TURNAROUND SUPPORT FOR LOW PERFORMING SCHOOLS

SCHOOL TURNAROUND

For traditional public schools and public charter schools seeking a comprehensive level of
support, CEI offers School Turnaround services, helping schools transform into high-performing
educational institutions with vibrant and engaging learning environments capable of advancing
learning for all students. We design, develop and implement effective and innovative practices
to provide support to help school leaders create successful learning environments and manage
their schools effectively.
Professional development and collaboration includes customized, embedded support in the form
of executive coaching and mentoring as well as opportunities for collaborative learning through
targeted Professional Learning Communities and Instructional Rounds. Expert technical
assistance includes human capital management and talent development, and operational
support such as data analysis, school branding and marketing.
With more than four decades of experience, the staff of CEI has been creating and redesigning
public schools to help achieve our vision of creating a public school system where every child
has access to an excellent school. We work with all kinds of public schools–from district-based
schools to charter public schools–to help them establish high-quality learning environments
that meet the needs of the students in their communities.

Charter Model of Support

Since the advent of charter legislation in the late 1990s CEI has created and developed effective
charter schools. From launching New York’s first charter school, Sisulu-Walker Charter School
of Harlem (1999) to leading large-scale, federally-funding charter school improvement initiatives
through the 2010s, CEI has been at the forefront of the charter school movement. Our singular
focus is on providing support to independent charter schools so that they can operate and educate
effectively and successfully meet the goals of their unique charter missions.
The leaders of the individual schools continue to make all management decisions; CEI provides
resources and tools that schools need to make the best decisions while also serving as a uniquely
centralizing force for independent, public charter school educators.
CEI uses the definition of “high performing schools” from the MASS Insight
Education Institute, which focuses on building school readiness in the following
three areas:
• Readiness to Learn
• Readiness to Teach
• Readiness to Act
Research shows that school improvement and school turnaround results in
improvement in three areas which closely related to the areas of readiness described
above. These are:
• School Environment and Perceptions
• School Achievement
• Human Capital, Facilities & Resources
create a link to below information
Readiness to Learn
• Students feel secure and inspired to learn
• Schools directly address their students’ poverty-driven deficits
• Students develop positive and enduring mentor/teacher relationships
Readiness to Teach
• Staff feel deep accountability and a zeal for student achievement.
• Personalized instruction based on diagnostic assessment and adjustable time
on task.
• Professional teaching culture with continuous improvement through
collaboration and job-embedded learning
Readiness to Act
• School leaders make mission-driven decisions regarding people, time, money
and program.

• Leaders are adept at securing additional resources and leveraging partner
relationships.
• Leaders, teachers and systems are flexible and inventive in responding to
constant unrest.
• Increases in student retention and attendance.
• Decrease in truancy, disciplinary incidents/suspensions and dropout rate
• Improved perceptions of school culture and community.
School Achievement
• Increases in standardized test outcomes and participation
• Increased in credit accumulation, graduation rate, college test prep and
college-going rate.
• Decreases in the number of over-aged, under-credited students.
Human Capital, Facilities & Resources
• Increases in teacher and principal quality as measured by multiple indicators,
including comprehensive evaluation systems.
• Decreases in teacher turnover rate
• Increases in professional development and staff collaboration.

Charter Model of Support

Since the advent of charter legislation in the late 1990s CEI has created and developed effective
charter schools. From launching New York’s first charter school, Sisulu-Walker Charter School
of Harlem (1999) to leading large-scale, federally-funding charter school improvement initiatives
through the 2010s, CEI has been at the forefront of the charter school movement. Our singular
focus is on providing support to independent charter schools so that they can operate and educate
effectively and successfully meet the goals of their unique charter missions.
The leaders of the individual schools continue to make all management decisions; CEI provides
resources and tools that schools need to make the best decisions while also serving as a uniquely
centralizing force for independent, public charter school educators.
CEI uses the definition of “high performing schools” from the MASS Insight
Education Institute, which focuses on building school readiness in the following
three areas:
• Readiness to Learn
• Readiness to Teach
• Readiness to Act
Research shows that school improvement and school turnaround results in
improvement in three areas which closely related to the areas of readiness described
above. These are:
• School Environment and Perceptions
• School Achievement
• Human Capital, Facilities & Resources
create a link to below information
Readiness to Learn
• Students feel secure and inspired to learn
• Schools directly address their students’ poverty-driven deficits
• Students develop positive and enduring mentor/teacher relationships
Readiness to Teach
• Staff feel deep accountability and a zeal for student achievement.
• Personalized instruction based on diagnostic assessment and adjustable time
on task.
• Professional teaching culture with continuous improvement through
collaboration and job-embedded learning
Readiness to Act
• School leaders make mission-driven decisions regarding people, time, money
and program.

12
• Leaders are adept at securing additional resources and leveraging partner
relationships.
• Leaders, teachers and systems are flexible and inventive in responding to
constant unrest.
• Increases in student retention and attendance.
• Decrease in truancy, disciplinary incidents/suspensions and dropout rate
• Improved perceptions of school culture and community.
School Achievement
• Increases in standardized test outcomes and participation
• Increased in credit accumulation, graduation rate, college test prep and
college-going rate.
• Decreases in the number of over-aged, under-credited students.
Human Capital, Facilities & Resources
• Increases in teacher and principal quality as measured by multiple indicators,
including comprehensive evaluation systems.
• Decreases in teacher turnover rate
• Increases in professional development and staff collaboration.

SCHOOL OPERATIONS & MANAGEMENT

CEI helps school leaders run effective organizations as well as educational
programs. From managing limited resources to improving facilities, school leaders have
to create learning environments that are safe and nurturing for students and staff. CEI’s
experts in finance, facilities, human resources and school safety work directly with
school leaders to help them: identify untapped resources; reduce waste; recruit, train,
nurture, mentor, develop, evaluate, reward and grow educators; and implement school
safety programs that promote positive student behaviors, peer mediation and conflict
resolution, reduce bullying, and limit the need for punitive measures such as student
suspension.