TIANAY AMAT Cincinnati, OH 45202 LEADERSHIP EXPERIENCE Cincinnati Public Schools - District Office — June 2021 — Present Interim Superintendent — Serve as the face of Cincinnati Public Schools, a district of approximately 36,000 students and 6,000 employees. In this capacity, embrace the roles of chief communicator, community mobilizer, student advocate, and leader of employees. Evidence of Work — Seamless transition from previous Superintendent, including execution of the Strategy Refresh and successful completion of 30-60-90 Day Plan which ensures focus on equity, anti-racism, academics, social-emotional health, operations, enhancing communication with all stakeholder groups, and developing a strong and positive relationship with the Board of Education; Launch of the Accelerated Learning Plan which ensures students are the recipient of accelerated learning and on-grade level curriculum including the social-emotional supports needed to succeed as we emerge from the pandemic; Successful negotiation of contracts with six bargaining units; Partner with Treasurer to develop budget; Successful roll-out of staff vaccine policy with 99% staff compliance. Cincinnati Public Schools ~ District Office — June 2017 — June 2021 Deputy Superintendent — Supervise all 65 principals, Director of School Leaders and 4 departmen Curriculum, Early Childhood, Testing, and the Office of Accountability and Research. Participate in Board Committees — Student Achievement and Strategie Plan Committee, Participate in district committees ~ Education Initiative Panel and the District Leadership Team for the Ohio 5-Step Process. Engage with community partners ~ University of Cincinnati, STRIVE, Children’s Hospital, and Business Advisory Council. Manage general and grant funds to support student learning. Collaborate with all district departments to enhance employee, family and student satisfaction, Evidence of Work — Increased achievement and graduation on the state report card. Completion of the first Education Summit, development of district-wide professional development for principals and teachers for the next 3 years, successful implementation of College and Career Events — job fair, job shadows, mock interviews and college fair, and development of graduation plan for new state graduation requirements. Led district learning models: in-person, hybrid and remote learning during the pandemic.Cincinnati Public Schools — Hyde Park School - August 2012-2017 Lead Principal ~ Create a 5-year strategic plan with staff, families and community members to re-open Hyde Park School. Develop curriculum for gifted students. Plan and monitor the annual budget. Participate in levy campaigns for budget renewal and Preschool Promise. Support elementary principals on instructional leadership and building a positive school culture, Support istrict work through participation on the Professional Development Committee, Education Initiative Committee, Gifted Strategic Planning, Vision 2020 1.0 Design Team, Principal Institute and Assistant Prineipal Practicum, Evidence of Work - #1 School in Ohio in 2014, top 10 schools in Ohio for the last 4 years, successful implementation of Vision 2020 1.0, 80% of assistant principals that participated in Practicum secured a principal or manager position with the district, and passed levy in 2016. Lakota Local School District - Central Office - August 2009-2012 Curriculum Coordinator - Collaborate with a variety of stakeholders to develop a systemic approach to implement and sustain Response to Intervention and Positive Behavior Supports district-wide. Assist in the implementation and evaluation of the district's core curriculum and interventions. Manage Title III federal funds and coordinate English as a Second Language (ESL) services throughout the district. Support district work through participation on the Student Success Committee, District Leadership Team, and Inclusion Diversity Committee. Evidence of Work — District maintained Excellent with Distinction rating, #1 district in the State of Ohio for Value Added, met Adequate Yearly Progress, and met Annual Measurable Achievement Objectives for Limited English Proficient (LEP) students. Princeton City Schools - Heritage Hill Elementary - August 2004-June 2009 Lead Principal - Promote the success of all students and sustain a school culture conducive to student learning and staff professional growth. Collaborate with parents, teachers and community to enhance student learning. Support district level work through participation on the Executive Cabinet, Princeton Leadership Academy, District Leadership Team, District Vision and Mission Committee, Title I District Meetings, Title III District Meetings, District Gifted Council, and Culturally Responsive Practice Committee. Evidence of Work - Met Adequate Yearly Progress for multiple years (sub groups include: Hispanic, Limited English Proficient, Economically Disadvantaged, White and African American) and district moved from Continuous Improvement to Excellent. University of Cincinnati - September 2004-June 2006 Adjunct Instructor - Collaborate with professors to discuss vision and implementation of the Educational Leadership Master's Program. Facilitate on-line chat, evaluate graduate level papers, and advise future principals of the realities of administration in a standards based system.Cincinnati Public Schools - Rockdale Academy - September 2002-June 2003 Teacher/Proficiency Coach - Plan and develop lessons (grades 3-8") aligned with the Ohio Proficiency Test. Organize and facilitate workshops for staff and parents on literacy and test Preparation. Analyze test data in order to service students appropriately. Assist in implementing The Eight Step Process for grades K-8" Serve as ILT (Instructional Leadership Team) representative, New York City - Public School 12 - September 1996-June 1998 Crisis Intervention Teacher - Develop and supervise the Conflict Resolution and Peer Mediation. Program, Facilitate staff development on classroom management and behavior interventions, ‘Support students with severe emotional problems New York City - Public School 12 - September 1994-June 1996 ‘Teacher - Prepare and conduct daily lessons for all curriculum areas for 4" and 6" grade students, Collaborate with the grade level team on instruction and assessment. Instruct a computer class using the National Geographic Program. Develop and supervise the Young Entrepreneurs Club and Imani Steppers. EDUCATION Master of Science, Education Administration - University of Cincinnati, June 2003 + Administrator Development Academy - University of Cincinnati, Summer 2002 * Master of Science in Education - State University of New York at Cortland, May 1997 * Bachelor of Science in Education - State University of New York at Cortland, May 1993 LICENSURE * 5 Year Teaching License in Early Childhood and Elementary Education (PreK-8) +5 Year Principal’s License (K-12) + 9 Year Superintendent's License (K-12) AWARDS Hyde Park Neighborhood Council Community Builder of the Year ~ 2016 * Ohio Department of Education All A Award — 2015 + Cincinnatus Association Public School Administrator of the Year 2015 + Nominated for the Lakota Schools Vicki Curtis Leadership Award — 2012 + New York City Public School 12 Teacher of the Year — 1995 * State University of New York at Cortland Excellence in Leadership Award — 1993 REFERENCES Ingram, Alan; Wallace Foundation Consultant Email: Phone: Isaac, Eliot: City of Cincinnati Chief of Police Email: < ~ , Phone:Moore, Melba: City of Cincinnati Health Commissioner Email. y Phone: Pepper, John: Former CEO P&G, Former CEO National Underground Railroad Freedom Center, and Philanthropist Shelton, Susan: Executive Director Mindpeace Email: ~ Phone: Washington, Michael: Email: § Phone: r ity of Cincinnati Fire ChiefNovember 22, 2021 Cincinnati Public Schools Board of Education 2651 Bumet Avenue Cincinnati, Ohio 45218 Dear Cincinnati Public Schools Board Members: Lam honored to submit my application to be the next Superintendent of Cincinnati Public Schools (CPS). For more than five months, I have had the great pleasure to serve in the role of Interim Superintendent, I am delighted that more than 20 years of K-12 education experience have culminated with the opportunity to tackle the role of a lifetime — that of the next Superintendent of CPS. The completion of the 30-60-90 day plan revealed the need to continue down three critical paths, Educate AU Students, Collaborate and Communicate, and Develop Board and Superintendent Relations. These findings mirrored the feedback the board received from the community regarding the most important work to be tackled by the next CPS Superintendent as well as the skill set needed to complete this work. Using the criteria outlined in the candidate profile, I would like to share some of the accomplishments of which I am most proud during my tenure as Interim Superintendent. All of the work outlined below was achieved in collaboration with students, employees, families, partners, and the community. Student Centered Decision Making with a Commitment to Equity + Execution of the 3" Year Strategy Refresh across five strategic pillars with a focus on: ©. First Grade Reading © Graduation © Post-graduation Career Paths + Summer Scholars and the subsequent launch of the Accelerated Learning Plan, inclusive of Excellence and Equity Goals + Allin for All Kids initiative which ensures all CPS students receive on grade-level curriculum regardless of which CPS school or classroom they attend + 99% employee compliance with the board adopted staff vaccine policy, ensuring students remain in school 5-days per week + Focus on restorative practices through data analysis to set improvement goals, plus ongoing training and improvement + Collaborative partnership with Mindpeace to maintain mental health supports at all schools Innovative and Inspirational Leadership + Staff and Community School-year kick-offs that led with the concepts of Joy and Healing, themes for the 2021-2022 school year + National and state leadership through presentations at the Council of Great City Schools and the Ohio School Board Association+ Use of data to drive decision making through ongoing commitment to quality improvement processes district-wide and best practice short-cycle assessments at the school-level * CPS asa destination for the best and brightest talent, as demonstrated through measures such as Forbes Best-in-State Employers 2021 and the Gallup Survey + Ensuring CPS students have access to the jobs of the future through partnerships such as the Saylor Park Innovation Lab and additional focus on career-tech pathways Effective Relationship Building and Communication * Focus on input and relationship building before decisions are made through proactive engagement that includes: © Possip (parent engagement tool) © Monthly collaboration meetings with all bargaining units © Monthly one on one meetings with CFT President ©. Inclusion of CAAS at monthly Performance Leadership Team meetings * Updating communications tools and techniques to meet families, employees and community members where they are: © More than 100 meetings with partners, parents, students, staff, and community members since June 2021 Implementation of Talking Points, which allows for two-way communication between parents and teachers, principals and the district via text and app in all CPS languages © Monthly CPS Super 60 —a 60 second video of the most important topics for parents and other stakeholders © Quarterly district newsletter mailed to homes and sent digitally, provided in multiple languages © Weekly CPS employee newsletter #LifeAtCPS © New CPS website under development, to be launched by the end of the 2021-2022 academic year ‘© Integrated virtual/in-person academic year kick-offs and ongoing employee forums through the year © Tea with Tianay, to meet parents, community members, partners and staff at schools and black-owned coffee shops throughout the city ©. Presenting at city council © Meetings with the board and state legislators at CPS schools to discuss policy and showcase CPS © Parent Facebook Live events ‘© Support of student voice through CPS Students Speak Up and Speak Out and student leadership groups, including participating in Intemational Day of the Girl © Active participation on community boards, including the Art Museum, Family and Children First Council, Junior Achievement and Community Youth Collaborative © Deepening partnerships with partners providing healthcare services, social-emotional supports, career development, technology Extraordinary Team Leadership and Management+ Collaborative weekly staff meetings with the Professional Leadership Team (PLT), including monthly leadership training * Gallop survey to understand staff engagement and needs + Team building events, such as a community give back day event at La Soupe * Regular 1:1 meetings with a focus on coaching combined with an open door policy for daily needs * Creation and utilization of the PLT Dashboard for decision making + Principal pipeline and associated supports + Leadership programs at all levels of the organization, + Skip level meetings with Directors, including Facilities, Dining Services, Transportation, ITM, Curriculum, Department of Student Services and Talent Thave been fortunate to spend the last decade in roles at Cincinnati Public Schools with progressively increasing responsibility. I also have the unique benefit of experiencing other districts in roles as an educator and leader. I started my career at New York City Public Schools, which provided an understanding of the complexity of a large, diverse urban educational system, Italso reinforced the criticality of engaging communities in solutions to the barriers that are unique to an urban district. I was also a leader in two suburban districts in Ohio, which provided a different lens, including an appreciation for how smaller districts are able to create a sense of camaraderie and community pride. Perhaps most importantly, I am reminded each and every day how incredible the teachers, staff, students, parents, partners and community members of CPS are — how passionate and committed they are to ensuring our kids’ reach their dreams. As we emerge from the pandemic, we need someone at the helm who leads with joy and deeply believes that in order to heal, we must do so together. This leader must also have the strength to navigate the complexity and nuance of our unique district by staying focused on academics and academic supports, equity, anti-racism, and the goals set by the board and community as we embark upon the next iteration of our strategic plan. This is a time for thoughtful and stable leadership, but also aspiration. We must continue to set and achieve audacious goals on behalf of our students, employees and community. I believe I am the leader with the credentials, experience, and leadership to put CPS on the map as a national leader in academics, innovation, equity, and anti-racism, and to do so collaboratively. At my core, I believe that through engagement with all stakeholders, we can serve and develop compassionate students who are academically and socially prepared to choose the career path of their dreams in our ever-changing world. As an employee of CPS and resident of Cincinnati, I am passionate and joyful to move our district forward. Thank you for your consideration of my application. I look forward to meeting with you to discuss my qualifications and vision for the future in more detail. Sincerely, Tranay shat Tianay Amat2. —_3 Marlon J. Styles, Jr. eee Terme en tree oni aoes Superintendent Visionary, results-driven leader with extensive experience teaching and leading educational institutes. A proven ability to conceptualize, coordinate, and execute projects and programs with a high-level of detail and complex set of stakeholder Interests. Expert communicator with demonstrated success as a collaborator, influencer and relationship builder with strong interpersonal skills and ability to build coalitions with a broad range of diverse individuals and groups to achieve results through data-driven decision making and systemic transformations. Passionate education advocate with successful history in improving ‘organizational functions and implementing equity centered, student centric strategic initiatives that lead to inclusive school systems providing students with a strong sense of belonging and being life ready. Selected Achievements ‘+ Awarded 2020 K-12 Dive National Superintendent of the Year. ‘+ Designed a variety of innovative and inclusive initiatives, experiences and programs to enhance student learning and achievement. ‘© Inspired trusting relationships with internal and external stakeholders through multiple meetings, forums, communications, ‘and gatherings to boost outreach, gather feedback and inform district priorities and programs. + Oversaw and engaged with multiple local and state committees providing equity advocacy and leadership aligned to the district mission and strategic goals. Education and Credentials ‘Superintendent License Xavier University, Cincinnati, OH Master of Education in Administration (4-12) University of Cincinnati, OH Bachelor of Education in Middle School Education (4-9) Thomas More College, Crestview Hills, KY Professional Experience Middletown City School District 2017 ~ Present ‘Superintendent Oversee the day-to-day operations and administrative systems of schools to promote the mission and vision of the district. Establish equity and student-centered educational standards and goals, and create strategy, policies, and procedures to achieve objectives. Acquire, and manage fiscal, physical, and other resources to support curriculum, instruction, and ‘assessment; student learning community; professional capacity and community; and family and community engagement. Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel. Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement. Ensure students have equitable access to inclusive classroom, culturally responsive educators, student learning opportunities, academic and social support, and other resources necessary for success. Create and sustain positive, collaborative, and productive relationships with families, community, staff, and students in the pursuit of success for all students. Represent district at a variety of community events to increase awareness, engagement and vision of the district. © Designed and executed 3-year strategic plan, Middie Modernization Movement, resulting in a district wide transformation enhancing outcomes and improving growth index over two years from -17 in 2017 to -8 in 2019. Onboarded district with the new equity centered Passport to Tomorrow vision in 2021 aligned to transparent equity centered outcomes. ‘= Increased staff retention from 84% in 2017 to 95% in 2024 by modernizing district staffing practices focusing on urban ‘educator recruitment and retention. Page ila‘+ Project managed a $95M new middle school construction and high school renovation project on time and under budget, saving over $10M. ‘+ _ Invested in serving the whole child through execution of district school-based health center, food truck, counseling programs, and expanded preschool. * Collaborated with Digital Promise an 9 Superintendents across the country to create a student led equity focused professional learning experience for educators called the SEE Summit (https://digitalpromise.org/students-for- equitable-education-summit/). '* Collectively with the school community, built the #MiddieRising brand representing the culture of Middletown City Schools. ‘+ Enhanced business efficiencies returning custodial and maintenance outsourced services to the district resulting in ‘over $1,5M in general fund savings. + Successfully led district during Covid-19 pandemic from remote to hybrid to full return to school, stakeholder vaccination clinics, and transparent district wide communication regarding safety protocols, * Revamped talent development through innovative initiatives such as ISTE Certification, personalized badging, DEI ‘micro-credentials, Cost of Poverty Experience, and a Teacher of Color Design Studio. * Joined forces with Yale University and Howard University enabling high poverty students to earn college credit during ‘the schoo! day through the National Equity Lab initiative. ‘+ Utlized social media, a new website, strategic plan centered video series, Middie XL event, IGNITE event, and community conversations to maderize district communication and engagement, ‘+ Transformed teaching and learning district wide through the integration of technology increasing accessibility and learning opportunities eaming the 2019 ISTE Distinguished District Award. + Developed an innovative school wide Challenge Based Learning elementary model at Rosa Parks Elementary together with newly constructed learning spaces. ‘+ Partnered with Miami University implementing a grow your own program where district paraprofessionals obtain their Intervention Specialist licenses while working fulltime, ‘© Collaborating with EF+Math to improve math outcomes for marginalized students through the custom creation of @ platform generated by Middletown teachers, university researchers, and vendors, ‘+ Served on BASA Ohio Report Card committee, along with House and Senate members, advocating for reform efforts to the state accountability system with equity at'the core in House Bill 1. * Served on the Fair Schoo! Funding Work Group, representing the economically disadvantaged and preschool ‘categorical, resulting in the transformation of the Ohio school funding model. + Engaged stakeholders through critical engagement efforts such as Key Communicators, Superintendent's Advisory Council, Community Conversations, and a non-voting Student Board Member. ‘School Service City of Middletown Community Center Committee Middletown Chamber of Commerce Government & Advocacy Committee YMCA Board Member (Middletown/Hamilton) Coalition for a Healthy Middletown ~ Safety Council Member Miami University Middletown Regionals Community Advisory Council Cincinnati State (Middletown) Advisory Council ODE State Superintendent Advisory Committee Lakota Local School District, Ohio 2013 - 2017 Executive Director of Curriculum and Instruction Provided leadership for the instructional program of the district consisting of 17,000 students, in core content and other applications ensuring effective and efficient operations of the curriculum and instruction department consisting of curriculum, instruction, and assessment and related staff development, hiring, and program evaluations. Facilitated the implementation and development of curriculum within the district and joined forces with appropriate staff to draft, maintain, and revise curriculum documents based on systematic review and analysis. Planned and controlled budgets for Curriculum and Instruction department, ESL, Modernization and Federal Funds working closely with the Treasurer department. Built and maintained effective relationships with key internal and external stakeholders such as the Board of Education. Facilitated ‘workshops, presentations, briefs, and departmental liaison meetings. ‘© Contributing member of the Superintendent's Executive Team responsible for oversight of the district vision, levy campaign, community engagement, and student experiences. ‘© _ Successfully implemented innovative K-12 programming including All Day Kindergarten, Computer Programming. pathway, Gifted Strategic Plan, Career Readiness Academy, student driven internships, and PLTW Biomedical and Engineering pathways. Page2i4‘+ Incollaboration with the Technology Department, led the implementation of district instructional technology coaches responsible for enhancing the instructional strategies of classroom teachers through coaching cycles. ‘+ Led the implementation of the Instrumental in the introduction of MAP and Mastery Connect to build a culture of formative assessment practices and data driven instruction to meet the needs of each and every student. ‘+ Built district continuous improvement system through the establishment of the District Leadership Team and data driven building improvement plans resulting in a number of buildings earning the ODE Momentum Award for high student growth results. + Coliaborated with colleagues across the country in the drafting of a white paper on digital content as part of the Center for Digital Education's Chief Academic Officer Cohort. + Orchestrated state mandates such as ONLS, PARCC, AIR, Third Grade Reading Guarantee, and College Credit Plus. ‘+ Evaluated six building principals utilizing the Ohio Principal Evaluation System. School Service Member of the Alliance Accountability Task Force, ESSA Task Force, and BASA Report Card Committee Member of district LEA/LMC and OTES committees, ‘Member Center for Digital Education's Chief Academic Officer Cohort Leader on District Coalition Team Chamber Alliance African American's United for Lakota Committee Member District Parent Council Community Conversations, West Chester Boys N Girls Club Design Team Mt. Healthy Jr/Sr. High School, Ohio 2014 - 2013 Principal Planned and directed academic, administrative, and auxiliary activities. Coordinated activities and provided performance evaluations of 5 administrative, 76 certified, and 20 classified staff in grades 7-12. Evaluated curricula, teaching methods, and programs to determine their effectiveness, efficiency, and use, and to ensure that school activities complied with federal, state, and local regulations. Collaborated with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals and objectives. Created school improvement plans by utilizing student performance data, ‘+ Introduced a 7-12 RTI system consisting of reading/math universal screener, tiered reading/math bells at JH, and a virtual alternative school. ‘+ - Embedded 7-12 common time plan for core departments to creatively improve effectiveness of Teacher Based Teams driving the building improvement plan. ‘+ Devised and implemented performance based administrative interview process in collaboration with the Executive Director of Human Resources. * Promoted district through the introduction of several community events such as Principal Coffee's, Difference Maker, ‘and other student recognition ceremonies. School Service ‘+ District Leadership Team, ‘© District Management Team. ‘© District Instructional Improvement Team © Lew Committee Additional Experience ‘Assistant Principal, Wyoming High School, OH, Assistant Principal, Northwest High School, OF 8° Grade Math Teacher, Pleasant Run MS, OH 7 Grade Math Teacher, Winton Woods MS, OH Page 34Affiliations Digital Promise League of Innovative Schools Advisory Board Committee & Member Consortium for School Network Advisory Board ASA Aspiring Superintendent Academy Mentor (2021) ‘ASA Transformational Leadership Consortium Future Ready Advisor (District Leadership Strand) Ohio Department of Education State Superintendent Advisory Committee Fair School Funding Plan Work Group (Economically Disadvantaged Preschool) Buckeye Association of Schoo! Administrators Legislative Committee Buckeye Association of School Administrators Report Card Committee Awards + Buckeye Association of School Administrators Warren Russell Award, 2024 ‘+ K-12 Education Dive National Superintendent of the Year, 2020 ‘+ AASA National Superintendent Certification Program Graduate, 2020 + _ ISTE Distinguished District Award Recipient (Middletown CSD), 2019 + Kingswell Best Community Developer Award (Middletown), 2019 + Top 30 Digital Trailblazer - Center for Digital Education, 2017 Conferences and Presentations 1. ASU GSV presentation for Students for Equitable Education Summit 2021. 2, _AASA Transformational Leadership Consortium Convening 2024 - Middletown CSD Host Site 3, Alllance for Education ~ Future Ready Podcast Featured Speaker, 2021 ‘vww.y01 /watch?v=D3_mi ) 4. AAS Communities of Practice Initiative representing Ohio, 2021 5. OSBA Capital Conference Presentation 2017, 2018, 2019, and 2024 6. Testified before the US Congress Education & Labor Committee in May 2020 (httas://wiww.youtubs.com/ watch?app=desktop&feature=youtu,bea=nhgUcIBSsta) 7. Shape PA Keynote Speaker 2020 ~ Equity for All Page 4i4COVER LETTER November 21, 2021 Dear Cincinnati Public School District Board of Education: | am excited to apply for the Superintendent position in the Cincinnati Public School District. The tradition of excellence and diversity across the school community in connection to the district's focus on preparing students for a successful future makes this position attractive to an inspirational educational leader like myself. As an equity centered visionary leader with rich experience in the education sector, a Masters of Education and a Superintendent License, | am confident | will make immediate contributions to Cincinnati Public Schoo''s goals while displaying a great deal of pride in serving the community. My curriculum vitae is enclosed for your review. The focus of my career to date has been in systematically transforming educational institutions and developing student-centered strategies that lead to inclusive and diverse schools, student success, and community pride in their school system. Over the course of 19 years, | have offered key contributions to this field through executive level leadership, advocacy and educational visioning, Based upon this background and Cincinnati Public School's emphasis equitable education, effective relationships, innovation, and transparent communication, | am confident of my ability to serve the district and community in the Superintendent role. Highlights of my experience include + Serving as a role model and mentor for the youth in the community while modelling excellence for staff. +The design of a variety of inclusive and innovative initiatives, experiences and programs to enhance student learning, achievernent and readiness for life. + Inspiring robust relationships with internal and external stakeholders through multiple meetings, forums, and gatherings to enhance outreach, programming, and gather feedback to inform district priorities and student opportunities. + Oversight and participation on multiple local, state and national committees providing advocacy for equitable educational opportunities for all students. + Recipient of the 2020 K-12 Dive National Superintendent of the Year Award. Inclusive innovation is necessary for diverse students to experience success in the school systems and | am fully committed to the critical work of transforming educational systems. | am ready to share my effectiveness for growing a strong inclusive culture through transparent and collaborative relationships with diverse stakeholder. As a servant leader, my passion focuses on meeting the needs of Cincinnati Public School's community to ensure all students graduate life ready. ‘Should you need further information, | am available by phone or email. in the meanwhile, | look forward to the opportunity to speak with you at your earliest convenience, Sincerely,Marlon J. Styles, Jr.IRANETTA WRIGHT Superintendent of Schools Detroit, Mi a | LinkediniRw Educational Leader with a proven track record of raising student achievement and improving systems in the most challenged learning environments. ¢ Deputy Superintendent of Schools within Detroit Public Schools Community District (53,000+ students), who has served as a teacher, principal, and principal leader. © Amember of the District's Senior Leadership Team involved in all major decisions involving academics, finance, operations, human capital, community and government relations. © Dramatically improved academic performance, increased access to trauma and mental health supports for students, and stabilized core functions of Detroit Public Schools Community District, Michigan’s largest district. © During tenure as Chief of Schools of Duval County Public Schools (117,000+ students), the district ranked in the top four school districts on NAEP. © Strong fiscal leader with experience supporting the implementation ofa $785M District budget and overseeing a $27.81M division budget. EDUCATION & TRAINING ‘Master of Arts in Education, Educational Administration and Supervision - 1995, University of North Florida, Jacksonville, FL Bachelor of Science in Education - 1993 University of North Florida, Jacksonville, FL Future Chief, Cohort 6 -2021 Chiefs For Change LEADERSHIP EXPERIENCE DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT July 2017 - Current DPSCD serves 53,406 students (82% African American/Black, 13.6% Hispanic/Latino, 2.4% Caucasian, 1.7% Asian/Pacific Islander; 78% Free & Reduced Lunch, 14.7% Exceptional Student Education/Special Education, and 12.6% English Language Learners); 106 traditional public schools; 7200 employees; $785M operating budget. DEPUTY SUPERINTENDENT OF SCHOOLS Strategic Leadership of all schools, principal leaders, the offices of special education, culture and climate, guidance and counseling, fine and performing arts, athletics, police, school improvement, leadership development, equity, inclusion, Title IX, after school programming and mentoring. Educational Outcomes ¢- Overhauled Instructional Model, including transitioning to a standards-based curriculum for students (curriculum had not been updated in over 12 years), implemented aligned curriculum and literacy skills intervention program, reimagined the principal role to serve as an instructional leader: Improved M-STEP English/Language Arts proficiency in Partnership Schools by 5.6 percentage points © Increased proficiency in M-STEP Mathematics by 3.4 percentage points © Increased proficiency in M-STEP English/Language Arts by 1.2 percentage points ‘© Reduced suspensions by 63% by redesigning student code with a focus on restorative practices and interventions, introduced in-school-suspension model, created school-based culture teams, and implemented PBIS district-wide,'* Addressed inequitable leadership and SEL staffing across the district by ensuring Dean of Culture, Attendance ‘Agent, and School Culture Facilitator positions across campuses. © Reduced chronic absenteeism by 19% by adding attendance agent position to each school, attendance interventions built into expectations, and increased home visits. © Improved identification of students needing homeless support from <1% to 5% (National average 10% per district population). ‘© Led strategic improvement of District's lowest performing schools (Partnership Schools); schools in each cohort on target to exit state oversight. ‘© Reorganized special education department to streamline work process, student identification and placement, which led to a 40% reduction in compliance complaints. © Co-led the adoption of aligned and nationally recognized K-12 curriculum materials. © Increased access to arts programming across all K-12 schools by 108%, from 93 programs to 193 programs. Human Capital Led the District's leadership academies for aspiring principals and assistant principals. Led & developed succession planning frameworks to identify and develop future school leaders. Increased bench of eligible principal candidates by 100%. Recruited, hired and placed 70 principals. Increased percentage of schools fully staffed by the first day of school from 56% to 67%. Implemented retention bonus for hard-to-staff positions, content areas, and schools thus reduced teaching vacancies by 83% from Fall 2017 to Fall 2020. © Supported the work of making Detroit the first district in the state of Michigan to receive approval to create an in-house teacher certification program. © Improved equity in staffing by supporting the development of a staff allocation model for school budgeting, System Leadership ‘© Stabilized core functions ofthe district after decades of Emergency Management. © Achieved 80% decrease in state-reported complaints through an intentional re-organizing of the district's Special Education services - consolidating roles, creating more campus-based support positions, and cohorts. Assisted in the implementation ofa staff allocation model for more equitable school-based funding. Crafted administrative guidelines for over 60 District policies. Created and facilitated Student Grading and District Safety Task Force teams. Led & facilitated the development of the Student Code of Conduct to include restorative practices. Reorganized police department; reduced overall arrests by 53%. Implemented the universal screener of mental health across all schools. Trained 3000+ staffin Mental Health Awareness & Mental Health First-Aid, and 500+ support staffin Mental Health Screening and Supports. © Created a Pre-K-16 school in partnership with University of Michigan. COVID-19 Leadership ¢ Led effort to be one ofthe first large, urban districts to open for in-person learning in the country. Created the protocol manual and implemented safety standards for schools. Trained principals on COVID safety protocols, family engagement, student and staff wellness. Initiated the “Are You OK, How May We Help?” initiative to support students, families, & staff. ‘Worked with outside COVID auditor to transition all staff to virtual or new assignments and served on the Aistrict’s online learning taskforce. Conducted over 25 student and family feedback sessions. Created principal implementation checklist for organizational management, © Served over 25K families by organizing 13 Family and Technology sites for parent assistance with food, clothing technology and academic support. ccc ccce© Launched Teens for Vaccines initiative, partnering with various nonprofit organizations to bring factual vaccination information to students and families. © Served as invited panelist for the City of Detroit's COVID-19 response and mental health support for students and families. Advocacy & Community Engagement © Served as District Representative for Detroit City Wide 2020 Summer Planning for community organizations to organize all out of school time activities for the children ofthe city. ‘* Served as District representative for Detroit Children’s Fund - Community COVID Workgroup. ‘¢ Served as District representative and spokesperson for the community organization 482forward, addressing a virtual audience of 10, 000 regarding the District's response to COVID. © Oversaw & developed the Cultural Passport Program, exposing all K-6th grade students to 18 cultural partners in the city through 3 field trips per year. © Led the Detroit School of Arts Pathways Partnership, supporting 24 arts partners in establishing conservatories in 4 neighborhood K-8 schools; resulted in $250. 000+ of in-kind services for students. © Conducted yearly listening tours with staff, students and community for revision of Code of Conduct for approximately 1000 students, staffand community partners. © Conducted Special Education Town Hall Meetings for parents approximately 500 attendees. © Led Safety Taskforce to collect input from staff and community to review and update policies and procedures for police department, Districtwide Covid-19 procedures and transportation recommendations. DUVAL COUNTY PUBLIC SCHOOLS: 1993-2017 DCPSis the 20th largest school district in the country serving 117,000 students with 163 schools and 13,000 employees; $1.7B operating budget. CHIEF OF SCHOOLS (2016 - 2017) © Improved overall progress monitoring and District assessment data by diagnosing and fa {intervention atthe skill level. Evaluated learning model to ensure it was participatory, creating small groups for differentiated instruction, Increased focus on instructional delivery in 3-8; trained school leaders to serve as instructional coaches versus evaluators, in partnership with the University of Florida's Lastinger Center. © Achieved record student outcomes, including: ‘© Improved graduation rate from 79% (2016) to 81% (2017) © Increased college readiness from 72% (2016) to 75% (2017) © Rankedin the top four school districts on NAEP: + Ranked first in 4% grade math + Ranked third in 3 of 4 assessments + African American students ranked first in 4 grade math and second in 4* grade reading + Aftican American students ranked first in 8 grade reading and second in 8 grade math + Hispanic students ranked second in 4% grade math and third in 4% grade reading + Decreased number of “D" and “F” schools from 51 to 13 (2017) ‘* Absorbed responsibilities assigned in previous position as Assistant Superintendent of District ‘Transformation Office while taking on new duties as Chief of Schools. ¢ Increased student support services through management of Dropout Prevention, School Culture and Climate, School Behavioral Health, Alternative Programs, Early Childhood and Social Work Services. © Led district towards restorative practices aimed at solving root causes of student misconduct; student arrests decreased 18% in March 2017 compared to the same time in the previous year. ‘© Maintained oversight of Quality Education for All (QEA) initiatives including $50M budget. * Increased school enrollment by expanding school boundaries and redesigning school configuration. , staff and community partners, serving ting studentASSISTANT SUPERINTENDENT (2013 - 2016) © Led the Duval Transformation Office (DTO), managing $50M of private funding through Quality Education for All (QEA) initiative to enhance human capital and technology in the 36 lowest performing schools. Oversaw $20K incentives above pay schedule for highest performing principals and teachers. Increased percentage of highest performing reading teachers by 19% and math teachers by 21%. Decreased percentage of lowest performing reading teachers by 10% and math teachers by 14%. Procured and distributed one-to-one student devices for all schools. During the implementation: © 71% of schools demonstrated an improvement in Sth grade science proficiency 50% of schools demonstrated an improvement in 8th grade science proficiency {63% of schools demonstrated an improvementin Algebra I proficiency {66% of schools increased performance in 10th grade reading 100% of high schools improved in both Biology and US. History 11 of 12 cohorts (92%) by grade level from K-S in reading and math improved their proficiency from the year before © Bof 10 cohorts (80%) by grade level from K-5 in reading and math improved their proficiency from the year before © 75% of the original 36 DTO/QEA schools improved their school grade or maintained a C or higher between the 2014-15 and 2015-16 school years © Oversaw and facilitated QEA initiatives of hiring and retaining high-performing educators through performance incentives and partnerships with Teach for America, Columbia University, City Year, and the Jacksonville Teacher Residency Program, © Fostered community partnerships to galvanize stakeholders around turnaround process, © Conducted monthly professional development sessions with principals and assistant principals. ‘* Met with leadership teams of 15 schools weekly, providing leadership support, reviewing school-wide data, and monitoring school-based systems of response to intervention, Served as Superintendent's Designee to the local chapter of the National Association for the Advancement of Colored People (NAACP). Principal, Andrew Jackson High School (2008 - 2013) Increased FCAT letter grade from ‘F" to ‘B’. Principal, Lake Shore Middle School, (2003 ~ 2008) Implemented first whole school Pre-IB Middle Years/ Program. Assistant Principal & Vice Principal, Fletcher Middle School (1999 - 2003) ‘MS & HS Math, Science, & Special Education Teacher (1993 - 1999) ooc00 PROFESSIONAL & COMMUNITY AFFILIATIONS © Detroit Drives Degrees Leadership Council 2019 - 2021 © Committee Member, National Task Force for Trial Urban District Assessments (TUDA) 2018 - 2019 © Executive Board Member, Jack and jill of America (Jacksonville Chapter) 2014-2017 © Board Member, Florida Humanities Council 2014-2017 ‘* Leadership Council & College Fund Chair for Duval County, United Negro College Fund 2010-2017 © Alpha Kappa Alpha Sorority, Inc. 191 AWARDS Leadership Award, UNCF 2016 ‘© Educator Champion Award, City Year 2014 © Recognized by higan Chronicle as a 2020 “Woman of Excellence” 2020IRANETTA WRIGHT Superintendent of Schools Asa lifelong educator, I come to you with a clear understanding of the status of public education in our country coupled with the challenge of leading and impacting change during these unprecedented times. | have led teams of people, across diverse districts and schools, to focus on the balance of instruction, operational management, and culture, to obtain transformative outcomes for children. I have an unwavering passion for the quality of education for all children. With great enthusiasm, I submit my letter of interest for the position of School Superintendent for Cincinnati Public Schools. Education is my life's work, From teaching Sunday School as a child, to teaching in my first classroom in Jacksonville, FL, to teaching women as an entrepreneur, I've always been inspired by the power of education to serve as society's great equalizer. My story is one shared by many of the students I've been privileged to serve throughout my nearly three decades as an educator; | am a first-generation college graduate, and growing up, I shared a home with my grandparents. Throughout my childhood, my family supported and empowered me, and I had an educational community that did the same. Inspired by the power of education to shape my own trajectory, | became a teacher, principal, and eventually, a cabinet- level leader within the nation’s 20th largest school district, Duval County Public Schools (DCPS). In Duval, 1 had the chance to support an incredibly diverse population of students, oversee high-performing schools while also leading successful school turnaround as an Assistant Superintendent and Chief of Schools. Thave never been afraid of much, This includes a challenge. As a principal in Jacksonville, | led the lowest performing high school in Florida, a school identified to be closed by the state, In a graded accountability system, we were able to move the school from an “F” grade to a “B” grade in four years. Later, as an assistant superintendent, leading the lowest performing schools in the same district and through a concerted effort with the principals, teachers, students and community was able to exit 98% of the schools from state oversight, and increase or maintain a grade of “C” in 75% of the schools. As the Chief of Schools, I was able to lead schools to overall academic achievement, thus achieving the top performance spot in several tested areas on NAEP. This was accomplished while decreasing the number of “D” and “F" schools from 51 to 13, as well as increasing school enrollment and establishing new school programs. Serving in my hometown was a unique and formative experience, but I felt called to do more. In 2017, after nearly 25 years in DCPS, I moved to Detroit. I'm driven by opportunities to transform outcomes for students, and it’s the drive that inspired me to assume the role of Deputy Superintendent of Schools of the Detroit Public Schools Community District (DPSCD). During my tenure I have had strategic leadership of schools, principal leaders, the offices of special education, culture and climate, guidance and counseling, fine and performing arts, athletics, police, school improvement, leadership development, equity, inclusion, Title IX, after school programming and mentoring in the portfolio I have supervised and supported. The work of my division is paramount to the success of all other departments and success of the district. Every district initiative touches students and schools, The ability to collaborate with other teams makes the work of my division even more significant. Most recently, I led the work of improving the District's lowest performing schools, thus placing them on. target to exit state oversight. This turnaround didn’t happen overnight, rather, it was the direct result of my efforts building coalitions and strategically developing and placing talent. ‘An equal challenge to transforming schools is continuing to improve schools that have a history of high performance, While serving as Chief of Schools within Duval County Public Schools, I was able to increase the graduation rate, increase the number of students who had access to AP/IB and dual enrollment courses, increase the percentage of students who successfully completed industry certification coursework andpassed the necessary assessment to earn credentials. As the Deputy Superintendent of Schools in Detroit, | have been instrumental in increasing the number of IB certified programs, ensuring dual enrollment was available in every high school and increasing the percentage of students participating in AP coursework. Instrumental to my success has been my ability to quickly assess a situation, manage resources, engage a diverse group of stakeholders, and plan with the needs of staff, students, and families in mind. ‘The sense of urgency has never been greater. As school systems work to rebound from the throes of the pandemic, the need to move efficiently and effectively to recapture and re-engage with our students and families will be one of the keys to sustained positive impact. Transitioning to Detroit Public Schools required efficient and effective leadership to stabilize a district and community that had been decimated by years of inequitable funding, teaching shortages, declining enrollment, and an era of emergency management. An analysis of systems and processes had to occur quickly, plans had to be thoroughly developed and implemented with an expressed focus. In four short years, we have been able to stabilize the budget, increase enrollment and nearly alleviate teacher vacancies. More importantly, we have been able to adopt K-12 standards aligned curriculum that has led to the improved academic performance of our students. As a cabinet member, I have been at the table while every major decision has been made by the Distri 1am a consummate educator who believes in the innate abilities of all children. I believe itis the responsibility of the superintendent to lead by example and be the objective voice for all children. I believe itis the responsibility of the superintendent to work in partnership with the school board, parents, teachers, staff, students, and community partners to ensure equity throughout the district. I believe itis the responsibility of the superintendent to empower staff to problem solve and make decisions with the faces of children in mind. 1 believe itis the responsibility of the superintendent to lead! As Lexplore this next stage of my career, I am excited by all that Cincinnati has to offer and see many parallels between my experiences leading in Detroit and Duval and the needs of the Cincinnati community. In reviewing the results and analysis from the Superintendent Search engagement, itis quite clear that Cincinnati Public Schools is seeking a leader who has a proven track record for success, is inclusive of all stakeholders-students, parents, staff and the community alike, understands teaching and learning, is equity centered and a highly effective, proactive communicator. A leader who understands that it takes all partners, rowing in the same direction to effectuate change. A leader who understands the social and emotional needs of students and staff is as important as the academic needs or professional development. A leader who can engage and receive input and use this input to make decisions, but also stands firm once collaborative decisions are made. One who can address challenges in an open, honest, and transparent way and use the collective voice to move the District forward. Through continued strong partnerships between the Superintendent and Board, Cincinnati Public Schools is poised to serve as a national model in sustainable transformation, I would be honored and humbled to serve as your next leader. bring the diversity of experiences necessary to assess where we are, develop a plan of improvement and implement to success. 1am confident that my qualifications are in alignment with the needs of Cincinnati Public Schools and look forward to the opportunity to further discuss how we can partner together to continue the positive momentum occurring in Cincinnati Public Schools. Educationally Yours, Iranetta Rayborn Wright