• Category 1

    Selected in 2019

  • Grades: pre k - 6
    School Setting: urban
    Town Population: 7,478
    Student Enrollment: 0
    Student Demographics:

    Black/African American: 90.4%
    White/Caucasian: 3.6%
    Hispanic: 2.2%
    Hawaiian/Pacific Islander: 3%
    Asian: 0.3%
    Native American: 0%
    Other: 3.2%

    Teacher/Student Ratio: 1:20
    % Reduced Lunch: 98.5%
    % ELL Learners: 2.4%
    Founded: 2011
  • PRINCIPAL:
    Stacey Hill-Simmons
  • CONTACT:
    1835 Fairfax Avenue
    Cincinnati, OH 45207
    513-363-2700
    simmons@cpsboe.k12.oh.us
Evanston Academy
Cincinnati, OH
The entire staff shares a vested interest in the academic growth of EVERY child.
Describe your philosophy of school change or improvement.
Our vision for school improvement was two-fold. First,we wanted to create an environment within our school family where the entire staff shares a vested interest in the academic growth of EVERY child. For example, members of the office staff, custodial staff, our resource coordinator, support staff and even members of the Education Center participate in our schoolwide inittiatives. All school family members are actively engaged and and are kept apprised of student progress.
Secondly, we have nurtured a community of problem-solvers. We have learned to think in terms of "here's a situation, how can we solve it," rather than giving excuses and fault-finding.Teacher teams and Leadership teams develop action plans to address barriers to academic progress based on individual student's needs.
What is the single most important factor in the success of your school that others could replicate?
The single most important factor in the success of our school is to start at the beginning of the year identifying students' strengths and deficits, applying appropriate interventions, monitoring progress, and adjusting instructional plans as needed. We use the PDSA Model.
Plan = analyze data; Do =implement rigorous researched-based core instruction; Study = progress monitor and analyze student performance data; Act = adapt instruction based on current needs.
Throughout the year, weekly meetings occur as well as monthly Leadership meetings, which keep the staff updated on progress, needs, and areas that require trouble-shooting.
Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.
Our Learning LABs have had the greatest positive effect on student achievement:
Mini-Lab is an intervention focusing on reading skills deficits in fluency, comprehension, and vocabulary development. K-2 students also have a targeted focus on reading foundations, such as phonemic awareness and phonics. K-6 Students work in small, interactive, homogeneous groups with an instructor for 45 minutes per day, three to four days per week. Progress monitoring occurs weekly and assessment data is used to reorganize student groupings and adapt instructional materials as needed.

Math Lab is staffed with a combination of in-house and community volunteers, such as Central Office Staff and university students. Grades K-6 attend an engaging and structured weekly lab session with hands-on activities, games, and problem-solving tasks for skills mastery. Students are homogeneously grouped to provide extra support for those struggling as well as enrichment for those needing the extra challenge.
Identify the critical professional development activities you use to improve teaching and student learning.
We believe that the best way to increase student achievement is through on-going staff development. Our bi-monthly staff meetings have been repurposed as professional development sessions. In response to state test data, monthly assessment data, and data from classroom walkthroughs, The Leadership Team, comprised of administration, lead teacher, and team leaders, coordinates training sessions to support the needs of our staff. Some areas of focus include: Providing Modifications and Accommodations for Students with Special Needs, Backwards Mapping, Effective Strategies for Teaching ELA, Math, Science; and How to Identify and Address Students’ Non-Academic Needs. For the past several years, our staff has received extensive training in two primary focus areas; How to Teach Writing and Using Technology in the Classroom. Annually, during staff meetings, teachers, including specialists, demonstrate how they've incorporated the professional development focus in their instructional program.
Describe how data is used to improve student achievement and inform decision making.
At the beginning of the year and consistently throughout, students' performance data from state tests, item analysis reports, and weekly/monthly assessments is analyzed to identify learning gaps and deficits. We use the PDSA Model.
Plan = analyze data; Do =implement rigorous researched-based core instruction; Study = progress monitor and analyze student performance data; Act = adapt instruction based on current needs
During weekly “Admin Meetings” with teacher teams, principal, and lead teacher, strategic academic improvement plans are developed and may include additional resources, such as assistance from the school’s social worker, mental health provider, or connecting a student with a staff mentor.
Stats
  • Category 1

    Selected in 2019

  • Grades: pre k - 6
    School Setting: urban
    Town Population: 7,478
    Student Enrollment: 0
    Student Demographics:

    Black/African American: 90.4%
    White/Caucasian: 3.6%
    Hispanic: 2.2%
    Hawaiian/Pacific Islander: 3%
    Asian: 0.3%
    Native American: 0%
    Other: 3.2%

    Teacher/Student Ratio: 1:20
    % Reduced Lunch: 98.5%
    % ELL Learners: 2.4%
    Founded: 2011
  • PRINCIPAL:
    Stacey Hill-Simmons
  • CONTACT:
    1835 Fairfax Avenue
    Cincinnati, OH 45207
    513-363-2700
    simmons@cpsboe.k12.oh.us