD Performance Framework—a collaborative effort with the common objective of providing Ohio students with a high-quality education that prepares them for post-graduation academic and career success. Finally, the Performance Framework is a living document, subject to continuous review and improvement. TABLE OF CONTENTS Section Page Part 1: Academic Performance Framework 2 Part 2: Financial Performance Framework 6 Part 3: Organizational Performance Framework 10 Part 4: Intervention Protocol 18