2010 - Baltimore City Public Schools
2010 - Baltimore City Public Schools
2010 - Baltimore City Public Schools
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<strong>2010</strong><br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong><br />
Bridge to Excellence<br />
Master Plan Update<br />
i | P a g e
<strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong> <strong>2010</strong> Master Plan Update Writing Team<br />
Name Position<br />
Dr. Andrès A. Alonso Chief Executive Officer<br />
Crystal Ashe Coordinator, Extended Learning<br />
Camille Basoco Educational Associate, Office of Enrichment<br />
Jill Basye-Featherston Curriculum Specialist, ESOL Program<br />
Jonathan Brice Executive Director, Student Support and Safety<br />
Dr. LaWanda Burwell<br />
Executive Assistant for Strategic Affairs, Office of Chief of Staff,<br />
BTE Point of Contact<br />
Michael Carter Director, Family and Community Engagement<br />
Ellyn Cochran Executive Assistant, Partnerships, Communication, & Community Engagement<br />
Stacey Davis Analyst , Teacher Support Systems<br />
Ekaterina Denisova Coordinator, Science<br />
Thomas DeWire Director , Student Support and Safety<br />
Linda Eberhart Executive Director , Teaching and Learning<br />
Tisha Edwards Chief of Staff<br />
Michael Frist Chief Financial Officer<br />
Shelia Grap Libraries Support System<br />
Joan Hammonds Special Assistant, for Administration, Office of the Chief of Staff<br />
Jeanine Hildreth Evaluator, Research, Evaluation, Assessment & Accountability Office<br />
Charlene Campbell Director, Early Learning<br />
Bertha Knight Coordinator of Gifted & Talented Education and Multicultural<br />
Kim Lewis Executive Director, Special Education<br />
Kirstin Mackler Special Assistant, Achievement and Accountability<br />
Tammye Martin Academic Director, Special Education<br />
Dr. Rachel Mazyck Executive Assistant, Office of the Chief Academic Officer<br />
Ami Magunia Special Assistant, Office of Human Capital<br />
Dr. Maria Navarro Special Assistant, Office of the Chief Academic Officer<br />
Michael Pitroff Interim Chief Financial Officer<br />
Amy Rosenkrans Director, Humanities<br />
Keith Scroggins Chief Operating Officer<br />
Dr. Sonja Santelises Chief Academic Officer<br />
Michael Sarbanes Executive Director , Partnerships, Communication, & Community Engagement<br />
Shawn Stokes Human Capital Officer<br />
Whitney Tanleff Director, Budget<br />
Michael Thomas Director, Learning to Work<br />
Matthew Van Itallie Achievement and Accountability Officer<br />
Dr. Tanya Williams Coordinator, Truancy Assessment Center<br />
Parent and Community Input Participants<br />
Monique Thompson Dunbar High School PTSA<br />
Sue Takemoto Parent<br />
Melaine Hood-Wilson Parent and Community Advisory Board<br />
Betty Clark George McMechen High School
<strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong><br />
<strong>2010</strong> Bridge to Excellence Master Plan Update<br />
Table of Contents<br />
Section Page<br />
I.A Executive Summary i<br />
I.D Goal Progress<br />
I.D.i Maryland School Assessment/High School Assessment<br />
Elementary Reading 2<br />
Middle Grades Reading 15<br />
Elementary Mathematics 27<br />
Middle Grades Mathematics 40<br />
Science 54<br />
English 72<br />
Algebra/Data Analysis 82<br />
Biology 93<br />
Government 98<br />
HSA Graduation Requirement 103<br />
I.D.ii Limited English Proficient Students 109<br />
I.D.iii Adequate Yearly Progress 116<br />
I.D.iv Attendance Rates 126<br />
I.D.v Graduation Rates and Dropout Rates 149<br />
I.D.vi Highly Qualified Staff 165<br />
High Quality Professional Development 179
I.D.vii <strong>Schools</strong> that are Safe, Drug Free, and Conducive to 186<br />
Learning<br />
I.E Addressing Specific Student Groups:<br />
I.F Cross-Cutting Themes:<br />
Career and Technology Education 197<br />
Early Learning 209<br />
Gifted and Talented Programs 215<br />
Special Education (Embedded)<br />
Educational Technology 238<br />
Education that is Multicultural 249<br />
I.G Local Goals and Indicators:<br />
Technology 256<br />
Partnerships, Communication & Community Engagement 261<br />
Operations 272<br />
Achievement and Accountability 276<br />
Office of New Initiatives 289
I.A<br />
Executive Summary
Introduction:<br />
I.A<br />
Executive Summary<br />
The goal of the <strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong> <strong>2010</strong> Bridge to Excellence Master Plan Update continues to be to guide the<br />
school system and its students, in partnership with its many interested and supportive stakeholders, to the<br />
attainment of its Vision and Mission. In August <strong>2010</strong>, the <strong>City</strong> <strong>Schools</strong> Board of School Commissioners modified the<br />
Vision, Mission, and Goals. These modifications, which align with <strong>City</strong> <strong>Schools</strong> Essentials—a set of values that define<br />
what is important in the work of the district—provide the strategic context for planning to sustain and accelerate<br />
progress in student achievement.<br />
Vision and Mission of <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong><br />
Every student will graduate ready to achieve excellence in higher<br />
education and the global workforce<br />
Excellence in education for every child at every level<br />
CITY SCHOOLS GOALS ESSENTIALS<br />
All students will achieve high standards and graduate ready<br />
to succeed (NCLB Goals 1, 2 , and 5)<br />
All students will be taught by highly qualified, effective<br />
teachers (NCLB Goal 3)<br />
All students will be taught in environments that are<br />
conducive to learning (NCLB Goal 4 )<br />
All students will benefit from the implementation of effective<br />
management systems that maximize available resources<br />
(Local Goal)<br />
All students will benefit from increased family and<br />
community engagement that provides positive educational<br />
and career opportunities for students<br />
(Local Goal)<br />
Curriculum and Instruction Supports High<br />
Achievement for Every Student<br />
Transformational Leadership Builds Teacher<br />
Quality and Promotes High Achievement for<br />
Every Student<br />
Safe, Supportive Learning Environments<br />
Promote High Achievement for Every Student<br />
Resources and Facilities Promote High<br />
Achievement for Every Student<br />
Family and Community Engagement that<br />
Promotes High Achievement<br />
Executive Summary Page i
The <strong>2010</strong> Update reflects <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong>’ theory of action for accelerating the achievement of students.<br />
The theory of action that guides these efforts is if resources are in the schools, school communities have autonomy over<br />
resources, resources are allocated transparently--based on student population and characteristics--and central office<br />
provides appropriate guidance, support, and accountability, then school communities will continue to make decisions<br />
that accelerate student achievement.<br />
The end of school year 2009-<strong>2010</strong> marks the third year of implementation of this theory of action, and an<br />
unprecedented three-year decline in the dropout rate from 9.5 percent in SY 2007 to 4.1 percent. This was a reduction<br />
of 1,481 in the number of students who dropped out of school. <strong>City</strong> <strong>Schools</strong> also posted a three-year increase of 10<br />
percent in the graduation rate from 60.1 percent to 66 percent.<br />
In SY <strong>2010</strong>, <strong>City</strong> schools attained seven consecutive years of improving academic performance on all assessments, at<br />
most grade levels, and saw a second increase in student enrollment after nearly a decade of decline. Attendance<br />
increased significantly in middle grades for a second year; and suspensions declined for the third consecutive year. Over<br />
16,000 parents responded to the system wide climate survey. For the first time, in 2009-<strong>2010</strong>, the achievement of <strong>City</strong><br />
<strong>Schools</strong>’ students was compared with students with similar demographic characteristics both in Maryland and<br />
nationally. Analysis of Maryland School Assessment (MSA) showed that <strong>City</strong> <strong>Schools</strong>’ students in grades 3-8 achieved at<br />
a comparable level to students with similar demographics in reading, and exceeded the state average in mathematics in<br />
<strong>2010</strong>. On the 2008-2009 school year, Trial Urban District Assessments (TUDA) study of achievement in large, urban<br />
school districts on the National Assessment of Educational Progress, <strong>City</strong> <strong>Schools</strong>’ students in grades 4 and 8 achieved in<br />
the middle of the range of performance levels for students with similar demographics in reading and mathematics.<br />
In SY <strong>2010</strong> <strong>City</strong> <strong>Schools</strong> and the Maryland State Department of Education collaborated in accessing federal funding for<br />
low-performing schools through the Title I School Improvement Grant, and as SY 2011 began, this collaboration<br />
continued with the state’s success in the Race to the Top grant competition. The additional resources from these federal<br />
initiatives will assist <strong>City</strong> <strong>Schools</strong> in its aggressive reform agenda, and in achieving its vision of every student graduating,<br />
ready to achieve excellence in higher education and the global workforce.<br />
Budget Narrative:<br />
The American Recovery and Reinvestment Act of 2009 (ARRA): Despite the national economic crisis, the deployment<br />
of ARRA funding in Maryland restored proposed cuts in education in the state budget for SY <strong>2010</strong>, averting significant<br />
funding shortfalls that would have impacted classrooms in <strong>City</strong> <strong>Schools</strong>. With the continued support of the Governor<br />
and Mayor, proposed FY 2011 funding would keep school financial resources intact. The specific funding streams of<br />
ARRA support <strong>City</strong> <strong>Schools</strong> academic and infrastructure priorities and are coordinated to support the ARRA reform<br />
priorities in the following manner:<br />
Assurance #1: Increase teacher effectiveness<br />
IDEA Part B Pass-Through supports professional development for school-based staff on conducting behavior<br />
assessments for special education students<br />
Executive Summary Page ii
Assurance #2: Establish and use a pre-K through college and career data system<br />
IDEA Part B Pass-Through supports creation of a data warehouse<br />
Title II Enhancing Ed Through Technology equips school libraries with Information Resource Centers<br />
SFS supports acquisition of state-of –the-art business systems[<br />
Assurance #3: Provide targeted, intensive support and effective interventions to turn around schools<br />
SFS supports federal turnaround intervention models in seven Tier I, chronically low-performing schools<br />
IDEA Part B Pass-Through supports the establishment of additional city-wide special education classrooms,<br />
implementing the co-teaching model, and funding competitive proposals for Early Intervention Services (Grades<br />
K-3)<br />
IDEA Part B Preschool supports hiring special education co-teachers<br />
Homeless Children and Youth supports contractual staff to oversee academic and enrichment programs and a<br />
job-readiness camp for homeless students<br />
Fair Student Funding: Fiscal reform in SY 2008-2009 focused on moving resources and decision-making authority from<br />
central administration to the schools. This initiative gave schools per pupil funding and more flexibility over allocating<br />
resources, with the goal of shaping school-based programs to meet student needs within a framework of support,<br />
guidance and accountability. Under Fair Student Funding in FY 2009, schools went from controlling just 3 percent of<br />
their resources in 2008 to 70 percent, with dollars based on their student numbers and needs. A central office rightsizing<br />
and reorganization was launched to redeploy resources for schools, and schools became directly responsible for<br />
student achievement. Together, these actions placed schools at the center of the <strong>City</strong> <strong>Schools</strong> universe. In FY <strong>2010</strong>,<br />
redistribution of funding continued with “unlocking” more centrally held funds, including special education dollars,<br />
further eliminating central office positions, and redeploying positions to schools, resulting in school communities gaining<br />
control of 81 percent of school budgets.<br />
As schools have received more resources and assumed more responsibility under Fair Student Funding, the<br />
administrative role of <strong>City</strong> <strong>Schools</strong>’ central office has become more targeted to focus on three key functions, delineated<br />
in the theory of action: guiding schools, supporting schools and holding schools accountable for student achievement.<br />
Two major initiatives support this effort: the School Support Networks and the School Accountability Framework. The<br />
School Support Networks comprise a department whose mission is to support school leaders in the delivery of high<br />
quality instruction and operations. <strong>Schools</strong> and networks also work to improve the effectiveness of central office as they<br />
identify areas to improve service delivery.<br />
The School Accountability Framework increases accountability for schools and those who support schools. The process<br />
includes development of a baseline data tool and other accountability tools to enable schools, central administration<br />
and the community to know how a school is performing across the district and in comparison with a peer group of<br />
schools serving similar student populations.<br />
Executive Summary Page iii
A high priority in <strong>City</strong> <strong>Schools</strong>’ reform has been the Expanding Great Options initiative, which has been building the<br />
portfolio of quality school options for students. In order to create a system of high-performing schools, the Expanding<br />
Great Options Initiative:<br />
Transforms or closes chronically low-performing schools<br />
Expands effective school programs<br />
Creates new school options in all areas of the city<br />
This initiative supports the creation of new secondary Transformation <strong>Schools</strong>, which serve students grades 6-12 and<br />
reduces the often difficult transition between middle and high school. Six Transformation <strong>Schools</strong> opened in SY 2008-<br />
2009, and six additional schools in SY 2009-<strong>2010</strong>. <strong>City</strong> <strong>Schools</strong> also took the unprecedented step of closing 13 schools<br />
with a history of chronically low performance in these two year, and strategically relocating and opening schools to<br />
maximize student choice across neighborhoods across the city.<br />
As of SY <strong>2010</strong>-2011, <strong>City</strong> <strong>Schools</strong> has 29 charter schools. This represents approximately 80 percent of the charter<br />
schools in Maryland.<br />
The foundation for two additional reform agenda initiatives to improve district infrastructure was set in place in the past<br />
two years, and will be implemented in <strong>2010</strong>-2011:<br />
Goal Progress:<br />
Human Capital Strategy – Attracting and retaining highly effective staff at all levels of the district<br />
Performance Management and Innovative Information Systems – Integrating accurate and timely data into<br />
decision-making and accountability frameworks at all levels of the district<br />
The <strong>2010</strong> update of the <strong>City</strong> <strong>Schools</strong> Master Plan 2006-2008 addresses the five system goals.<br />
Goal I: All students will achieve high standards and graduate ready to succeed (NCLB Goals 1, 2, and 5)<br />
Overall, student performance in reading achievement on the Maryland State Assessment (MSA) was sustained in<br />
<strong>2010</strong> at the at the 2009 level, which is the highest the district has ever achieved with 72.4 percent of students in<br />
grades 3-8 scoring proficient or advanced.<br />
Mathematics achievement continued to increase, reaching its highest level ever, with 66.3 percent of students<br />
in grades 3-8 scoring proficient or advanced.<br />
Achievement growth in the middle grades, traditionally <strong>City</strong> <strong>Schools</strong>’ lowest performing grade band, increased in<br />
both reading and mathematics for the past three years and has overtaken the pace of growth in the elementary<br />
grade band. Reading achievement in grades 6-8 increased from 46.6 percent proficient or advanced to 67.4<br />
percent and mathematics achievement, from 30.4 percent to 52 percent.<br />
Executive Summary Page iv
In the past three years, the number of students, not just meeting but exceeding state standards, has doubled,<br />
increasing from 9.5 percent scoring advanced to 20.8 percent in reading and from 8.1 percent scoring advanced<br />
to 17.4 percent in mathematics.<br />
Students with disabilities continued to advance at a greater rate than general education students on MSA,<br />
continuing to narrow achievement gaps in both reading and mathematics. In reading, the percentage of<br />
students with disabilities scoring proficient or advanced increased from 31.8 percent in 2007 to 52.9 percent in<br />
reading in <strong>2010</strong>; and from 25.3 percent to 46.6 percent in mathematics.<br />
Limited English Proficiency students maintained achievement gains in reading with 63.1 percent scoring<br />
proficient or advanced in <strong>2010</strong>, and out-performed their native English-speaking peers in mathematics for the<br />
third year with 69.7 percent scoring proficient or advanced.<br />
Although the number of high school students passing Algebra I HSA decreased from 2009 to <strong>2010</strong>, the number<br />
of students passing English II was sustained. The number of students passing Biology HSA increased by 504 and<br />
students passing Government HSA recouped from a drop in 2009 to exceed its 2008 level by 89 students in<br />
<strong>2010</strong>.<br />
Reduction in the number of habitually truant students 2008 to <strong>2010</strong><br />
Middle school attendance increased from 88.3 percent in 2007 to 93.2 percent in <strong>2010</strong><br />
Ninety-five percent of the class of <strong>2010</strong> met state criteria for graduation by passing high school exit tests or<br />
Bridge projects<br />
The graduation rate posted a four-year gain of nearly six percentage points from 60.1 percent in 2007 to 66<br />
percent in <strong>2010</strong>.<br />
The dropout rate decreased five percentage points from 9.4 percent in 2007 to 4.1 percent in <strong>2010</strong>.<br />
Goal 2 - All students will be taught by highly qualified, effective teachers (NCLB Goal 3)<br />
The percentage of core academic classes taught by highly qualified teachers increased from 34.3% in 2004 to 69.5%<br />
in <strong>2010</strong><br />
Goal 3 - All students will be taught in environments that are conducive to learning (NCLB Goal 4 )<br />
Reduction in student suspensions and serious offenses from SY 2007-2008 to SY 2009-<strong>2010</strong>.<br />
10 schools exited the Persistently Dangerous continuum and only 1 school remains in the persistently dangerous<br />
category for SY <strong>2010</strong>-2011.<br />
The percentage of climate survey respondents who were satisfied with the school physical environment increased to 66<br />
percent in <strong>2010</strong>.<br />
Executive Summary Page v
Goal 4 - All students will benefit from the implementation of effective management systems that maximize available<br />
resources (Local Goal)<br />
The Vaughn G Consent Decree reached settlement.<br />
A Data Warehouse and Performance Management System to support data-driven management is being<br />
sponsored by the Chief Academic Officer, with implementation support supplied by the Office of Achievement<br />
and Accountability, the Office of Information Technology Department, and the Office of Teaching and Learning.<br />
Operations completed a total of 19 capital improvement projects: 16 systemic projects (windows, boilers, etc.),<br />
1 Media Center, and 2 Major Renovations.<br />
Goal 5 - All students will benefit from increased family and community engagement that provides positive educational<br />
and career opportunities for students (Local Goal)<br />
Challenges:<br />
Over 16,000 parents responded to the system wide climate survey.<br />
In SY 2009-<strong>2010</strong>, 1,400 people formally expressed interest in volunteering in schools.<br />
Community Support for <strong>Schools</strong> Program leveraged 24 existing community-based partners to dramatically<br />
expand family and community engagement in 89 schools, receiving $14,000 per school.<br />
More than 800 parents and children participated in Family Institute workshops designed to help parents become<br />
engaged in their children’s education and support their children’s success.<br />
The most significant challenge for <strong>City</strong> <strong>Schools</strong> to address in SY <strong>2010</strong> – 2011 is the achievement gap associated<br />
with student attendance. In reading, chronically absent students, habitually truant students, and students with<br />
more than one suspension lagged the achievement of their peers by 15 to 25 percentage points. In<br />
mathematics, the gap was even greater, ranging from 20 to 30 percentage points.<br />
Although middle school attendance is increasing, high school attendance has remained stagnant.<br />
Despite growth in achievement in the middle grades, this grade band has not yet met annual measurable<br />
objectives.<br />
Although students with disabilities have made significant gains in achievement, they have not yet reached the<br />
achievement level of their non-disabled peers.<br />
All students are not yet taught by highly qualified, effective teachers.<br />
Continued progress is needed in ensuring that all schools have environments that are conducive to learning.<br />
The graduation rate is not yet 100%.<br />
Executive Summary Page vi
2011 Key Academic Strategies:<br />
In acknowledgment of the challenges which <strong>City</strong> <strong>Schools</strong> still faces in fulfilling its mission of excellence for every child<br />
at every level, the district has framed its strategic academic work on three key instructional priorities: rigor,<br />
engagement, and intervention<br />
Rigor<br />
Develop a common set of expectations for what constitutes rigorous teaching and learning in all classrooms across<br />
the district through development a deep understanding of the Common Core State Standards.<br />
Begin implementation of the internationally benchmarked and research- based Common Core State Standards,<br />
which will increase the depth of instruction and classroom learning.<br />
Continue to provide systemic, subject-specific professional development for teachers to increase capacity for<br />
effective instruction in all schools.<br />
Engagement<br />
Differentiate approaches to teaching and expectations for student involvement in the work of their classrooms.<br />
Capture student interest in learning using effective instructional strategies.<br />
Provide instruction that challenges students to become responsible for and invested in their learning.<br />
Continue differentiated classroom instruction and focus on research-based teaching strategies.<br />
Intervention<br />
Understand the academic needs of students through the use of data and develop systems to support individualized<br />
learning needs.<br />
Implement system-wide response to intervention strategies<br />
Implement integrated academic and behavior intervention strategies<br />
Provide a continuum of instructional supports for students<br />
Leadership Development<br />
To increase the capacity of schools to address the instructional priorities, <strong>City</strong> <strong>Schools</strong> is also focusing on extensive<br />
leadership development. Training and support will be provided to assist principals in the transition from<br />
transactional leaders to strategic leaders and to facilitate teachers’ development in the content areas and researchbased<br />
teaching strategies. Specific initiatives for include:<br />
Executive Summary Page vii
Monthly leadership development sessions focused on how leadership actions build teachers’ understanding<br />
and implementation of the Core Common Standards, appropriate use of interventions to support students,<br />
and strategic planning to increase whole school performance.<br />
Monthly professional learning community meetings, led by School Support Networks, to share best<br />
practices.<br />
New Principal development to address the specific needs of new school leaders.<br />
Assistant principal and aspiring leader development to prepare identified staff for transition into leadership<br />
positions.<br />
Address the Attendance/Achievement Gap<br />
The Offices of Teaching and Learning and Student Support are collaborating on strategies to leverage students’<br />
engagement in their classrooms and schools with community support strategies through both prevention and<br />
intervention strategies.<br />
Prevention:<br />
Conduct a city-wide attendance campaign.<br />
Inform parents and community on strategies to increase attendance.<br />
Promote positive adult-student relationships in schools.<br />
Train teachers in engagement and intervention strategies.<br />
Involve mental health professionals and other partners in attendance initiatives.<br />
Share local and national best practices.<br />
Intervention:<br />
Use data to identify students whose attendance puts their academic success in jeopardy.<br />
Provide consistent early interventions and communication to parents regarding absences through contacts such<br />
as home visits and attendance hearings.<br />
Engage community-based partners for resources to support intervention programs.<br />
Provide programs to assist high need students in coping with conflict and challenges.<br />
2011 Key Infrastructure Strategies<br />
Continue to utilize funds from the American Recovery and Reinvestment Act of 2009 to sustain current programs<br />
and stimulate innovation, while adhering to the four guiding principles of ARRA.<br />
Executive Summary Page viii
Continue to refine the School Accountability Framework for schools and central office. Complete construction of<br />
the Data Warehouse and Student Performance System to enhance student tracking and system accountability.<br />
Continue School Support Networks to improve performance and accountability for both schools and central<br />
office.<br />
Continue to expand Pre-K availability with an ultimate goal of universal Pre-K for <strong>Baltimore</strong> children.<br />
Continue expansion of Transformation and Charter <strong>Schools</strong>, and improve the quality and choice of school<br />
options. Continue to expand and improve Special Education services.<br />
Continue to implement the Human Capital Strategy to attract, retain and promote highly effective staff at all<br />
levels and use the newly-negotiated teacher evaluation processes increase the effectiveness of instruction in all<br />
schools.<br />
Continue to expand parental and community involvement through Office of Partnerships, Communication and<br />
Community Engagement.<br />
Specific Student Groups:<br />
Career and Technology Education<br />
The Perkins Grant and Maryland State Department of Education have established a number of outcome measures that<br />
the Office of Learning to Work uses to evaluate progress. Highlights of <strong>City</strong> <strong>Schools</strong>’ SY 2009-<strong>2010</strong> achievement include:<br />
Early Learning<br />
78 percent of students passed English II; and 77 percent, Algebra/Data Analysis.<br />
71 percent met the state of Maryland college entrance requirements, exceeding the state average by 22<br />
percentage points<br />
<strong>City</strong> School’s kindergarten readiness data reveal that 64 percent of the children entering kindergarten were fully<br />
ready for school in SY 2009-<strong>2010</strong>, an increase of 36 percentage points since 2001-2002.<br />
In SY 2009-<strong>2010</strong> <strong>City</strong> <strong>Schools</strong> offered full and half-day pre-kindergarten programs in 111 elementary schools and<br />
early learning centers.<br />
Gifted and Talented Education<br />
<strong>City</strong> <strong>Schools</strong> uses the School wide Enrichment Model (SEM) as its systemic model for gifted learners. This model<br />
addresses the educational needs of all students ranging from struggling learners to advanced students. The<br />
School wide Enrichment Model is also designed to promote diversity among fellow students, while promoting<br />
high levels of achievement, creative productivity, motivation, and respect for each student.<br />
Based on reports from 170 schools, in SY 2009-<strong>2010</strong>, 5,070 students received gifted and talented services. Of the total<br />
students, 2,979 students were enrolled in Elementary or Pre-k – 8 schools and 2,091 students were enrolled in middle or<br />
high schools.<br />
Executive Summary Page ix
Special Education<br />
<strong>City</strong> <strong>Schools</strong>’ approach to addressing the special education achievement gap is to continue to increase access to<br />
general education classes, and use the special educator/general educator co-teaching model and collaborative<br />
planning to address the individual needs of all students.<br />
Cross-Cutting Themes:<br />
Educational Technology<br />
<strong>City</strong> <strong>Schools</strong> provided equipment, web-applications, and professional development in support of instructional<br />
technology activities and teacher retention. Information Technology Department (ITD) staff also continued to<br />
develop courses for teacher professional development to ensure that all <strong>City</strong> <strong>Schools</strong> teachers are able to<br />
integrate technology into daily instructional activities. Staff conducted workshops for teachers to demonstrate<br />
and model uses of technology and to disseminate information regarding technology literacy standards The<br />
Maryland State Curriculum.<br />
Education that is Multicultural<br />
Through a series of presentations and workshops <strong>City</strong> <strong>Schools</strong> addressed its ETM SY 2009-<strong>2010</strong> priorities: (1)<br />
increasing student achievement toward the standards across all diverse learning groups; (2) ensuring<br />
equitable access and support for all students to participate in the highest level of teaching and learning<br />
programs; (3) preparing students academically and socially to participate successfully in a diverse society; (4)<br />
strengthening students’ pride in themselves and their cultural identities and achievements; (5) and increasing<br />
awareness and understanding of commonality and diversity among individuals and groups.<br />
Executive Summary Page x
I.D<br />
Goal Progress
I.D.i<br />
Maryland School Assessment/ High School Assessment
Elementary Reading<br />
Based on the Examination of MSA AYP Proficiency Data in Elementary Reading Tables 2.1<br />
1. Describe where progress is evident. In your response, identify progress in terms of grade band(s) and subgroups.<br />
All students in the aggregate in the elementary grade band posted a three-year gain of 9.2 percentage points from 67.7 percent proficient or advanced in SY<br />
2006-2007 to 76.0 percent proficient or advanced in SY 2009-<strong>2010</strong>.<br />
All eight subgroups showed a three-year gain in the percentage of students achieving proficient or advanced from SY 2006-2007 to SY 2009-<strong>2010</strong>. Three<br />
subgroups (American Indian/Alaskan Native, Asian/Pacific Islander, and White) were above the <strong>2010</strong> AMO for grade levels K to 5 in Elementary Reading.<br />
FARMS students posted a three-year gain of 10.1 percentage points from 65.5 percent proficient or advanced in SY 2006-2007 to 75.6 percent proficient<br />
or advanced in SY 2009-<strong>2010</strong><br />
Limited English Proficient posted a three-year gain of 9.5 percentage points from 65.1 percent proficient or advanced in SY 2006-2007 to 74.6 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>.<br />
Special Education students posted a three-year gain of 18.3 percentage points from 47.6 proficient or advanced in SY 2006-2007 to 65.6 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>.<br />
2. Identify the practices, programs or strategies and the corresponding resource allocation to which you attribute the progress.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Curriculum/Program<br />
The Office of Literacy was established in 2006 to support the implementation of the literacy programs. The office served all elementary and K-8 schools with<br />
one Teacher Fellow and two staff members for schools identified in the Reading First initiative. The two major functions of the office during the 2009-<strong>2010</strong><br />
school year were as follows: to support the implementation of the comprehensive reading/language arts program, support the implementation of the<br />
piloted skill-based core curriculum, ensuring equitable access to rigorous standards, and building the capacity of the school-based professional<br />
developers. With the support of the School Support Networks, the Literacy Teacher Fellow provided content-focused support to teachers for teaching and<br />
learning.<br />
The core reading materials used in <strong>City</strong> <strong>Schools</strong> during the 2009-<strong>2010</strong> school year were: the piloted skill-based core curriculum, Open Court Reading, and<br />
Elementary Reading P a g e | 2
Reading Mastery Plus (used by approximately 12 schools). Many of the schools integrated the skill-based curriculum with the Open Court Reading materials,<br />
while others used the skill-based curriculum to develop unit and novel studies.<br />
A variety of “look for” documents were used by the School Support Networks and the central office staff. The “look fors” identified key student and teacher<br />
behaviors that are necessary to ensure high quality instruction. The findings were used to assist with improving program implementation at the school site and<br />
to target technical support for the schools.<br />
Increased Access to the General Education Curriculum for Students with IEPs<br />
During the SY 2009-<strong>2010</strong> professional development was provided to IEP Chairs and related service providers on improving the quality of students’ IEPs by<br />
developing and writing appropriate Present Levels of Academic Achievement and Functional Performance as well as writing IEP goals that are aligned with the<br />
Voluntary State curriculum. An end-of-year evaluation of this initiative showed improved application of the targeted components of IEP development by<br />
school-based staff, but did not indicate consistent implementation throughout the district.<br />
Increased Collaboration between General Educators and Special Educators<br />
During SY 2009-<strong>2010</strong> each school provided collaborative planning time in the master schedule to allow opportunities for general educators and special<br />
educators to engage in curricular planning and collaboration regarding students’ instructional and testing accommodations, supplementary aids/ services,<br />
supports, and modifications to the curriculum. Special educators were required to document the provision of indirect services to general educators of students<br />
with disabilities by using the Universal Contact Log and Contact Notes. This initiative was evaluated through on-site reviews of master schedules indicating that<br />
schools complied with the systemic directive to allow collaborative planning time for special educators and general educators. In addition folder reviews were<br />
conducted by specialist to monitor the completion of universal contact logs and notes. Technical assistance was provided to schools that did not complete or<br />
file these forms. However, special education audits revealed inconsistencies and failures by special educators to utilize the required forms to document the<br />
provision of indirect services to students with disabilities by consulting with general educators.<br />
Assessments<br />
The Office of Literacy administered new benchmark assessments to general and special education students four times during the SY 2009-<strong>2010</strong> to grades 1-5.<br />
The benchmark assessments assessed reading fluency, comprehension, and word knowledge. <strong>Schools</strong> using Reading Mastery Plus administered the benchmark<br />
three times prior to MSA. The Office of Early Learning developed a mid-year and end-of-year assessment for pre-kindergarten that was aligned with the<br />
comprehensive reading program. Teachers used the OARS data management system to collect and analyze student results. Teachers and administrators used<br />
the results to determine instructional strategies/interventions to address individual student needs.<br />
The 15 schools that remained under the Reading First initiative continued to use DIBELS to monitor student progress in grades K-3 and used those results to<br />
identify students with difficulty in order to provide them with early interventions. The results of these assessments provided teachers with the necessary<br />
student information to determine classroom instructional strategies as well as interventions to address individual student needs. These results were also<br />
used by the Office of Literacy to plan appropriate content-focused professional development based on system-wide and individual school information.<br />
Elementary Reading P a g e | 3
Interventions<br />
The elementary schools used student results from the benchmark assessments to identify individual student needs. The Open Court Intervention Guide<br />
and Voyager Passport were interventions implemented in most schools. In collaboration with the Spe c i a l E d u c a t i o n Office, the Office of Literacy<br />
provided intervention materials (Horizons, Language for Learning, and Corrective Reading) for use by all students, particularly targeting students with<br />
disabilities in LRE A, B, and C who would participate in the MSA, MOD-MSA or ALT-MSA. Along with specific program materials for intervention, an afterschool<br />
program for students in 75 Title I schools and a summer school program for students in grades 3-5 were offered.<br />
Project Early I.D., a pilot Early Identification and Intervention Project, completed its fifth year and final year. The project followed a three-tier Response to<br />
Intervention (RtI) framework to deliver services to students who demonstrated less-developed emergent literacy skills in grades Pre-K-1. The mission of<br />
Project Early I.D. is to provide a quality program of professional development, assessment and academic intervention that will enable all students to<br />
achieve developmentally appropriate language and literacy benchmarks at the end for grade one. The project provided the extensive integrated services of a<br />
.5 reading intervention specialist for each intervention class, implementing supplemental instruction. The final evaluation indicated that the project’s<br />
approach positively impacted students’ reading skills.<br />
Professional Development<br />
In collaboration with the School Support Networks, the Office of Literacy provided professional development for all general and special education teachers as<br />
well as ESOL teachers throughout the school year and for administrators and content specific, school-based professional developers monthly. Special<br />
educators were provided professional development at the school site as part of the grade-level planning teams and staff meetings, as well as systemically,<br />
from the Office of Literacy focused on the State Curriculum and the implementation of the specific reading/language arts programs.<br />
The professional development was planned based on a thorough analysis of student data. The content-specific, school-based professional developers used<br />
the analysis to provide job-embedded, content-focused professional development that afforded teachers the opportunity for immediate application. In<br />
addition, they provided mentoring, coaching, and immediate professional learning opportunities for teachers. Two Teacher Leaders for literacy were provided<br />
for each grade to support teachers throughout Title 1 schools.<br />
A series of weekly winter professional development sessions were offered to all teachers focused on the pedagogical framework for the balanced literacy<br />
components. In addition, a 6-week Literacy Academy was established for schools identified as School Improvement schools. The 6-week session focused on<br />
establishing balance with the literacy block and gave teachers an in-depth understanding and rationale for the components of balanced literacy. Teachers that<br />
attended these sessions received professional materials as well as books for their classroom library and planned for effective implementation for the <strong>2010</strong>-2011<br />
school year. With the support of Teacher Leaders and School Support Networks, the Office of Literacy will conduct follow-up communication and visits to the<br />
190 teachers that attended the Literacy Academy. In addition, continuing advanced sessions will be offered to these teachers.<br />
Elementary Reading P a g e | 4
Resources<br />
Additional supports in the 2009-<strong>2010</strong> school year included the following initiatives: curriculum writers (general education teachers, special education teachers,<br />
and school-based professional developers) and the Literacy Teacher Fellow who assisted with the core curriculum, revision of benchmark assessments, and<br />
expansion of professional development efforts to meet the needs of all levels of the educational organization.<br />
Describe where challenges are evident. In your response, identify challenges in terms of grade band(s) and subgroups.<br />
The <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) did not make AYP for the Elementary Level in the 2009-<strong>2010</strong> school year. The <strong>2010</strong> AMO for the grade bands (K-<br />
5) was 81.2 percent proficient or advanced. According to the AYP information provided by MSDE, all students in the aggregate in this elementary grade band<br />
were below the AMO with 76.9 percent proficient or advanced. All students in the aggregate in this elementary grade band posted a one-year loss of 2.1<br />
percentage points from 79.0 proficient or advanced in SY 2008-2009.<br />
All eight subgroups posted a decrease in the percentage of students achieving proficient or advanced in the Elementary Reading grade band from SY 2008-2009<br />
to SY 2009-<strong>2010</strong>. Among the larger subgroups, the decrease in achievement was 2 percentage points or less.<br />
The following results reflect detailed performance of all student groups in the elementary reading grade band grouping:<br />
African American students posted a one-year loss of 2.2 percentage points from 78.3 percent proficient or advanced in SY 2008-2009 to 76.1 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>.<br />
American Indian students met the <strong>2010</strong> AMO; this subgroup posted a one-year loss of 7.1 percentage points from 90.7 percent proficient or advanced in<br />
SY 2008-2009 to 83.6 percent proficient or advanced in SY 2009-<strong>2010</strong>.<br />
Asian/Pacific Islander students met the <strong>2010</strong> AMO; this subgroup posted a one-year loss of 4.7 percentage points from 94.5 percent proficient or<br />
advanced in SY 2008-2009 to 89.8 percent proficient or advanced in SY 2009-<strong>2010</strong>.<br />
Hispanic students met the <strong>2010</strong> AMO through the confidence interval; this subgroup posted a one-year loss of 0. 3 percentage points from 78.0 percent<br />
proficient or advanced in SY 2008-2009 to 77.7 percent proficient or advanced in SY 2009-<strong>2010</strong>.<br />
White students met the <strong>2010</strong> AMO; this subgroup posted a one-year loss of 0.8 percentage points from 84.4 percent proficient or advanced in SY 2008-<br />
2009 to 83.5 percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup posted a three-year gain of 7.7 percentage points from 75.8 percent<br />
proficient or advanced in SY 2006-2007.<br />
Elementary Reading P a g e | 5
4. Describe the changes or adjustments that will be made along with corresponding resource allocations to ensure sufficient progress.<br />
Include timelines where appropriate.<br />
Regardless of the increased scores to date, student achievement must continue to increase, particularly for students with disabilities.<br />
The theory of action to address this challenge is that if successful instructional practices are used consistently, and targeted instruction and support are<br />
provided to students performing at the basic level and to students with disabilities, achievement will increase.<br />
The following strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges:<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Curriculum/Program<br />
The Office of Literacy will comprise a Literacy Workgroup consisting of central office staff, literacy consultants, and principals to develop a systemic Literacy<br />
Plan. The Literacy Plan will be designed to give schools support and guidance on academic literacy priorities for grades Pre-K to 5, as well as to provide a<br />
detailed roadmap of the comprehensive literacy framework <strong>City</strong> <strong>Schools</strong> will implement. With the development of the Literacy Plan, the Office of Literacy will<br />
continue to provide guidance and support to schools through a variety of initiatives that assist in building capacity of administrators, teachers, and schoolbased<br />
professional developers. The Teacher Fellow assigned to the office, along with the grade-level Teacher Leaders and School Support Networks will<br />
continue to serve all schools, grades 1 to 5.<br />
Due to increased program choice at the school level, the Office of Literacy will continue to revise and support skill-based core curriculum aligned to the State<br />
Curriculum that can be utilized with multiple reading programs. A variety of supplemental skill-based instructional resources and materials that are aligned to<br />
the State Curriculum will continue to be developed during the <strong>2010</strong>-2011 school year. The curriculum will be distributed and posted on <strong>City</strong> <strong>Schools</strong> web-<br />
based Teacher Support System (TSS) for instructional tools throughout the year. Revisions will continue to be made to the skill-based core curriculum,<br />
including a 3-year phasing in of the Common Core Standards. During SY <strong>2010</strong>-2011, the Office of Literacy will include an alignment of Common Core Standards<br />
to the reading comprehension and writing objectives from the Maryland State Curriculum (MSC).<br />
Ongoing professional development sessions on using the resources provided by the skill-based core curriculum and integrating the core curriculum with the<br />
Open Court Reading program will be offered during our monthly Read/ Write professional learning community sessions. The Office of Literacy will update the<br />
State Curriculum Alignment and Pacing Guide for Open Court Reading as needed to reflect more instructional guidance for schools that elect to use the Open<br />
Court program. The guide will be distributed to all teachers and posted on TSS. The State Curriculum Alignment and Pacing Guide for the schools using<br />
Reading Mastery Plus (RMP) will be updated as needed and posted on TSS. The curriculum development, revision, and implementation initiatives will be<br />
supported by the Office of Literacy to ensure that all students have the opportunity to be prepared for the Reading Maryland School Assessment (MSA) 2011.<br />
Access to the General Education Curriculum for Students with IEPs<br />
Elementary Reading P a g e | 6
For the <strong>2010</strong>-2011 school year the Office of Special Education’s IEP Development and Implementation team will ensure that students with disabilities are able<br />
to access and make progress in the general education curriculum by providing ongoing professional development to IEP department heads and chairs, related<br />
service providers, and special educators related to:<br />
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements<br />
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)<br />
Developing appropriate accommodations, modifications, and supplementary aids and services<br />
Utilizing data to drive quality decision-making when identifying appropriate educational services and environments for students with disabilities<br />
Utilizing data to improve academic achievements for student with disabilities<br />
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP meetings and<br />
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.<br />
Increased Collaboration between General Education and Special Education Teachers<br />
Collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special educators to coplan<br />
and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submitting the forms to<br />
school principal monthly for review and signature, and file copies of the forms to document the provision of indirect services.<br />
The Inclusive Practices and Co-Teaching team will monitor confidential files to ensure that indirect services are provided and documented accurately to<br />
substantiate the collaboration between special and general educators. The assigned specialist will conduct monthly reviews of the confidential folder to verify<br />
the appropriate completion and filing of required forms by the special educators. They will discuss findings with administrators, staff and provide technical<br />
assistance as needed. In addition, the IEP Development and Implementation team will ensure through on-going IEP meeting observations, that special and<br />
general education teachers collaborate during the IEP meeting to identify appropriate accommodations, modifications, and supplementary aides and services<br />
within the students’ least restrictive environment (LRE). The Inclusive Practices and Co-Teaching team will also work in collaboration with the consultant to<br />
provide professional development to special educators and general educators on collaboration and co-planning.<br />
Assessments<br />
The Office of Literacy will revise benchmark assessments to include 20% of the questions aligned to the Common Core Standards. These assessments will be<br />
administered to students in grades 1-5. The Office of Literacy will also adopt two diagnostic reading assessments for schools to choose from beginning in<br />
November of the <strong>2010</strong>-2011 school year. The diagnostic will allow teachers and administrators to capture detailed data on students’ foundational reading and<br />
comprehension skills. The diagnostic assessments will have the technology capability to link to <strong>City</strong> <strong>Schools</strong> Data Link and will be able to be accessed<br />
systemically and will follow students as they move throughout the system.<br />
Interventions<br />
Elementary Reading P a g e | 7
In collaboration with the Office of Special Education, the Office of Literacy will continue to support the implementation of intervention materials (Open<br />
Court Intervention, Voyagers Passport, Horizons, Language for Learning, Corrective Reading, or other approved programs for use by all students, but<br />
particularly targeting students with IEPs. To ensure that interventions are appropriately matched with the needs of individual students within the instructional<br />
program, The Office of Literacy developed a manual to provide guidance to administrators and teachers to maximize the use of the intervention materials.<br />
This manual includes criteria for student participation, program placement assessment guidelines, strategies, and recommendations for lesson structures to<br />
ensure that students, particularly students with IEPs, are provided access to general education curriculum as well as the opportunity to accelerate their<br />
reading skills. Summer learning programs will be offered for students in elementary grades to provide skill reinforcement or enrichment related to the reading<br />
curriculum.<br />
Professional Development<br />
In collaboration with the Office of Early Learning, Office of Enrichment, Office of Humanities, Office of Mathematics, Office of Special Education, and School<br />
Support Networks, the Office of Literacy will continue to provide content-based professional development for general education teachers, special education<br />
teachers, ESOL teachers, job embedded professional developers, and administrators a minimum of seven times throughout the year. It is critical that schoolbased,<br />
job-embedded professional development continue, so that teachers experience effective professional growth opportunities. These professional<br />
developers facilitate grade-level team meetings to analyze student learning patterns and identify what instructional modifications students need. With the<br />
support of the School Support Networks and Teacher Leaders, the Office of Literacy will offer content-specific, pedagogy, and instructional planning<br />
professional development as needed by schools and networks. The Office of Literacy will also provide professional development opportunities for teachers to<br />
become familiar with the ELA Common Core Standards. Special Education’s IEP Development and Implementation team will provide professional development<br />
activities and technical assistance related to writing appropriate IEP goals that are linked to the Maryland State Curriculum to ensure that students have access<br />
to grade level standards. Teacher Leaders will continue to provide support to teachers in Title 1 schools.<br />
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education will provide support<br />
and technical assistance for all special educators and general educators. This support will incorporate new trends, special education pedagogy, and researchbased<br />
strategies for providing SWD access to the general education curriculum.<br />
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional<br />
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs<br />
of the special educators as well as the needs of the general educator. School-based and systemic training will be conducted with both general and special<br />
educators in the areas of collaboration and co-teaching.<br />
Parent and Community Communication and Engagement<br />
A link to Master Course items will be made available on the Parent Portal on TSS. This site will provide parents with useful websites and other resources on<br />
Elementary Reading P a g e | 8
helping their students maintain and improve their reading and writing skills. Members of the Office of Literacy will collaborate with the Office of Parent<br />
Involvement to attend meetings and to ensure that there is readily available information about the reading program for parents.<br />
Resources<br />
Additional support in FY <strong>2010</strong> includes the following: curriculum writers (general education teachers, special education teachers, and school-based professional<br />
developers) and literacy Teacher Fellows and Teacher Leaders who will assist with the development of a core curriculum, revision of assessments, and<br />
expansion of professional development efforts to meet the needs of all levels of the educational organization.<br />
School Year <strong>2010</strong>-2011<br />
Reading—Elementary School<br />
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School<br />
Assessment.<br />
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.<br />
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.<br />
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report<br />
Level Mo/Yr<br />
Curriculum/Program<br />
1. Develop a systemic<br />
Literacy Plan to provide a<br />
comprehensive approach<br />
to literacy instruction for<br />
grades Pre-K -12.<br />
6-8 09/11-<br />
10/11<br />
Literacy Workgroup 100% of all <strong>City</strong> <strong>Schools</strong> will have<br />
access to the Literacy Plan.<br />
Elementary Reading P a g e | 9
School Year <strong>2010</strong>-2011<br />
Reading—Elementary School<br />
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School<br />
Assessment.<br />
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.<br />
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.<br />
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report<br />
Level Mo/Yr<br />
2. Revise and distribute a<br />
Skill-based core curriculums<br />
aligned to the State<br />
Curriculum, as well as develop<br />
best practice resources for<br />
schools to support the<br />
implementation of the core<br />
curriculum and foster<br />
increased student<br />
achievement.<br />
3. Continue to support the<br />
Implementation of Open<br />
Court Reading (OCR), Reading<br />
Mastery Plus (RMP), and other<br />
approved core reading<br />
programs that are used in all<br />
schools in all grade levels.<br />
Assessments<br />
Grades<br />
1 - 5<br />
Grades<br />
Pre K-<br />
5<br />
7/10-1/11 Literacy Workgroup<br />
08/10-<br />
06/11<br />
Literacy Teacher Fellow<br />
Curriculum Writers<br />
(special and regular<br />
education teachers,<br />
educational specialists,<br />
and school-based<br />
professional developers)<br />
Principals<br />
Literacy Workgroup<br />
Literacy Teacher Fellow<br />
School Support<br />
Networks<br />
Principals<br />
Evaluation and feedback at<br />
systemic professional<br />
development sessions will be<br />
collected and scanned into an<br />
online database.<br />
100% of schools using the core<br />
curriculum will improve in all<br />
subtests by 5% each testing<br />
period.<br />
100% of schools will improve the<br />
results of each benchmark by 5%.<br />
Elementary Reading P a g e | 10
School Year <strong>2010</strong>-2011<br />
Reading—Elementary School<br />
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School<br />
Assessment.<br />
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.<br />
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.<br />
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report<br />
Level Mo/Yr<br />
4. Revise and administer<br />
benchmark assessments to<br />
align with the core curriculum<br />
timeline and include 20% of<br />
the questions aligned to the<br />
Common Core Standards.<br />
5. Provide schools with access<br />
to a online data reporting<br />
system.<br />
6. Provide schools with at<br />
least two approved reading<br />
diagnostic assessments that<br />
are technologically compatible<br />
with <strong>City</strong> <strong>Schools</strong> Data Link<br />
Grades<br />
1-5<br />
Grades<br />
1-5<br />
Grades<br />
pre-K-5<br />
06/10-<br />
5/11<br />
09/10-<br />
06/11<br />
11/10-<br />
06/11<br />
Literacy Workgroup<br />
Literacy Teacher Fellow<br />
Curriculum Writers<br />
(special and regular<br />
education teachers,<br />
educational specialists,<br />
and job-embedded<br />
professional developers)<br />
Assessment Coordinator<br />
Principals<br />
Literacy Workgroup<br />
Assessment Coordinator<br />
Principals<br />
Literacy Workgroup<br />
Assessment Coordinator<br />
100% of schools will administer<br />
benchmarks four times a year.<br />
100% of all schools will have<br />
access to an online data reporting<br />
system and use it for student<br />
performance analysis.<br />
100% of all schools will have<br />
access to an approved reading<br />
diagnostic assessment.<br />
Elementary Reading P a g e | 11
School Year <strong>2010</strong>-2011<br />
Reading—Elementary School<br />
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School<br />
Assessment.<br />
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.<br />
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.<br />
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report<br />
Level Mo/Yr<br />
7. <strong>Schools</strong> will use scanners to<br />
upload benchmark assessment<br />
data into <strong>City</strong> <strong>Schools</strong> Data<br />
Link for immediate feedback<br />
on student progress.<br />
Interventions<br />
8. Continue to support schools<br />
in the implementation of<br />
approved reading intervention<br />
programs.<br />
9. Continue to support schools<br />
in the implementation of the<br />
supplemental materials<br />
(Horizons, Language for<br />
Learning, Corrective Reading,<br />
and other approved<br />
programs).<br />
Professional Development<br />
Grades<br />
1-5<br />
Grades<br />
2-5<br />
Grades<br />
1-5<br />
09/10-<br />
06/11<br />
08/10-<br />
07/11<br />
08/10-<br />
06/11<br />
Literacy Workgroup<br />
Assessment Coordinator<br />
Principals<br />
School Support<br />
Networks<br />
Principals<br />
Student Support<br />
Networks<br />
Principals<br />
Academic Director of<br />
Special Education<br />
100% of all schools will have<br />
access to a scanner.<br />
100% of schools will have<br />
approved reading intervention<br />
program materials available for<br />
use with eligible students.<br />
100% of schools will have the<br />
supplemental materials (Horizons,<br />
Language for Learning,<br />
Corrective Reading, and other<br />
approved programs) available for<br />
use with eligible students.<br />
Elementary Reading P a g e | 12
School Year <strong>2010</strong>-2011<br />
Reading—Elementary School<br />
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School<br />
Assessment.<br />
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.<br />
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.<br />
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report<br />
Level Mo/Yr<br />
10. Continue providing<br />
professional development for<br />
administrators to include<br />
sessions on understanding the<br />
Common Core Standards.<br />
11. Continue providing<br />
professional development for<br />
Literacy Teacher Leaders and<br />
School Based Professional<br />
Developers to include sessions<br />
on understanding the<br />
Common Core Standards<br />
12. Continue providing<br />
Differentiated professional<br />
development for all general<br />
education and special<br />
education teachers to include<br />
sessions on understanding the<br />
Common Core Standards<br />
Grades<br />
Pre K-<br />
5<br />
Grades<br />
Pre K-<br />
5<br />
Grades<br />
Pre-K-<br />
5<br />
08/10-<br />
06/11<br />
08/10-<br />
06/11<br />
08/10-<br />
06/11<br />
School Support<br />
Networks<br />
Literacy Teacher Fellow<br />
Teacher Leader<br />
Coordinator<br />
School Support<br />
Networks<br />
Literacy Teacher Fellow<br />
Literacy Workgroup<br />
Academic Director of<br />
Special Education<br />
Literacy Teacher Fellow<br />
School Support<br />
Networks<br />
Principals<br />
100% of identified administrators<br />
will attend professional<br />
development.<br />
90% of survey respondents will<br />
indicate that they use<br />
professional development in their<br />
work.<br />
100% of literacy teacher leaders<br />
will participate in professional<br />
development quarterly.<br />
90% of survey respondents will<br />
indicate that they use the<br />
professional development in their<br />
work.<br />
100% of all general and special<br />
educators will attend professional<br />
development systemically,<br />
network-based, or school-based.<br />
90% of survey respondents will<br />
indicate that they use the<br />
professional development in their<br />
work.<br />
Elementary Reading P a g e | 13
School Year <strong>2010</strong>-2011<br />
Reading—Elementary School<br />
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School<br />
Assessment.<br />
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.<br />
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.<br />
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report<br />
Level Mo/Yr<br />
Family and Community/Communication and Engagement<br />
13. Provide access to literacy Grades 08/10 Literacy Workgroup<br />
materials and activities Pre K- 06/11<br />
through the parent portal. 5<br />
Literacy Teacher Fellow<br />
14. Attend parent<br />
organization meetings to<br />
provide information about<br />
reading curriculum and<br />
progress.<br />
Grades<br />
Pre K-<br />
5<br />
08/10-<br />
06/11<br />
Director of Parent<br />
Involvement<br />
School Support<br />
Networks<br />
Principals, teachers<br />
10% increase of materials posted<br />
on the parent portal.<br />
Staff will attend two meetings<br />
with parent organizations to<br />
provide information and answer<br />
questions.<br />
DIFFERENTIATED ACCOUNTABILITY<br />
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline<br />
data tool and other accountability tools to enable schools, central administration and the community to know how a school is performing across the district and<br />
in comparison with a peer group of schools serving similar student populations. The tools are used by the Executive Directors of Elementary/K-8 and Secondary<br />
<strong>Schools</strong> to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school<br />
leadership.<br />
Elementary Reading P a g e | 14
Middle Grades Reading<br />
Middle Grades Reading<br />
Based on the Examination of MSA AYP Proficiency Data in Reading (Tables 2.1 through 2.3):<br />
Describe where progress is evident. In your response, identify progress in terms of grade band(s) and subgroups.<br />
On MSA <strong>2010</strong>, all students in the aggregate in the middle grades band posted a one-year gain of 1.9 percentage points from 65.1 proficient or advanced in SY<br />
2008-2009, and a three-year gain of 19.9 percentage points from 47.1 percent proficient or advanced in SY 2006-2007.<br />
Seven of the eight subgroups posted an increase in the percentage of students achieving proficient or advanced in the Middle Reading grade band from SY 2007-<br />
2008 to SY 2008-2009. All eight subgroups showed a three-year gain in the percentage of student achieving proficient or advanced from SY 2006-2007 to SY<br />
2009-<strong>2010</strong>. One subgroup (Asian/Pacific Islander) was above the <strong>2010</strong> AMO for grade levels K to 5 in Middle Reading.<br />
The following results reflect detailed performance of student groups in the middle reading grade band grouping:<br />
African American students posted a one-year gain of 2.1 percentage points from 63.6 percent proficient or advanced in SY 2008-2009 to 65.7 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 20.3 percentage points from 45.4 percent proficient or advanced<br />
in SY 2006-2007.<br />
American Indian/Alaskan Native students met the <strong>2010</strong> AMO through the confidence interval ; this subgroup posted a one-year gain of 11.6 percentage<br />
points from 59.4 percent proficient or advanced in SY 2008-2009 to 71.0 percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a<br />
three-year gain of 22.1 percentage points from 48.9 percent proficient or advanced in SY 2006-2007.<br />
Hispanic students posted a one-year gain of 5.5 percentage points from 69.2 percent proficient or advanced in SY 2008-2009 to 74.7 percent proficient<br />
or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 29.1 percentage points from 45.6 percent proficient or advanced in SY<br />
2006-2007.<br />
FARMS students posted a one-year gain of 2.2 percentage points from 63.2 percent proficient or advanced in SY 2008-2009 to 65.4 percent proficient or<br />
advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 20.9 percentage points from 44.5 percent proficient or advanced in SY 2006-<br />
2007.<br />
Identify the practices, programs, or strategies and the corresponding resource allocation to which you attribute the progress.<br />
Page 15
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
The following strategies, programs, and practices contributed to the successes and provide the foundation for greater success in the future:<br />
• Well-written curriculum design that gave teachers identification of materials, accommodations and modifications, explicit instruction, daily informal<br />
assessments, student engagement strategies, and clarification documents that support the content of the State Curriculum;<br />
• A curriculum designed in a three week cycle that included assessment, re-teaching, and enrichment based on the data;<br />
• The development and utilization of a process that teacher teams used during collaborative planning and that included discussing the curriculum,<br />
analyzing the data, and looking at student work;<br />
• The creation and utilization of a parallel document for Bridges to Literature so that below-grade-level readers had access to on-grade level standards;<br />
• Curriculum designed in such a way to ensure that students have been instructed on all the assessment limits prior to the administration of MSA;<br />
• Consistent, strategically-designed professional development based on the data and needs assessments.<br />
Curriculum/Program<br />
The Office of Literacy was established in June 2006 to support the implementation of the literacy programs. The major functions of the unit were twofold: to<br />
support the implementation of the comprehensive reading/language arts program that ensured equitable access to rigorous standards and to assist with<br />
building the capacity of the school-based professional developers so that every school/teacher has access to job-embedded, content focused support.<br />
A curriculum writing team of teachers under the guidance of the Office of Literacy worked on the development of a Middle Grades Literacy Curriculum<br />
Alignment and Pacing Guide during the summers of 2008-2009. Out of this project surfaced a well-written document that provided teachers with assistance<br />
in the identification of materials, accommodations and modifications for the struggling reader, strategies for explicit instruction, informal assessment options,<br />
student engagement strategies, as well as a clarification document that supports the content of the State Curriculum. Every teacher (general, special<br />
education, and ESOL) teaching grades 6, 7, and 8 received the new curriculum and alignment guide and the program materials, and participated in the<br />
training on the use of that guide. All documents were posted on the <strong>City</strong> <strong>Schools</strong> web-based Teacher Support System for instructional tools.<br />
Ten schools were identified to participate in the piloted Word Generation program. The research-based vocabulary instruction program targeted 10 schools<br />
that serve as treatment schools for the program’s study. Ten additional schools will implement the program as the control group for the <strong>2010</strong>-2011 SY.<br />
Assessments<br />
Benchmark assessments were administered three times prior to the MSA. The results of these assessments provided teachers with the necessary student<br />
information to determine classroom instructional strategies to address individual student needs. These results were also used by the Office of Literacy<br />
to plan appropriate content-focused professional development based on systemic and individual school information.<br />
Middle Grades Reading<br />
Page 16
Interventions<br />
In collaboration with the Office of Special Education, the Office of Literacy provided intervention materials for use by all students in traditional middle schools.<br />
Both the Corrective Reading and Bridges to Literature program were continued to be used with students performing at least two-grade levels below.<br />
Additionally, a <strong>City</strong> <strong>Schools</strong> summer program was offered for students in Title I schools serving grades 6, 7, and 8.<br />
Professional Development<br />
General and special educators were included in all professional development at the school site as well as included in systemic activities that focused on the<br />
State Curriculum. A collaborative planning process, which included discussing the curriculum, analyzing the data, and looking at student work, was employed<br />
by both general and special educators weekly at each school site. Monthly ReadWRITE professional learning communities were held twice a month to support<br />
teachers in the upcoming skills that to be taught and emphasized effective and successful practices that can be used for all students to improve in literacy.<br />
Grant money was used to pay stipends to teachers who attended the professional learning communities and teachers were able to choose to receive MSDE inservice<br />
credit for attending the professional learning communities.<br />
Increased Collaboration between General Educators and Special Educators<br />
During SY <strong>2010</strong>-2011 each school provided collaborative planning time in the master schedule to allow opportunities for general and special educators to<br />
engage in curricular planning and collaboration regarding students’ instructional and testing accommodations, supplementary aids/ services, supports, and<br />
modifications to the curriculum. Special educators were required to document the provision of indirect services to general educators of students with<br />
disabilities by using the Universal Contact Log and Contact Notes. This initiative was evaluated through on-site reviews of master schedules, indicating that<br />
schools complied with the systemic directive to allow collaborative planning time for special and general educators.<br />
However, special education audits revealed inconsistencies and failures by special educators to utilize the required forms to document the provision of indirect<br />
services to students with disabilities by consulting with general educators.<br />
Increased Access to the General Education Curriculum for Students with IEPs<br />
During the SY 2009-<strong>2010</strong>, professional development was provided to IEP Team Chairs and related service providers on improving the quality of students’ IEPs by<br />
developing and writing appropriate Present Levels of Academic Achievement and Functional Performance as well as writing IEP goals that are aligned with the<br />
voluntary state curriculum. An end of year evaluation of this initiative showed improved application of the targeted components of IEP development by schoolbased<br />
staff, but did not indicate consistent implementation throughout the district.<br />
Middle Grades Reading<br />
Page 17
Describe where challenges are evident. In your response, identify challenges in terms of grade band(s) and subgroups.<br />
<strong>City</strong> <strong>Schools</strong> did not make AYP for the Middle Level in SY 2009-<strong>2010</strong>. The <strong>2010</strong> AMO for the grade bands (6-8) was 80.8 percent proficient or advanced.<br />
According to the AYP information provided by MSDE, all students in the aggregate in this middle grade band were below the AMO with 67.0 percent proficient<br />
or advanced.<br />
4. Describe the changes or adjustments that will be made along with corresponding resource allocations to ensure sufficient progress.<br />
Include timelines where appropriate.<br />
Even though some subgroups exhibited one and three-year achievement gains, all subgroups are still not meeting the academic targets and, thus, student<br />
achievement must be accelerated.<br />
The theory of action to address this challenge is that if successful instructional practices are used consistently, and targeted instruction and support are<br />
provided to students performing at the basic level and to students with disabilities, achievement will increase.<br />
The following strategies, practices, and programs will be implemented in order to address the concerns and overcome the challenges:<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Curriculum/Programs<br />
The Office of Literacy will comprise a Literacy Workgroup consisting of central office staff, literacy consultants, and principals to develop a systemic Literacy<br />
Plan. The Literacy Plan will be designed to give schools support and guidance on academic literacy priorities for grades 6-8, as well as provide a detailed<br />
roadmap of the comprehensive literacy framework <strong>City</strong> <strong>Schools</strong> will implement. With the development of the Literacy Plan, The Office of Literacy will<br />
continue to provide guidance and support to schools through a variety of curricula, professional development, and assessment initiatives to assist in building<br />
capacity of the school-based administrators, teachers, and professional developers. The one Literacy teacher fellow will work with teacher leaders and teachers<br />
throughout <strong>City</strong> <strong>Schools</strong> to enhance the curriculum.<br />
The Office of Literacy will continue to support schools with curriculum implementation. The curriculum will be distributed and posted on TSS. Content-based<br />
professional development workshops will be offered monthly to teachers, administrators, and school-based professional developers. The office will review the<br />
current curriculum and analyze student data to determine if revisions are necessary. A committee of general and special education teachers, school-based<br />
professional developers, Teacher Leaders, and the Teacher Fellow will participate in the curriculum review process. Supplemental instructional resources and<br />
materials that are aligned to the State Curriculum will be developed throughout the <strong>2010</strong>-2011 school year. The Office of Literacy will also update the State<br />
Middle Grades Reading<br />
Page 18
Curriculum Alignment and Pacing Guide for Language of Literature to reflect the skills aligned in the skill-based core curriculum. All teachers, general and<br />
special education, will receive a copy of the updated curriculum documents. The Office of Literacy will continue to guide and support teachers in the use<br />
of the parallel document that was developed for teachers using Bridges to Literature. This is a text used for students reading below grade level and<br />
designed to accelerate reading skills as well as complement the grade-level materials that address the same content as the State Curriculum Alignment and<br />
Pacing Guide through the first five units. With the support of the Network teams, professional development will be provided to introduce teachers, schoolbased<br />
professional developers, and administrators on the ELA Common Core Standards for grades 6-8. In conjunction with the Office of Humanities, the Office<br />
of Literacy will also provide professional development on the Literacy in History/Social Studies & Science Common Core Standards.<br />
Assessments<br />
The Office of Literacy will revise benchmark assessments to include 20% of the questions aligned to the Common Core Standards. These assessments will be<br />
administered to students in grades 6-8. The Office of Literacy will also adopt two diagnostic reading assessments for schools to choose from beginning in<br />
November of the <strong>2010</strong>-2011 school year. The diagnostic will allow teachers and administrators to capture detailed data on students’ foundational reading and<br />
comprehension skills. The diagnostic assessments will have the technology capability to link to <strong>City</strong> <strong>Schools</strong> Data Link and will be able to be accessed<br />
systemically and will follow students as they move throughout the system.<br />
Interventions<br />
In collaboration with the Office of Special Education, the Office of Literacy will continue to support the implementation of intervention materials (Bridges<br />
to Literature and Corrective Reading) or other approved programs for use by all students, but particularly targeting students with IEPs. To ensure that<br />
interventions are appropriately matched with the needs of individual students within the instructional program, the Office of Literacy developed a manual to<br />
provide guidance to administrators and teachers to maximize the use of the intervention materials. This manual includes criteria for student participation,<br />
program placement assessment guidelines, strategies, and recommendations for lesson structures to ensure that students, particularly students with IEPs, are<br />
provided access to general education curriculum as well as the opportunity to accelerate their reading skills. Summer learning programs will be offered for<br />
students in elementary grades to provide skill reinforcement or enrichment related to the reading curriculum.<br />
Increased Collaboration between General Educators and Special Educators<br />
For SY <strong>2010</strong>-2011 collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special<br />
educators to co-plan and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submitting<br />
the forms to school principal monthly for review and signature, and file copies of the forms to document the provision of indirect services.<br />
Middle Grades Reading<br />
Page 19
The Inclusive Practices and Co-Teaching team will monitor confidential files to ensure that indirect services are provided and documented accurately to<br />
substantiate the collaboration between special and general educators. The assigned specialist will conduct reviews of the confidential folders to verify the<br />
appropriate completion and filing of required forms used by special educators. They will review findings with the administrator and provide technical assistance<br />
to staff on completing and maintaining the documentation as needed. In addition, the IEP Development will ensure through on-going IEP meeting observations<br />
that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations, modifications, and supplementary aid<br />
and services within the student’s least restrictive environment (LRE).<br />
Access to the General Education Curriculum for Students with IEPs<br />
For SY <strong>2010</strong>-2011 the Office of Special Education’s Inclusive practices and Co-Teaching team will ensure that students with disabilities are able to access and<br />
make progress in the general education curriculum by providing ongoing professional development to IEP department heads and chairs, related service<br />
providers, and special educators related to:<br />
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements<br />
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)<br />
Developing appropriate accommodations, modifications, and supplementary aids and services<br />
Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with disabilities<br />
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP meetings and<br />
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.<br />
Determination of the Appropriate Least Restrictive Environment (LRE)<br />
As noted in the previous section, each school’s Inclusion Action Plan Committee will continue its work in <strong>2010</strong>-2011 to include:<br />
Complete revisions to their current action plan from the 2009-<strong>2010</strong> school year.<br />
Conduct bi-monthly meetings with Inclusive Practices & Co-Teaching team specialist to review progress, revise, and identify the needs and support<br />
to be provided.<br />
<strong>Schools</strong> below the goal target will meet with the Inclusive Practices and Co-Teaching team specialist by the end of September <strong>2010</strong> to discuss their<br />
current needs in providing access for students with disabilities to the general education curriculum.<br />
This initiative will be monitored by school administrators and specialists utilizing Inclusive Practices Classroom Visitation Checklist and IEP Folder Review<br />
Checklist. The checklists will be completed electronically on Teacher Compass to provide accurate documentation and consistent feedback to staff regarding<br />
inclusive practices and access to the general education curriculum. Professional development links are provided on Teacher Compass for the principals to share<br />
with staff as needed. Teacher Compass reports will provide an efficient method to analyze the data collected and will be used to provide technical support and<br />
professional development to schools in areas of need.<br />
Professional Development<br />
Middle Grades Reading<br />
Page 20
IEP teams will be retrained to review students’ strengths, needs, classroom performance, standardized test scores, teacher-based assessments, curriculumbased<br />
assessments, and benchmark test results as part of the discussion of the student’s need for an alternate assessment (Mod-MSA/Mod-HSA or ALT MSA<br />
assessment).<br />
Special Education’s IEP Development and Implementation team will provide professional development activities and technical assistance related to writing<br />
appropriate IEP goals that are linked to the Maryland State Curriculum to ensure that students have access to grade level standards.<br />
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education will provide support<br />
and technical assistance for all special educators and general educators. This support will incorporate new trends, special education pedagogy, and researchbased<br />
strategies for providing SWD access to the general education curriculum.<br />
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional<br />
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs<br />
of the special educators as well as the needs of the general educator. School-based and systemic training will be conducted with both general and special<br />
educators in the areas of collaboration and co-teaching. A consultant will provide this training to schools identified as needing additional support.<br />
The three priorities that will further student achievement in middle level reading include the following:<br />
Priority 1: Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School Assessment.<br />
Priority 2: Increasing the number of middle school students receiving special education services in LRE A and LRE B.<br />
Priority 3: Increasing the achievement of students with disabilities in the certificate program and those testing two years below grade level in reading.<br />
Middle Grades Reading<br />
Page 21
School Year <strong>2010</strong>-2011<br />
Reading-Middle Grades<br />
Priority 1 : Accelerating student achievement in reading/language arts to meet and/or exceed standards set in the Maryland School<br />
Assessment.<br />
Objectives 1a: By June 2011, student performance on MSA reading will increase by ten percentage points in grades 6, 7, and 8. Objectives 1b: By<br />
June 2011, achievement of SWD will increase by ten percentage points in grades 6, 7, and 8.<br />
Strategies Grade Timeline Person/s Evaluation/Evidence Status Report<br />
Curriculum/Program<br />
Level Mo/Yr Responsible<br />
2. Develop a systemic Literacy Plan to 6-8 09/11- Literacy Workgroup 100% of all <strong>City</strong> <strong>Schools</strong><br />
provide a comprehensive<br />
10/11<br />
will have access to the<br />
approach to literacy instruction for<br />
grades Pre-K -12.<br />
Literacy Plan.<br />
3. Continue to support the<br />
Implementation of the reading<br />
language arts materials for grades 6, 7,<br />
and 8 (adopted from Anne Arundel<br />
County) and additional support<br />
materials created by <strong>City</strong> School<br />
teachers.<br />
Middle Grades Reading<br />
6-8 06/10-<br />
08/11<br />
Literacy Workgroup<br />
School Support<br />
Networks<br />
Principals<br />
100% of school-based<br />
Professional<br />
Developers or literacy<br />
representatives using<br />
Language of Literature<br />
will verify that all<br />
teachers received the<br />
program materials.<br />
Page 22
School Year <strong>2010</strong>-2011<br />
Reading-Middle Grades<br />
Priority 1 : Accelerating student achievement in reading/language arts to meet and/or exceed standards set in the Maryland School<br />
Assessment.<br />
Objectives 1a: By June 2011, student performance on MSA reading will increase by ten percentage points in grades 6, 7, and 8. Objectives 1b: By<br />
June 2011, achievement of SWD will increase by ten percentage points in grades 6, 7, and 8.<br />
Strategies Grade Timeline Person/s Evaluation/Evidence Status Report<br />
Level Mo/Yr Responsible<br />
3. Revise and distribute the <strong>City</strong> 6-8 08/10- Literacy Workgroup Systemic professional<br />
<strong>Schools</strong> Curriculum and Alignment<br />
09/11<br />
development is<br />
Guide for grades 6, 7, and 8.<br />
Literacy Teacher Fellow available to 100% of all<br />
literacy teachers prior<br />
Principals<br />
to the beginning of<br />
school. School<br />
attendance collected<br />
through scan sheets<br />
and accessible by<br />
principals through the<br />
principal dashboard.<br />
Middle Grades Reading<br />
Page 23
Assessments<br />
4. Administer the <strong>Baltimore</strong> <strong>City</strong><br />
<strong>Public</strong> <strong>Schools</strong> benchmark<br />
assessments.<br />
5. Provide schools with at least two<br />
approved reading diagnostic<br />
assessments that are technologically<br />
compatible with <strong>City</strong> <strong>Schools</strong> Data Link<br />
Interventions<br />
6. Continue to support the<br />
implementation of Bridges to<br />
Literature.<br />
Middle Grades Reading<br />
6-8 08/10-<br />
08/11<br />
Grades<br />
6-8<br />
11/10-<br />
06/11<br />
6-8 08/10-<br />
06/11<br />
Literacy Workgroup<br />
Assessment<br />
Coordinator<br />
Principals<br />
Literacy Workgroup<br />
Assessment<br />
Coordinator<br />
Literacy Workgroup<br />
Academic Director of<br />
Special Education<br />
School Support<br />
Networks<br />
Literacy<br />
Teacher Fellow<br />
Principals<br />
100% of schools will<br />
scan benchmarks into<br />
<strong>City</strong> <strong>Schools</strong> Data Link<br />
to verify that they have<br />
been administered.<br />
100% of all schools will<br />
have access to an<br />
approved reading<br />
diagnostic assessment.<br />
School Support<br />
Networks will work<br />
with 100% of teachers<br />
as requested by the<br />
principal. Command<br />
Center tracking for<br />
evidence.<br />
6. Provide schools with at least<br />
two approved reading diagnostic<br />
assessments that are<br />
technologically compatible with<br />
<strong>City</strong> <strong>Schools</strong> Data Link<br />
Page 24
7. Maintain support of the<br />
Implementation of Corrective Reading<br />
or other approved reading intervention<br />
programs in the middle grades.<br />
Professional Development<br />
9. Continue providing professional<br />
Development, for building<br />
administrators, to include sessions on<br />
understanding the Common Core<br />
Standards.<br />
10. Continue providing professional<br />
development for Literacy Teacher<br />
Leaders and School Based Professional<br />
Developers, to include sessions on<br />
understanding the Common Core<br />
Standards.<br />
Middle Grades Reading<br />
6-8 08/10-<br />
06/11<br />
Grades<br />
6-8<br />
07/10-<br />
06/11<br />
6-8 08/09-<br />
06/10<br />
Literacy Workgroup<br />
Academic Director of<br />
Special Education<br />
School Support<br />
Networks<br />
Literacy<br />
Teacher Fellow<br />
Principals<br />
School Support<br />
Networks<br />
Literacy Teacher Fellow<br />
Teacher Leader<br />
Coordinator<br />
School Support<br />
Networks<br />
School Support<br />
Networks will work<br />
with 100% of teachers<br />
as requested by the<br />
principal. Command<br />
Center tracking for<br />
evidence.<br />
100% of the survey<br />
respondents will<br />
indicate that they use<br />
the professional<br />
development in their<br />
work.<br />
100% of Literacy<br />
Teacher Leaders will<br />
attend the professional<br />
development.<br />
100% of the survey<br />
respondents will<br />
indicate that they use<br />
the professional<br />
development in their<br />
work.<br />
Page 25
Family and Community/Communication and Engagement<br />
6-8 10/10-<br />
06/11<br />
12. Provide parents literacy materials<br />
and activities through the parent portal<br />
13. Attend parent organization<br />
6-8 10/10meetings<br />
to provide information about<br />
the reading curriculum, and student<br />
progress.<br />
06/11<br />
11. Provide professional development<br />
opportunities for all middle school<br />
literacy teachers once a month<br />
through ReadWrite.<br />
Middle Grades Reading<br />
6-8 09/10-<br />
06/11<br />
Literacy Workgroup<br />
Literacy<br />
Teacher Fellow<br />
School Support<br />
Networks<br />
Principals, teachers<br />
Literacy Workgroup<br />
Academic Director of<br />
Special Education<br />
Literacy Teacher<br />
Fellow<br />
Increase of 10%<br />
materials available on<br />
the parent portal.<br />
attend two parent<br />
organization meetings<br />
yearly. And provide<br />
summary of<br />
presentations for<br />
website access.<br />
On-line registration<br />
and attendance results.<br />
100% of the survey<br />
respondents will<br />
indicate that they use<br />
the professional that<br />
they use the<br />
professional<br />
development in their<br />
work.<br />
DIFFERENTIATED ACCOUNTABILITY<br />
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline<br />
data tool and other accountability tools to enable schools, central administration and the community to know how a school is performing across the district and<br />
in comparison with a peer group of schools serving similar student populations. The tools are used by the Executive Directors of Elementary/K-8 and Secondary<br />
<strong>Schools</strong> to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school<br />
leadership.<br />
Page 26
Elementary Mathematics<br />
Elementary Mathematics<br />
Based on the Examination of MSA AYP Proficiency Data in Mathematics (Tables 2.5 through 2.7):<br />
On MSA <strong>2010</strong>, six of the eight subgroups posted an increase in the percentage of students achieving proficient or advanced in the Elementary Mathematics<br />
grade band from SY 2008-2009 to SY 2009-<strong>2010</strong>. All eight subgroups showed a three-year gain in the percentage of student achieving proficient or advanced<br />
from SY 2006-2007 to SY 2009-<strong>2010</strong>. All students in the aggregate in this elementary grade band posted a one-year gain of 0.8 percentage points from 78.7<br />
percent proficient or advanced in SY 2008-2009, and a three-year gain of 13.0 percentage points from 66.5 percent proficient or advanced in SY 2006-2007.<br />
Asian Pacific Islanders students met the <strong>2010</strong> AMO; this subgroup posted a one-year loss of 6.4 percentage points from 96.1 percent proficient or<br />
advanced in SY 2008-2009 to 89.7 percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup posted a three-year gain of 1.5 percentage points<br />
from 88.2 percent proficient or advanced in SY 2006-2007.<br />
Hispanic students met the <strong>2010</strong> AMO; this subgroup posted a one-year gain of 3.5 percentage points from 84.2 percent proficient or advanced in SY<br />
2008-2009 to 87.7 percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 16.6 percentage points from 71.1<br />
percent proficient or advanced in SY 2006-2007.<br />
White students met the <strong>2010</strong> AMO; this subgroup posted a one-year gain of 0.8 percentage points from 86.1 percent proficient or advanced in SY 2008-<br />
2009 to 86.9 percent proficient or advanced in SY 2009-10. This subgroup also posted a three-year gain of 12.2 percentage points from 74.7 percent<br />
proficient or advanced in SY 2006-2007.<br />
2. Identify the practices, programs, or strategies and the corresponding resource allocation to which you attribute the progress.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
The following strategies, programs, and practices contributed to the successes.<br />
Curriculum/Program<br />
The Office of Mathematics was established in 2006 to coordinate the teaching of mathematics in all schools. The office services all elementary schools and<br />
provides curriculum and instruction models that support high achievement for every student. The goal of the office is to support, and guide classroom teachers<br />
to accelerate student achievement through implementation of the Maryland State Curriculum (SC). <strong>City</strong> <strong>Schools</strong> mathematics curriculum includes objectives<br />
that are aligned to state standards and allows for a March to March instructional year.<br />
Page 27
<strong>Schools</strong> were provided with electronic curriculum guidance documents that had been revised over a number of years by writing teams of teachers. The<br />
documents included pacing guides, test questions, and the calendar for benchmark assessments. These guidance documents assisted teachers with their lesson<br />
planning.<br />
The Office of Mathematics worked with both the Special Education Office and English as a Second Language Office (ESL) to collaborate to include strategies to<br />
accommodate the elementary mathematics program and to modify assessments, course presentation, student responses, and time requirements. Texts have<br />
been modified to include changes to accommodate the needs of visually impaired students.<br />
In SY 2009-<strong>2010</strong>, the mathematics course materials for grades 3, 4, and 5 included materials published by Scott Foresman- Addison Wesley and “Math<br />
Works.” These materials were enhanced during the summer of 2009 by over 100 teachers. Concept assessments were made more rigorous, arts integration<br />
activities were developed, technology concepts were embedded in the curriculum and literacy activities for each math concept was included in the curriculum.<br />
Additional teacher made materials were included.<br />
Teachers of grades 1 and 2 continued to use materials published by Scott Foresman-Addison Wesley and “Math Works” which included strategies and<br />
opportunities for students to respond to selected response items as assessed on Stanford 10, as well as opportunities for students to respond in writing using<br />
mathematics skills and vocabulary, as preparation for the MSA in grades 3, 4, and 5.<br />
Professional Development<br />
To ensure that appropriate materials and data analysis were used and that content and pedagogy were strengthened, the Office of Mathematics focused<br />
professional development for ES0L teachers, general and special education teachers, and school-based professional developers of mathematics<br />
throughout the school year. Professional development activities took place at the school sites. Forty (40) mathematics professional developers, along with<br />
Office of Mathematics staff provided professional development. This professional development occurred one Saturday per month. Professional<br />
development was centered on content knowledge for the month’s instruction, the Maryland State Curriculum, best practices, and assessments. Ten systemic<br />
professional development days were included in the systemic calendar and allowed schools to select sessions that addressed the needs of individual schools.<br />
Professional development was also provided for specific schools not making AYP. Instructional support teachers and academic deans also attended<br />
professional development once a month. Professional development for administrators occurred once a month at “Math Works.” Mini-conference convened four<br />
times a year for all educators with topics that included mathematics integration in other content areas and calculator use. The Office of Mathematics<br />
recognizes the value of job -embedded professional development, facilitated by administrators and school -based professional<br />
developers, and promoted sessions at the school sites in order to provide teachers with effective professional growth opportunities. During<br />
professional development, activities included a focus on the use of data.<br />
Special Education’s IEP Development and Implementation team provided professional development activities and technical assistance related to writing<br />
appropriate IEP goals that are linked to the Maryland State Curriculum to ensure that students have access to grade level standards.<br />
Elementary Mathematics<br />
Page 28
Teacher Leaders provided support by content and grade level to Title 1 schools.<br />
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education provided support and<br />
technical assistance for all special educators and general educators. This support incorporated new trends, special education pedagogy, and research-based<br />
strategies for providing SWD access to the general education curriculum.<br />
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional<br />
development needs of their teachers as students are moved to general education classes. Professional development provided to schools addressed the needs<br />
of the special educators as well as the needs of the general educator. School-based and systemic training was conducted with both general and special<br />
educators in the areas of collaboration and co-teaching.<br />
Assessments<br />
In grades 1 and 2, quarterly benchmark assessments were written to align with the Maryland Sate Curriculum and provided practice and preparation for the<br />
Stanford 10. Quarterly benchmarks were also administered in grades 3, 4, and 5. These assessments were aligned with the Maryland State Curriculum and<br />
provided practice and preparation for the MSA. Assessment reports were made using the Online Assessment Reporting System (OARS). Teacher used OARS to<br />
access student data from benchmark assessment.<br />
Interventions<br />
Teachers used selected interventions, in addition to those in the Scott Foresman-Addison Wesley materials. Continuing professional development of teachers<br />
in the analytical use of data assisted in the selection and use of the most appropriate intervention. The summer school program continued with school choice<br />
and was based upon school-specific data to move instruction forward for the next school year’s topics of instruction for all students.<br />
Access to the General Education Curriculum for Students with IEPs<br />
The Office of Special Education’s Inclusive practices and Co-Teaching Team ensured that students with disabilities had access and made progress in the general<br />
education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and special educators related to:<br />
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements<br />
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)<br />
Developing appropriate accommodations, modifications, and supplementary aids and services<br />
Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with<br />
disabilities<br />
Elementary Mathematics<br />
Page 29
Additionally, the IEP Development and Implementation team monitored the application of these skills throughout the district by observing IEP meetings and<br />
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.<br />
Increased Collaboration between General Education and Special Education Teachers<br />
Collaborative planning time was provided by each school in the master schedule to allow opportunities for general educators and special educators to co-plan<br />
and collaborate. Special educators were retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school<br />
principals monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and<br />
Implementation team monitored confidential files to ensure that indirect services were provided and documented accurately to substantiate the collaboration<br />
between special and general educators. Each school administrator and the assigned specialist conducted monthly reviews of the confidential folder to verify<br />
the appropriate completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team ensured through ongoing<br />
IEP meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations,<br />
modifications, and supplementary aides and services within the students’ Least Restrictive Environment.<br />
The Office of Mathematics utilized of the <strong>City</strong> <strong>Schools</strong> website to post articles that provided community members with current information on the<br />
systemic initiatives in the mathematics education. The site was used to disseminate information via newsletters. The school-based professional developers<br />
provided assistance with the dissemination of parental information packets and activities designed to keep parents informed of the mathematical concepts<br />
that their children were responsible for learning. Materials were developed to involve parents in the learning process of their children. These materials were<br />
available to parents through the PARENT PORTAL on TS3. Parents had access to student mathematic materials and to the Scott Foresman-Addison Wesley<br />
materials on-line. Parents were included in monthly professional development sessions held on Saturdays.<br />
Resources<br />
Additional support in FY 2009 included the following initiatives: specialist to focus on interventions and curriculum; a grant from MSDE for an ALT-MSA mentor<br />
program (partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services). In the2009-<strong>2010</strong> school year additional<br />
workshops and an expanded ALT-MSA mentor program will be provided by a $15,000 MSDE ALT-MSA grant. The additional cost for this initiative is $1.9 M<br />
(partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services).<br />
3. Describe where challenges are evident. In your response, identify challenges in terms of grade band(s) and subgroups.<br />
Elementary Mathematics<br />
Page 30
<strong>City</strong> <strong>Schools</strong> did not make AYP for the Elementary Level in SY 2009-10. The <strong>2010</strong> AMO for the grade bands (K-5) was 79.4 percent proficient or advanced.<br />
According to the AYP information provided by MSDE, all students in the aggregate in this elementary grade band were above the AMO with 79.5 percent<br />
proficient or advanced.<br />
4. Describe the changes or adjustments that will be made along with corresponding resource allocations to ensure sufficient progress.<br />
Include timelines where appropriate.<br />
Regardless of the increased performance to date, student achievement must be accelerated. The theory of action to address this challenge is that if successful<br />
instructional practices are used consistently, and targeted instruction and support are provided to students performing at the basic level and to students with<br />
disabilities, achievement will increase.<br />
The following strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges:<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Curriculum/Program<br />
In SY <strong>2010</strong>-2011, the mathematics course materials for grades 3, 4, and 5 will continue to include materials published by Scott Foresman-Addison Wesley and<br />
“Math Works.” During the summer of <strong>2010</strong>, teachers revised concept assessment and benchmark assessments. Twenty percent of the Common Core Standards<br />
has been infused into “Math Works” in grades 1 through 8.<br />
Teachers of grades 1 and 2 will continue to use materials published by Scott Foresman-Addison Wesley and “Math Works” which include strategies and<br />
opportunities for students to respond to selected response items as assessed on Stanford 10, as well as opportunities for students to respond in writing using<br />
mathematics skills and vocabulary, as preparation for the MSA in grades 3, 4, and 5.<br />
Professional Development<br />
In the <strong>2010</strong>-2011 school year, the Office of Mathematics will continue focused professional development of ESOL teachers, general and special education<br />
teachers, and school-based professional developers of mathematics to ensure that the appropriate materials and data analysis are used and that content and<br />
pedagogy are strengthened.<br />
New Teachers Institute I and II will be offered for newly hired teachers and first year teachers respectively. This institute provides practical strategies in a host<br />
of areas, including lesson planning, preparation, and instruction; creation of student portfolios; classroom management and discipline; and communication with<br />
parents. Teachers are grouped by the grade level and/or the content area that they will teach.<br />
All schools with new teachers must develop a school-based mentoring plan to support teachers who have not reached tenure. These mentors will provide<br />
Elementary Mathematics<br />
Page 31
professional development according to the professional needs of new teachers. The maximum ratio of a full time mentor to mentee is 1 mentor to 15 mentees.<br />
Professional development opportunities will be available for the web-based software tool, <strong>City</strong> School Data Link. <strong>City</strong> School Data Link facilitates the collection,<br />
reporting, and analysis of assessment. <strong>City</strong> School Data Link replaces our previous diagnostic system, Online Assessment Reporting Systems (OARS). The reports<br />
derived from <strong>City</strong> School Data Link will identify where student support is needed and promote data driven instruction.<br />
Ten systemic professional development days are included in the systemic calendar and will allow schools to have choices as to what sessions they will attend,<br />
depending on need. Professional development will also be provided for specific schools not make AYP. Instructional support teachers and academic deans will<br />
also attend professional development once a month or quarterly. Professional development for administrators will occur once a month at “Math Works.”<br />
Special Education’s IEP Development and Implementation team will provide professional development activities and technical assistance related to writing<br />
appropriate IEP goals that are linked to the Maryland State Curriculum to ensure that students have access to grade level standards.<br />
Teacher Leaders will provide support by content and grade level to Title 1 schools. Teacher Leaders will continue serve as model teachers by opening classroom<br />
to visiting teachers, and providing teachers with targeted, content-specific support. Teacher Leaders will also be coached on planning and facilitating excellent<br />
professional development for <strong>City</strong> <strong>Schools</strong> that can be tailored for the specific needs of a school.<br />
Teacher Fellows will also provide technical, administrative, and/or instructional support in the planning, development, or administration of academic or<br />
instructional programs, school based administration, or student support programs.<br />
School Support Network Teams: Network Teams will continue to focus on providing quality achievement and operational support to schools. The Network<br />
Teams will coordinate an integrated team of instructional staff that serves 15 schools in a network structure. The teams will continue to work closely with<br />
school administrators and support the work of school based data teams by providing professional development and support within each school.<br />
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional<br />
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs<br />
of the special educators as well as the needs of the general educator. School-based and systemic training will be conducted with both general and special<br />
educators in the areas of collaboration and co-teaching. Fair Student Funding also supports New Teacher Mentoring. All schools with new teachers will develop<br />
a school-based mentoring plan to support all teachers who have not reached tenure. School administrators will select one of five options depending on the<br />
level of support necessary.<br />
Assessments<br />
In grades 1 and 2, teachers will continue to use quarterly cumulative assessments. These assessments include formative chapter tests and cumulative<br />
Elementary Mathematics<br />
Page 32
assessments. In grades 3, 4, and 5, quarterly benchmark assessments were written to align with the Maryland State Curriculum and to provide practice and<br />
preparation for the MSA. Assessment reports will be made using the <strong>City</strong> <strong>Schools</strong> Data Link. Teachers used the <strong>City</strong> <strong>Schools</strong> Data Link to access student data<br />
from benchmark assessments.<br />
Interventions<br />
In the <strong>2010</strong>-2011 school year teachers will use selected interventions, in addition to those in the Scott Foresman-Addison Wesley materials. Continuing<br />
professional development of teachers in the analytical use of data will assist in the selection and use of the most appropriate intervention. The summer school<br />
program will continue with school choice and will be based upon school-specific data to move instruction forward for the next school year’s topics of instruction<br />
for all students.<br />
Teacher Assisted Instruction (T.A.I) will be used to supplement “Math Works.” T.A.I. uses a highly structured pedagogical strategy that allows students to<br />
enhance their computation skills. Teacher Assisted Instruction also offers differentiated instruction by allowing students to perform on their individual skill<br />
level.<br />
First in Math will also be used as a math intervention in the 2009-<strong>2010</strong> school year. First in Math, an online math fluency program was piloted in <strong>City</strong> <strong>Schools</strong>.<br />
As students progress through each module, a record is kept of individual progress as well as team performance. Students advance at different rates, according<br />
to their individual skill levels. In SY 2009-<strong>2010</strong>, 13,000 student accounts were activated and over 10M questions were answered.<br />
Access to the General Education Curriculum for Students with IEPs<br />
For the <strong>2010</strong>-2011 school year, the Office of Special Education’s Inclusive practices and Co-Teaching Team will ensure that students with disabilities are able to<br />
access and make progress in the general education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and<br />
special educators related to:<br />
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements<br />
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)<br />
Developing appropriate accommodations, modifications, and supplementary aids and services<br />
Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with disabilities<br />
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP meetings and<br />
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.<br />
Increased Collaboration between General Education and Special Education Teachers<br />
Elementary Mathematics<br />
Page 33
Collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special educators to coplan<br />
and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school<br />
principal monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and<br />
Implementation team will monitor confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration<br />
between special and general educators. Each school administrator and the assigned specialist will conduct monthly reviews of the confidential folder to verify<br />
the appropriate completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team will ensure through<br />
on-going IEP meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations,<br />
modifications, and supplementary aides and services within the students’ Least Restrictive Environment.<br />
The Office of Mathematics will co ntinue to utilize the <strong>City</strong> <strong>Schools</strong> website to post articles that provide community members with current information<br />
on the systemic initiatives in the mathematics education. The site will be used to disseminate information via newsletters. The school-based professional<br />
developers will provide assistance with the dissemination of parental information packets and activities designed to keep parents informed of the<br />
mathematical concepts that their children are responsible for learning. Materials will be developed to involve parents in the learning process of their<br />
children. These materials will be available to parents through the PARENT PORTAL on TS3. Parents will have access to student mathematic materials and to<br />
the Scott Foresman-Addison Wesley materials on-line. Parents will be included in monthly professional development sessions held on Saturdays.<br />
Resources<br />
Additional support in FY 2009 includes the following initiatives: specialist to focus on interventions and curriculum; a grant from MSDE for an ALT-MSA mentor<br />
program (partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services). In the 2009-<strong>2010</strong> school year, additional<br />
workshops and an expanded ALT-MSA mentor program will be provided by a $15,000 MSDE ALT-MSA grant. The additional cost for this initiative is $1.9 M<br />
(partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services).<br />
School Year <strong>2010</strong>-2011<br />
Mathematics – Elementary School<br />
Priority 1: Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School<br />
Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.<br />
Objectives: 1a. By June 2011, increase the aggregate score of all students on MSA by at least ten percentage points.<br />
1b. By June 2011, increase all LEP and SWD subgroups scores on MSA by 12 percentage points.<br />
Strategies Grade<br />
Level<br />
Curriculum/Program<br />
Elementary Mathematics<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
Evaluation/Evidence Status Report<br />
Page 34
School Year <strong>2010</strong>-2011<br />
Mathematics – Elementary School<br />
Priority 1: Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School<br />
Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.<br />
Objectives: 1a. By June 2011, increase the aggregate score of all students on MSA by at least ten percentage points.<br />
1b. By June 2011, increase all LEP and SWD subgroups scores on MSA by 12 percentage points.<br />
Strategies Grade Timeline<br />
Level Mo/Yr<br />
1. Continue to ensure the<br />
1-5 08/10alignment<br />
of the mathematics<br />
curriculum for Grades 1-5 with<br />
the Maryland State Curriculum<br />
by reviewing, revising, and<br />
enhancing the mathematics<br />
curriculum for Grades 1-5.<br />
06/11<br />
2 Continue to ensure all of the<br />
instructional materials are in<br />
place and teachers have<br />
necessary guidance documents<br />
(e.g., pacing guides, scope and<br />
sequence, etc.).<br />
Elementary Mathematics<br />
1-5 08/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Executive<br />
Director<br />
Teaching and<br />
Learning<br />
Mathematics<br />
Teacher Fellow<br />
Teacher Leaders<br />
and Curriculum<br />
Writers<br />
Executive<br />
Director<br />
Teaching and<br />
Learning<br />
Mathematics<br />
Teacher Fellow<br />
Evaluation/Evidence Status Report<br />
Mathematics curriculum to<br />
all educators on TS3<br />
Systemic professional<br />
development workshop will<br />
be available to all teachers<br />
prior to the <strong>2010</strong>-2011 SY.<br />
On-line registration and<br />
scanned attendance sheets<br />
are available.<br />
Page 35
School Year <strong>2010</strong>-2011<br />
Mathematics – Elementary School<br />
Priority 1: Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School<br />
Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.<br />
Objectives: 1a. By June 2011, increase the aggregate score of all students on MSA by at least ten percentage points.<br />
1b. By June 2011, increase all LEP and SWD subgroups scores on MSA by 12 percentage points.<br />
Strategies Grade Timeline<br />
Assessments<br />
Level Mo/Yr<br />
3. Review, revise, and develop 1-5 08/10further<br />
the use of formative<br />
06/11<br />
assessments, quarterly<br />
benchmark and unit<br />
assessments, and analyze data<br />
to improve teacher instruction<br />
and student performance.<br />
Interventions<br />
4. Review and enhance<br />
systemic support for students in<br />
all subgroups, who are at risk of<br />
not achieving the proficient<br />
level on MSA or Stanford 10<br />
mathematics tests.<br />
Elementary Mathematics<br />
1-5 08/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
School Support<br />
Networks<br />
School Support<br />
Networks<br />
Evaluation/Evidence Status Report<br />
School Support Networks<br />
will support 100% of<br />
schools as requested.<br />
four mathematics teaching<br />
and learning action plans,<br />
Support will be provided to<br />
schools to help<br />
identification of students<br />
who need additional<br />
support.<br />
Page 36
School Year <strong>2010</strong>-2011<br />
Mathematics – Elementary School<br />
Priority 1: Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School<br />
Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.<br />
Objectives: 1a. By June 2011, increase the aggregate score of all students on MSA by at least ten percentage points.<br />
1b. By June 2011, increase all LEP and SWD subgroups scores on MSA by 12 percentage points.<br />
Strategies Grade Timeline<br />
Level Mo/Yr<br />
5. Provide all students,<br />
1-5 08/10especially<br />
those attending<br />
06/11<br />
schools in school improvement<br />
status, access to mathematics<br />
learning opportunities that are<br />
aligned with academic outcomes<br />
that link school work to real<br />
world experiences and the world<br />
outside of the school<br />
day.<br />
6. Continue to provide<br />
opportunities for individual<br />
student learning and<br />
development that ensures that<br />
all students see themselves as<br />
capable of high quality work by<br />
increasing the number of<br />
interventions that match<br />
students' needs.<br />
Elementary Mathematics<br />
1-5 08/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Extended<br />
Learning<br />
Director<br />
Director<br />
Academic<br />
Achievement<br />
Executive<br />
Director of<br />
Teaching and<br />
Learning<br />
Mathematics<br />
Teacher Fellow<br />
Evaluation/Evidence Status Report<br />
100% student attendance<br />
during the normal school<br />
day and at after-hour<br />
programs.<br />
Continuous improved the<br />
student scores on<br />
benchmark and unit tests.<br />
Page 37
Professional Development<br />
7. Provide intensive and<br />
On-going professional<br />
development that is directly<br />
linked to improving teacher<br />
proficiency, assessment, and<br />
student performance.<br />
Elementary Mathematics<br />
K-5 08/10-<br />
06/11<br />
Family and Community/Communication and Engagement<br />
8. Ensure that all students and<br />
Their parents may access<br />
electronically an overview of <strong>City</strong><br />
<strong>Schools</strong>' curriculum topics and<br />
exemplar materials through the<br />
parent portal.<br />
K-5 08/10-<br />
06/11<br />
Executive<br />
Director of<br />
Teaching and<br />
Learning<br />
Teacher Leaders<br />
Mathematics<br />
Teacher Fellow<br />
School Support<br />
Networks<br />
Executive<br />
Director of<br />
Teaching and<br />
Learning<br />
Attendance and evidence<br />
collected electronically.<br />
100% of students and their<br />
parents have access to<br />
curriculum materials.<br />
Page 38
DIFFERENTIATED ACCOUNTABILITY<br />
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline<br />
data tool and other accountability tools to enable schools, central administration and the community to know how a school is performing across the district and<br />
in comparison with a peer group of schools serving similar student populations. The tools are used by the executive directors of Elementary/K-8 and Secondary<br />
<strong>Schools</strong> to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school<br />
leadership.<br />
Elementary Mathematics<br />
Page 39
Middle Grades Mathematics<br />
Middle Grades Mathematics<br />
Based on the Examination of MSA AYP Proficiency Data in Mathematics (Tables 2.5 through 2.7):<br />
1. Describe where progress is evident. In your response, identify progress in terms of grade band(s) and subgroups.<br />
On MSA <strong>2010</strong> all students in the aggregate in this middle grade band posted a one-year gain of 4.7 percentage points from 47.4 proficient or advanced in SY<br />
2008-2009, and a three-year gain of 20.8 percentage points from 31.3 percent proficient or advanced in SY 2006-07.<br />
Six of the eight subgroups posted an increase in the percentage of students achieving proficient or advanced in the Middle Mathematics grade band from SY<br />
2008-2009 to SY 2009-<strong>2010</strong>. All eight subgroups showed a three-year gain in the percentage of student achieving proficient or advanced from SY 2006-2007 to<br />
SY 2009-<strong>2010</strong>. One subgroup (Asian/Pacific Islander) was above the <strong>2010</strong> AMO for grade levels K to 5 in Middle Mathematics.<br />
The following results reflect detailed performance of all student groups in the middle mathematics grade band grouping:<br />
African American students posted a one-year gain of 4.9 percentage points from 44.9 percent proficient or advanced in SY 2008-2009 to 49.8 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 20.3 percentage points from 29.5 percent proficient or advanced<br />
in SY 2006-2007.<br />
American Indian students met the <strong>2010</strong> AMO through the confidence interval; this subgroup posted a one-year gain of 20.1 percentage points from 41.2<br />
percent proficient or advanced in SY 2008-2009 to 61.3 percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of<br />
28.7 percentage points from 32.6 proficient or advanced in SY 2006-2007.<br />
Asian/Pacific Islander students met the <strong>2010</strong> AMP; this subgroup posted a one-year loss of 4.0 percentage points from 86.9 percent proficient or<br />
advanced in SY 2008-2009 to 82.9 percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 11.5 percentage<br />
points from 71.4 percent proficient or advanced in SY 2006-2007.<br />
Hispanic students met the <strong>2010</strong> AMO through the confidence interval; this subgroup posted a one-year gain of 6.7 percentage points from 62.5 percent<br />
proficient or advanced in SY 2008-2009 to 69.2 percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 36.1<br />
percentage points from 33.1 percent proficient or advanced in SY 2006-2007.<br />
Page 40
White students met the <strong>2010</strong> AMO through the confidence interval; this subgroup posted a one-year gain of 1.3 percentage points from 67.9 percent<br />
proficient or advanced in SY 2008-2009 to 69.2 percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 20.2<br />
percentage points from 49.0 percent proficient or advanced in SY 2006-2007.<br />
FARMS students posted a one-year gain of 4.8 percentage points from 45.4 percent proficient or advanced in SY 2008-2009 to 50.2 percent proficient or<br />
advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 21.3 percentage points from 28.9 percent proficient or advanced in SY 2006-<br />
2007.<br />
Limited English Proficient students posted a one-year gain of 6.5 percentage points from 54.9 percent proficient or advanced in SY 2008-2009 to 61.4<br />
percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 35.0 percentage points from 26.4 percent proficient or<br />
advanced in SY 2006-2007.<br />
Special Education students posted a one-year gain of 2.9 percentage points from 30.0 percent proficient or advanced in SY 2008-2009 to 32.9 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a three-year gain of 18.5 percentage points from 14.4 percent proficient or advanced<br />
in SY 2006-2007.<br />
2. Indentify the practices, programs, or strategies and the corresponding resource allocation to which you attribute the progress.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Curriculum/Program<br />
The Office of Mathematics was established in 2006 to coordinate the teaching of mathematics in all schools. The office services all middle grades and<br />
provides curriculum and instruction models that support high achievement for every student. The goal o f the office is to support,<br />
and guide classroom teachers to accelerate student achievement through implementation of the Maryland State Curriculum (SC).<br />
<strong>City</strong> <strong>Schools</strong>’ mathematics curriculum includes objectives that are aligned to state standards and allows for a March to March<br />
instructional year.<br />
<strong>Schools</strong> were provided with electronic curriculum guidance documents that had been revised over a number of years by writing teams of teachers. The<br />
documents included pacing guides, test questions, and the calendar for the benchmark assessments. These guidance documents assisted teachers with their<br />
lesson planning.<br />
The Office of Mathematics worked with both the Special Education Office and English as a Second Language Office (ESL) to collaborate to include strategies to<br />
accommodate the elementary mathematics program and to modify assessments, course presentation, student responses, and time requirements. Texts have<br />
been modified to include changes to accommodate the needs of visually impaired students.<br />
Middle Grades Mathematics<br />
Page 41
Teachers of grades 6, 7, and 8 received the new curriculum pacing guides and participated in training on the use of all materials. Teachers were provided with<br />
detailed document, including “Math Works” for grades 6, 7, and 8 to supplement the primary resource materials, the Connected Mathematics Project. The<br />
Office of Mathematics provided teachers with materials to improve instruction. Curriculum materials gave teachers targeted items designed to meet the<br />
standards of Maryland School Assessment (MSA). The curriculum provided specific practice materials and supplemental activities designed to address<br />
objectives stated in the Maryland State Curriculum (SC). Additionally, a summer program was offered for students in Title 1 schools serving grades 6, 7, and 8.<br />
Professional Development<br />
To ensure that appropriate materials and data analysis were used and that content and pedagogy were strengthened, the Office of Mathematics focused<br />
professional development for ES0L teachers, general and special education teachers, and school-based professional developers of mathematics<br />
throughout the school year. Professional development activities took place at the school sites. Forty (40) mathematics professional developers, along with<br />
Office of Mathematics staff provided professional development. This professional development occurred one Saturday per month. Professional<br />
development was centered on content knowledge for the month’s instruction, the Maryland State Curriculum, best practices, and assessments. Ten systemic<br />
professional development days were included in the systemic calendar and allowed schools to select sessions that addressed the needs of the schools.<br />
Professional development was also provided for specific schools not making AYP. Instructional support teachers and academic deans also attended<br />
professional development once a month. Professional development for administrators occurred once a month at “Math Works.” Mini-conference convened four<br />
times a year for all educators with topics that included mathematics integration in other content areas and calculator use. The Office of Mathematics<br />
recognizes the value of job -embedded professional development, facilitated by administrators and school -based professional<br />
developers, and promoted sessions at the school sites in order to provide teachers with effective professional growth opportunities. During<br />
professional development, activities included a focus on the use of data.<br />
Special Education’s IEP Development and Implementation team provided professional development activities and technical assistance related to writing<br />
appropriate IEP goals that are linked to the Maryland State Curriculum to ensure that students have access to grade level standards.<br />
Teacher Leaders provided support by content and grade level to Title 1 schools.<br />
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education provided support and<br />
technical assistance for all special educators and general educators. This support incorporated new trends, special education pedagogy, and research-based<br />
strategies for providing SWD access to the general education curriculum.<br />
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional<br />
development needs of their teachers as students are moved to general education classes. Professional development provided to schools addressed the needs<br />
of the special educators as well as the needs of the general educator. School-based and systemic training was conducted with both general and special<br />
educators in the areas of collaboration and co-teaching.<br />
Assessments<br />
Middle Grades Mathematics<br />
Page 42
In grades 1 and 2, teachers continued to use quarterly cumulative assessments. These assessments included formative chapter tests and cumulative<br />
assessments. In grades 3, 4, and 5, quarterly benchmark assessments were written to align with the Maryland State Curriculum and provided practice and<br />
preparation for the MSA. Assessment reports were made using the Online Assessment Reporting System (OARS). Teachers used the OARS system to access<br />
student data from benchmark assessments.<br />
Interventions<br />
Continuing professional development of teachers in the analytical use of data assisted in the selection and use of the most appropriate intervention. The<br />
summer school program continued with school choice and was based upon school-specific data to move instruction forward for the next school year’s topics of<br />
instruction for all students.<br />
Access to the General Education Curriculum for Students with IEPs<br />
The Office of Special Education’s Inclusive practices and Co-Teaching Team ensured that students with disabilities had access and made progress in the general<br />
education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and special educators related to:<br />
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements<br />
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)<br />
Developing appropriate accommodations, modifications, and supplementary aids and services<br />
Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with disabilities<br />
Additionally, the IEP Development and Implementation team monitored the application of these skills throughout the district by observing IEP meetings and<br />
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.<br />
Increased Collaboration between General Education and Special Education Teachers<br />
Collaborative planning time provided by each school in the master schedule to allow opportunities for general educators and special educators to co-plan and<br />
collaborate. Special educators were retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school principal<br />
monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and Implementation team<br />
monitored confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration between special and<br />
general educators. Each school administrator and the assigned specialist conducted monthly reviews of the confidential folder to verify the appropriate<br />
completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team ensured through on-going IEP<br />
meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations, modifications,<br />
and supplementary aides and services within the students’ Least Restrictive Environment.<br />
Middle Grades Mathematics<br />
Page 43
The Office of Mathematics utilized of the <strong>City</strong> <strong>Schools</strong> website to post articles that provided community members with current information on the<br />
systemic initiatives in the mathematics education. The site was used to disseminate information via newsletters. The school-based professional developers<br />
provided assistance with the dissemination of parental information packets and activities designed to keep parents informed of the mathematical concepts<br />
that their children were responsible for learning. Materials were developed to involve parents in the learning process of their children. These materials were<br />
available to parents through the PARENT PORTAL on TS3. Parents were included in monthly professional development sessions held on Saturdays.<br />
Resources<br />
Additional support in FY 2009 included the following initiatives: specialist to focus on interventions and curriculum; a grant from MSDE for an ALT-MSA mentor<br />
program (partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services). In the 2009-<strong>2010</strong> school year, additional<br />
workshops and an expanded ALT-MSA mentor program will be provided by a $15,000 MSDE ALT-MSA grant. The additional cost for this initiative is $1.9 M<br />
(partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services).<br />
3. Describe where challenges are evident. In your response, identify challenges in terms of grade band(s) and subgroups.<br />
<strong>City</strong> <strong>Schools</strong> did not make AYP for the Middle Level in SY 2009-<strong>2010</strong>. The <strong>2010</strong> AMO for the grade bands (6-8) was 71.4 percent proficient or advanced.<br />
According to the AYP information provided by MSDE, all students in the aggregate in this middle grade band were below the AMO with 52.1 percent proficient<br />
or advanced.<br />
4. Describe the changes or adjustments that will be made along with corresponding resource allocations to ensure sufficient progress.<br />
Include timelines where appropriate.<br />
Regardless of the increased performance to date, student achievement must be accelerated. The theory of action to address this challenge is that if<br />
successful instructional practices are used consistently, and targeted instruction and support are provided to students performing at the basic level and to<br />
students with disabilities, achievement will increase.<br />
The following strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges:<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Middle Grades Mathematics<br />
Page 44
Expanding “Math Works” to include the middle grades, allows for a seamless transition from elementary to middle school. In SY <strong>2010</strong>-2011, grades 6-8 will<br />
continue to use intervention strategies indentified in the <strong>City</strong> <strong>Schools</strong> curriculum documents. Professional development will continue to focus on curriculum<br />
content, writing BCRs, best practices, analyzing student work and differentiated instruction. To support high achievement in grade 8, students in grade 7 will<br />
take the Algebra Placement Test in the spring of 2011. Students who are identified as “Algebra Ready” will be offered an Algebra 1 course in the eighth grade.<br />
Students will be enrolled in the regular middle grade 8 mathematics courses for an additional 45 minutes daily.<br />
Curriculum/Program<br />
In SY <strong>2010</strong>-2011, the mathematics course materials for grades 6-8 will continue to include “Math Works.” During the summer of <strong>2010</strong>, teachers revised concept<br />
assessment and benchmark assessments. Twenty percent of the Common Core Standards has been infused into “Math Works” in grades 1 through 8.<br />
<strong>City</strong> <strong>Schools</strong> Benchmark Assessments will be administered three times prior to the MSA and an additional time later in the year. Teachers will use the results to<br />
plan instructional modifications for re-teaching and enrichment activities. Students will be identified to participate in an intervention based on individual<br />
student results from the MSA and ongoing benchmark and curriculum-embedded assessments. General education students and SWD in LRE-A, B, and C and<br />
students who may qualify for MOD-MSA or ALT-MSA will have an opportunity to participate in a pilot program with a research-based intervention for<br />
mathematics.<br />
Professional Development<br />
In SY <strong>2010</strong>-2011, the Office of Mathematics will continue focused professional development of ESOL teachers, general and special education teachers, and<br />
school-based professional developers of mathematics to ensure that the appropriate materials and data analysis are used and that content and pedagogy are<br />
strengthened.<br />
New Teachers Institute I and II will be offered for newly hired teachers and first year teachers respectively. This institute provides practical strategies in a host<br />
of areas, including lesson planning, preparation, and instruction; creation of student portfolios; classroom management and discipline; and communication with<br />
parents. Teachers are grouped by the grade level and/or the content area that they will teach. New teachers will also receive support from school based<br />
teacher mentors.<br />
All schools with new teachers must develop a school-based mentoring plan to support teachers who have not reached tenure. These mentors will provide<br />
Middle Grades Mathematics<br />
Page 45
professional development according to the professional needs of new teachers. The maximum ratio of a full time mentor to mentee is 1 mentor to 15 mentees.<br />
Professional development opportunities will be available for the web-based software tool, <strong>City</strong> School Data Link. <strong>City</strong> School Data Link facilitates the collection,<br />
reporting, and analysis of assessment. <strong>City</strong> School Data Link replaces our previous diagnostic system, Online Assessment Reporting Systems (OARS). The reports<br />
derived from <strong>City</strong> School Data Link will identify where student support is needed and promote data driven instruction.<br />
Ten systemic professional development days are included in the systemic calendar and will allow schools to have choices as to what sessions they will attend,<br />
depending on need. Professional development will also be provided for specific schools not make AYP. Instructional support teachers and academic deans will<br />
also attend professional development once a month or quarterly. Professional development for administrators will occur once a month at “Math Works.”<br />
Special Education’s IEP Development and Implementation team will provide professional development activities and technical assistance related to writing<br />
appropriate IEP goals that are linked to the Maryland State Curriculum to ensure that students have access to grade level standards.<br />
Teacher Leaders will provide support by content and grade level to Title 1 schools. Teacher Leaders will continue serve as model teachers by opening classroom<br />
to visiting teachers and providing teachers with targeted, content-specific support. Teacher Leaders will also be coached on planning and facilitating excellent<br />
professional development for <strong>City</strong> <strong>Schools</strong> that can be tailored for the specific needs of a school.<br />
Teacher Fellows will also provide technical, administrative, and/or instructional support in the planning, development, or administration of academic or<br />
instructional programs, school based administration, or student support programs<br />
Assessments<br />
The curriculum, assessment, reporting system, interventions, and professional development are designed to accelerate the performance on MSA by all student<br />
groups. Members of the Office of Mathematics will continue to work throughout the year to ensure that all strategies are implemented at a high level. There<br />
will be four benchmark assessments and systemically produced unit assessments for teachers to appraise the progress of their students.<br />
Interventions<br />
In SY <strong>2010</strong>-2011 teachers will use a variety of interventions to support the mathematics curriculum. Continuing professional development of teachers in the<br />
analytical use of data will assist in the selection and use of the most appropriate intervention.<br />
Teacher Assisted Instruction (T.A.I) will be used to supplement “Math Works.” T.A.I. uses a highly structured pedagogical strategy that allows students to<br />
enhance their computation skills. Teacher Assisted Instruction also offers differentiated instruction by allowing students to perform on their individual skill<br />
level.<br />
Middle Grades Mathematics<br />
Page 46
First in Math will also be used as a math intervention. In SY 2009-<strong>2010</strong>, First in Math, an online math fluency program was piloted in <strong>City</strong> <strong>Schools</strong>. As students<br />
progress through each module, a record is kept of individual progress as well as team performance. Students advance at different rates, according to their<br />
individual skill levels. In SY 2009-<strong>2010</strong>, 13,000 student accounts were activated and over 10M questions were answered.<br />
In SY <strong>2010</strong>-2011, <strong>City</strong> <strong>Schools</strong> will establish school centers for the purpose of reinforcing and developing math skills using one of the following project-based<br />
learning models: STEM, Youth Development, and Interdisciplinary Study. Students who are currently receiving Title 1 services and scored basic on the <strong>2010</strong><br />
mathematics MSA will be eligible to participate in the summer learning program. Students will select their summer school center based on their interest to<br />
increase summer enrollment and attendance.<br />
Access to the General Education Curriculum for Students with IEPs<br />
For SY <strong>2010</strong>-2011 the Office of Special Education’s Inclusive practices and Co-Teaching Team will ensure that students with disabilities are able to access and<br />
make progress in the general education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and special<br />
educators related to:<br />
� Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements<br />
� Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)<br />
� Developing appropriate accommodations, modifications, and supplementary aids and services<br />
� Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with<br />
disabilities<br />
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP meetings and<br />
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.<br />
Increased Collaboration between General Education and Special Education Teachers<br />
Collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special educators to coplan<br />
and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school<br />
principal monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and<br />
Implementation team will monitor confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration<br />
between special and general educators. Each school administrator and the assigned specialist will conduct monthly reviews of the confidential folder to verify<br />
the appropriate completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team will ensure through<br />
Middle Grades Mathematics<br />
Page 47
on-going IEP meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations,<br />
modifications, and supplementary aides and services within the students’ Least Restrictive Environment.<br />
The Office of Mathematics will co ntinue to utilize the <strong>City</strong> <strong>Schools</strong> website to post articles that provide community members with current information<br />
on the systemic initiatives in the mathematics education. The site will be used to disseminate information via newsletters. The school-based professional<br />
developers will provide assistance with the dissemination of parental information packets and activities designed to keep parents informed of the<br />
mathematical concepts that their children are responsible for learning. Materials will be developed to involve parents in the learning process of their<br />
children. These materials will be available to parents through the PARENT PORTAL on TS3. Parents will be included in monthly professional development<br />
sessions held on Saturdays.<br />
School Support Network Teams: Network Teams will continue to focus on providing quality achievement and operational support to schools. The Network<br />
Teams will coordinate an integrated team of instructional staff that serves 15 schools in a network structure. The teams will continue to work closely with<br />
school administrators and support the work of school based data teams by providing professional development and support within each school.<br />
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional<br />
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs<br />
of the special educators as well as the needs of the general educator. School-based and systemic training will be conducted with both general and special<br />
educators in the areas of collaboration and co-teaching. Fair Student Funding also supports New Teacher Mentoring. All schools with new teachers will develop<br />
a school-based mentoring plan to support all teachers who have not reached tenure. School administrators will select one of five options depending on the<br />
level of support necessary.<br />
Family and Community Communications and Engagement<br />
The Office of Mathematics will take advantage of <strong>City</strong> <strong>Schools</strong> website to post articles that provide community members with current information on the<br />
systemic initiatives in mathematics education. The site will be used to disseminate information via newsletters. The school-based professional developers<br />
will provide assistance with the dissemination of parental information packets and activities designed to keep parents informed of the mathematical concepts<br />
that their children are responsible for learning. Materials will be developed to involve parents in the learning process of their children.<br />
Middle Grades Mathematics<br />
Page 48
Resources<br />
Additional support in FY 2009 includes the following initiatives: specialist to focus on interventions and curriculum; a grant from MSDE for an ALT-MSA mentor<br />
program (partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services). In SY <strong>2010</strong>-2011, additional workshops and an<br />
expanded ALT-MSA mentor program will be provided by a $30,000 MSDE ALT-MSA grant. The additional cost for this initiative is $1.9 M (partnership among<br />
the Offices of Literacy, Office of Mathematics, and Student Support Services).<br />
Priority 1:<br />
School Year <strong>2010</strong>-2011<br />
Mathematics – Middle <strong>Schools</strong><br />
Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School Assessment<br />
(MSA) or the High School Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.<br />
Objectives: 1a. By June <strong>2010</strong>, increase the aggregate score of all students in mathematics on the MSA by at least 10 percentage points.<br />
1b. By June <strong>2010</strong>increase the LEP and SWD subgroup scores in mathematics on the MSA by 12 percentage point<br />
Grade Timeline<br />
Person/s Evaluation/Evidence Status Report<br />
Strategies<br />
Curriculum/Program<br />
Level Mo/Yr<br />
Responsible<br />
1. Continue to develop a 6-8 8/10-06/11 Executive Directors 100% of schools will<br />
process to offer an Algebra/<br />
of Elementary and offer Algebra/Data<br />
Data Analysis course to Grade<br />
Secondary <strong>Schools</strong> Analysis for students who<br />
8 students in all K-8 and middle<br />
are algebra ready<br />
schools.<br />
students.<br />
2. Continue the<br />
Implementation of a<br />
Algebra/Data Analysis<br />
curriculum in the eighth grade<br />
that is aligned to the Core<br />
Learning Goals.<br />
Middle Grades Mathematics<br />
6-8 8/10-06/11 Executive Director of<br />
Teaching and<br />
Learning<br />
Algebra Benchmark<br />
assessments will reflect<br />
an increase of 10%<br />
improvement for each<br />
test.<br />
Page 49
Priority 1:<br />
School Year <strong>2010</strong>-2011<br />
Mathematics – Middle <strong>Schools</strong><br />
Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School Assessment<br />
(MSA) or the High School Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.<br />
Objectives: 1a. By June <strong>2010</strong>, increase the aggregate score of all students in mathematics on the MSA by at least 10 percentage points.<br />
1b. By June <strong>2010</strong>increase the LEP and SWD subgroup scores in mathematics on the MSA by 12 percentage point<br />
Grade Timeline<br />
Person/s Evaluation/Evidence Status Report<br />
Strategies<br />
Curriculum/Program<br />
Level Mo/Yr<br />
Responsible<br />
3. Continue to ensure the 6-8 8/10- Executive Director of 100 % of all curriculum<br />
alignment of instructional<br />
06/11 Teaching and materials and resources<br />
objectives to state standards<br />
Learning<br />
are available to all<br />
by reviewing, revising, and<br />
enhancing the mathematics<br />
curriculum for Grades 6, 7, and<br />
teachers through TSS.<br />
Assessments<br />
4. Revise, review, and develop<br />
the use of concept<br />
assessments, benchmark and<br />
unit assessments. And analyze<br />
data to improve teacher<br />
instruction and student<br />
performance.<br />
Interventions<br />
5. Review and enhance<br />
systemic support for students<br />
in all subgroups, who are at<br />
risk of not achieving the<br />
proficient level on the MSA<br />
test.<br />
Middle Grades Mathematics<br />
6-8 8/10-<br />
06/11<br />
6-8 8/10-<br />
06/11<br />
Executive Director of<br />
Teaching and<br />
Learning<br />
School Support<br />
Networks<br />
Using the1st benchmark<br />
2009 as a baseline, 15<br />
percentage point increase<br />
per benchmark; and a 50<br />
percent increase in<br />
written response scores<br />
by end of the third<br />
benchmark.<br />
SSN will provide support<br />
for 100% of schools<br />
requesting support to<br />
identify students in need<br />
of help based on<br />
benchmark tests.<br />
Page 50
Priority 1:<br />
School Year <strong>2010</strong>-2011<br />
Mathematics – Middle <strong>Schools</strong><br />
Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School Assessment<br />
(MSA) or the High School Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.<br />
Objectives: 1a. By June <strong>2010</strong>, increase the aggregate score of all students in mathematics on the MSA by at least 10 percentage points.<br />
1b. By June <strong>2010</strong>increase the LEP and SWD subgroup scores in mathematics on the MSA by 12 percentage point<br />
Grade Timeline<br />
Person/s Evaluation/Evidence Status Report<br />
Strategies<br />
Curriculum/Program<br />
Level Mo/Yr<br />
Responsible<br />
6. Provide all students,<br />
6-8 8/10- Extended Learning 100% increased student<br />
especially those attending<br />
06/11 Director/Coordinator attendance during the<br />
schools in School Improvement<br />
normal school day and<br />
status, access to mathematics<br />
extended learning<br />
learning opportunities that are<br />
aligned with academic<br />
outcomes that link school work<br />
to real world experiences and<br />
the world outside of the school<br />
day.<br />
programs.<br />
7. Link extended learning<br />
programs with independent<br />
schools, community-based,<br />
faith-based, cultural<br />
institutions, universities, and<br />
other public and private<br />
agencies to provide<br />
opportunities and partnerships<br />
that include arts, athletics,<br />
recreation, nutrition and<br />
health,<br />
and youth development<br />
programs.<br />
Professional Development<br />
Middle Grades Mathematics<br />
6-8 8/10-<br />
06/11<br />
Extended Learning<br />
Director/Coordinator<br />
100 % of resources in<br />
schools provided by<br />
partners will increase<br />
students’ participation.<br />
Page 51
Priority 1:<br />
School Year <strong>2010</strong>-2011<br />
Mathematics – Middle <strong>Schools</strong><br />
Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School Assessment<br />
(MSA) or the High School Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.<br />
Objectives: 1a. By June <strong>2010</strong>, increase the aggregate score of all students in mathematics on the MSA by at least 10 percentage points.<br />
1b. By June <strong>2010</strong>increase the LEP and SWD subgroup scores in mathematics on the MSA by 12 percentage point<br />
Grade Timeline<br />
Person/s Evaluation/Evidence Status Report<br />
Strategies<br />
Curriculum/Program<br />
Level Mo/Yr<br />
Responsible<br />
8. Provide intensive and 6-8 8/10- School Support 85% of attendees indicate<br />
ongoing professional<br />
06/11 Networks<br />
that the professional<br />
development that is directly<br />
development met their<br />
linked to improving teacher<br />
Executive Director of needs.<br />
content knowledge and<br />
student improvement.<br />
Teaching & Learning<br />
Teacher Leaders<br />
Middle Grades Mathematics<br />
Page 52
IFFERENTIATED ACCOUNTABILITY<br />
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline<br />
data tool and other accountability tools to enable schools, central administration and the community to know how a school is performing across the district and<br />
in comparison with a peer group of schools serving similar student populations. The tools are used by the executive directors of Elementary/K-8 and Secondary<br />
<strong>Schools</strong> to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school<br />
leadership.<br />
Middle Grades Mathematics<br />
Page 53
Maryland School Assessment (MSA)<br />
Science Page 54<br />
Science<br />
Based on the Examination of 2009 Maryland School assessment Science Data for Grade 5 and Grade 8<br />
1. Describe where progress is evident. In your response, identify progress in terms of grade band(s) and subgroup(s).<br />
All students in the aggregate in grade 5 posted a one-year gain of 2.8 percentage points from 36.6 proficient or advanced in SY 2008-2009 to 39.4 percent<br />
proficient or advanced on MSA Science in SY 2009-<strong>2010</strong>, and a two-year gain of 0.8 percentage points from 38.6 percent proficient or advanced in SY 2007-2008.<br />
Five of the seven subgroups (LEP did not have science scores in SY 2008-2009)posted an increase in the percentage of students achieving proficient or advanced<br />
in grade 5 Science from SY 2008-2009 to SY 2009-<strong>2010</strong>. Seven of eight subgroups showed a two-year gain in the percentage of student achieving proficient or<br />
advanced from SY 2007-2008 to SY 2009-<strong>2010</strong>.<br />
The following results reflect detailed performance of all student groups in the grade 5 Science grade band grouping:<br />
African American students posted a one-year gain of 3.0 percentage points from 34.1 percent proficient or advanced in SY 2008-2009 to 37.1 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year gain of 0.5 percentage points from 36.6 percent proficient or advanced in<br />
SY 2007-2008.<br />
American Indian students posted a one-year loss of 21.4 percentage points from 64.3 percent proficient or advanced in SY 2008-2009 to 42.9 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup posted a two-year gain of 2.9 percentage points from 40.0 proficient or advanced in SY 2007-<br />
2008.<br />
Asian/Pacific Islander students posted a one-year gain of 3.0 percentage points from 68.2 percent proficient or advanced in SY 2008-2009 to 71.2<br />
percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year gain of 10.1 percentage points from 61.1 percent proficient or<br />
advanced in SY 2007-2008.<br />
Hispanic students posted a one-year loss of 3.7 percentage points from 43.5 percent proficient or advanced in SY 2008-09 to 39.8 percent proficient or<br />
advanced in SY 2009-<strong>2010</strong>. This subgroup posted a two-year gain of 5.7 percentage points from 34.1 percent proficient or advanced in SY 2007-2008.<br />
White students posted a one-year gain of 1.7 percentage points from 58.0 percent proficient or advanced in SY 2008-2009 to 59.7 percent proficient or<br />
advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year gain of 0.9 percentage points from 58.8 percent proficient or advanced in SY 2007-<br />
2008.
FARMS students posted a one-year gain of 2.9 percentage points from 33.9 percent proficient or advanced in SY 2008-2009 to 36.8 percent proficient or<br />
advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year gain of 1.8 percentage points from 35.0 percent proficient or advanced in SY 2007-<br />
2008.<br />
Limited English Proficient students scored 19.6 percent proficient or advanced in SY 2009-<strong>2010</strong> but had no scores in SY 2008-2009 in which to calculate a<br />
one-year comparison. This subgroup, however, posted a two-year gain of 4.6 percentage points from 24.2 percent proficient or advanced in SY 2007-<br />
2008.<br />
Special Education students posted a one-year gain of 1.0 percentage points from 24.4 percent proficient or advanced in SY 2008-2009 to 25.4 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year gain of 3.7 percentage points from 21.7 percent proficient or advanced in<br />
SY 2007-2008.<br />
All students in the aggregate in grade 8 posted a one-year gain of 2.8 percentage points from 32.1 proficient or advanced in SY 2008-2009 to 34.9 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>, and a two-year gain of 10.9 percentage points from 24.0 percent proficient or advanced in SY 2007-2008.<br />
Three of the seven subgroups (LEP did not have science scores in SY 2008-2009)posted an increase in the percentage of students achieving proficient or<br />
advanced in grade 8 Science from SY 2008-2009 to SY 2009-<strong>2010</strong>. Five of eight subgroups showed a two-year gain in the percentage of student achieving<br />
proficient or advanced from SY 2007-2008 to SY 2009-<strong>2010</strong>.<br />
The following results reflect detailed performance of all student groups in the grade 5 Science grade band grouping:<br />
African American students posted a one-year gain of 3.6 percentage points from 29.6 percent proficient or advanced in SY 2008-2009 to 33.2 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year gain of 11.9 percentage points from 21.3 percent proficient or advanced<br />
in SY 2007-2008.<br />
American Indian students posted a one-year gain of 16.6 percentage points from 16.7 percent proficient or advanced in SY 2008-2009 to 33.3 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup remained the same at 33.3 proficient or advanced from SY 2007-2008.<br />
FARMS students posted a one-year gain of 3.9 percentage points from 28.9 percent proficient or advanced in SY 2008-2009 to 32.8 percent proficient or<br />
advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year gain of 12.1 percentage points from 20.7 percent proficient or advanced in SY 2007-<br />
2008.<br />
Limited English Proficient students scored 10.1 percent proficient or advanced in SY 2009-<strong>2010</strong> but had no scores in SY 2008-2009 in which to calculate a<br />
one-year comparison. This subgroup, however, posted a two-year gain of 7.7 percentage points from 2.4 percent proficient or advanced in SY 2007-<br />
2008.<br />
Science Page 55
Special Education students posted a one-year loss of 0.1 percentage points from 11.4 percent proficient or advanced in SY 2008-2009 to 11.3 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year gain of 4.9 percentage points from 6.4 percent proficient or advanced in<br />
SY 2007-2008.<br />
2. Identify the practices, programs, or strategies to which you attribute the progress. Include a discussion of corresponding resource allocations.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
<strong>City</strong> <strong>Schools</strong> has implemented a number of initiatives, programs, and strategies to support students in gaining proficiency in science:<br />
Curriculum/Program:<br />
During the summer of 2009 a group of Middle School Science Master teachers worked on creating a new inquiry- based curriculum for grades 6-8. The structure<br />
of the curriculum was changed from being ‘spiral-based” to “topic-based”, placing all units of Earth and Space Science and Environmental Science in grade 6, Life<br />
Science in grade 7, and Physical Science in grade 8. The team created detailed curriculum documents containing rigorous hands-on activities for each topic,<br />
research of common students’ misconceptions for each topic, web-based resources, and assessments. These documents were uploaded on the Blackboard for<br />
teacher use. <strong>Schools</strong> were provided with electronic curriculum guidance documents that had been revised over a number of years by writing teams of<br />
teachers. The documents included pacing guides, test questions, and the calendar for benchmark assessments. These guidance documents assisted teachers<br />
with their lesson planning. The introduction of the teacher-made materials gave more coherence to the science courses as the materials continued to be<br />
introduced to teachers of all grades 6 through 8 in the 2009-<strong>2010</strong> school year. This set of materials includes intervention strategies that enhance the range of<br />
materials, resources, and instructional approaches available to teachers.<br />
Work on Elementary Science curriculum started in the summer 2009 and resulted in creation of the Scope and Sequence of Science topics taught in grade 1-5.<br />
A new STEM unit for Grade 3 “Safe Racer” was introduced to the district in 2009. The Office of Teaching and Learning worked with Maryland Museum of<br />
Industry and the Maryland Engineering Society on the development of the curriculum unit and supporting Professional development this unit. Teachers from 60<br />
schools were trained and materials purchased through partnership of the Engineering Society. First annual safe racer contest held in June <strong>2010</strong>.<br />
Increased Access to the General Education Curriculum for Students with IEPs<br />
To ensure that appropriate materials and data analysis are used and that content and pedagogy are strengthened, the Office of Teaching and Learning<br />
continued to focus Science professional development for ES0L teachers, general and special education teachers, and school-based professional<br />
developers of science throughout the school year. The newly designed curriculum provided strategies for general and special educators on how to make<br />
science more accessible for Students with Special Needs.<br />
Science Page 56
Increased Collaboration between General Educators and Special Educators<br />
During SY 2009-<strong>2010</strong> each school provided collaborative planning time in the master schedule to allow opportunities for general educators and special<br />
educators to engage in curricular planning and collaboration regarding students’ instructional and testing accommodations, supplementary aids/ services,<br />
supports, and modifications to the curriculum. In addition, Special Education teachers were encouraged to participate in the monthly meetings of “Science<br />
Works”: as the PLCs were discussing effective strategies based on Science topics, the conversations about differentiation of instruction to meet the needs of<br />
diverse learners in inclusion and self- contained settings were part of The Works agenda.<br />
Professional Development<br />
Professional Learning Communities (PLC) “Science Works” were launched in September of 2009 and met once (elementary grades) or twice (middle grades) a<br />
month. Professional development focused on using “Science Works” materials and other resources. This professional development was supported by<br />
previously trained classroom teachers of grades 1 through 8 in an effort to engage teachers in transformational leadership that builds teacher quality to<br />
promote high achievement for every student. The use of the curriculum materials was the key element of job-embedded professional development and<br />
was turn-keyed to teachers during 2009-<strong>2010</strong> school year. Middle school teachers who led the Science Works sessions and participated were paid<br />
by the ARRA Title I grant.<br />
Two Science Teacher Leaders in grades 6-8 were hired to work with teachers. These teacher leaders provided a model classroom for teachers to visit and see<br />
specific instruction. The teacher leader provided support to these teachers through direct classroom visits and also facilitating professional development in the<br />
evenings and on systemic days.<br />
The professional development strategies had a positive effect in many classrooms. These strategies included a partnership between the staff of selected<br />
schools, school-based professional developers, and the Office of Teaching and Learning. This partnership project focused on lesson planning. It led to an<br />
increase in the teachers’ content knowledge, improvements in instructional approaches, and creation of a collaborative learning community that<br />
encouraged the constructive exchange of best teaching practices. Monthly professional development sessions were organized for the school-based<br />
professional development teachers. The topics examined throughout the year included analysis of benchmark data and the use of the analytical findings to<br />
inform instruction and sharing of best practices to address common classroom challenges.<br />
Supportive classroom and school visits were made by Office of Teaching and Learning staff in collaboration with the school leadership team, including the<br />
science instructional support teacher, whenever possible.<br />
Other forms of Professional Development included workshops presented by external partners: Vernier Technology (90 schools were offered extensive training<br />
on the use of data- collecting probeware); Maryland Science Center, Towson University, Morgan University, UMBC, BMI. Vernier probes were purchased with<br />
$20,000 MSDE grant and distributed to 90 K-8 schools. Teachers received 3 hour PD in the use and application of the probes.<br />
Science Page 57
2008-2009 MSA data revealed that Physics appears to be the most challenging area of Science for 8 th graders. As an intervention strategy, 10 BCPS middle and<br />
high school teachers attended 1 week of inquiry based physics professional development offered through a MHEC grant received by the Physics department of<br />
Frostburg University .<br />
Assessments<br />
The Office of Academic Achievement piloted benchmark assessments in Grades 5 and 8 for the 2007-2008 school year. In 2009-<strong>2010</strong> these Benchmark tests<br />
were revised to increase the rigor and enhance alignment to Maryland State Curriculum. These benchmarks enabled staff members to assess students’<br />
attainment of the curriculum objectives and assessment limits. In addition, the benchmarks were used to identify students who were in danger of failing the<br />
Science MSA. Particular attention was paid to the scores of special education and limited English proficient students. Additional support was provided to<br />
students, based upon need. Like the curricula for grades 1-5 and 6-8, these benchmark assessments are constantly reviewed, evaluated and refined. In 2009 he<br />
team of Science Master Teaches developed end of year benchmarks for 6 th and 7 th to assist schools with instruction and increase accountability<br />
measures.<br />
Science Fair: <strong>Baltimore</strong> <strong>City</strong> students (gr 6-12) have traditionally participated in Morgan University Science, Mathematics, and Engineering Fair included middle<br />
school students. Professional Development on how to do work with students working on Science Fair projects, school visits, and financial support from<br />
Maryland Science Center resulted in tripling of the number of student entries into the Science and Engineering Fair in <strong>2010</strong> compared to 2009. Elementary<br />
Science and Invention Fair was continued district- wide with almost doubled participation rate.<br />
Science Teacher Recognition: Each June, the Office of Teaching and Learning organizes a special event for all teachers of Science K-12. The event aims at<br />
recognizing educational excellence among all teachers of science, provides an opportunity for teachers to network. A Scientist or a Science Educator is invited to<br />
serve as a motivational speaker to continue to encourage teachers to offer relevant and engaging science activities for all learners.<br />
Other Initiatives contributing to Science MSA progress includes:<br />
Participation of 24 middle school science teachers in Honeywell Space Academy, Alabama (2009-<strong>2010</strong>);<br />
First time district participation in Maryland Science Olympiad (<strong>2010</strong>);<br />
97 <strong>Baltimore</strong> <strong>City</strong> teachers becoming members of Maryland association of Science Teachers.<br />
3. Describe where challenges are evident. In your response, identify challenges in terms of subgroups.<br />
Asian/Pacific Islander students in grade 8 posted a one-year loss of 1.5 percentage points from 69.2 percent proficient or advanced in SY 2008-2009 to<br />
67.7 percent proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year loss of 3.7 percentage points from 71.4 percent proficient or<br />
advanced in SY 2007-2008.<br />
Science Page 58
Hispanic students in grade 8 posted a one-year loss of 4.9 percentage points from 42.7 percent proficient or advanced in SY 2008-2009 to 37.8 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup posted a two-year gain of 6.4 percentage points from 31.4 percent proficient or advanced in SY<br />
2007-2008.<br />
White students in grade 8 posted a one-year loss of 6.9 percentage points from 57.4 percent proficient or advanced in SY 2008-2009 to 50.5 percent<br />
proficient or advanced in SY 2009-<strong>2010</strong>. This subgroup also posted a two-year loss of 0.9 percentage points from 51.4 percent proficient or advanced in<br />
SY 2007-2008.<br />
Only minimal growth occurred in achievement in science achievement in grades 5 and 8 in the last two years. The root causes of this challenge in student<br />
achievement are many. <strong>City</strong> <strong>Schools</strong> is in critical need of highly-qualified science and effective teachers within the district, especially at the elementary and<br />
middle school levels. The most common science teaching issue at the elementary school level is that schools, focusing on reading and mathematics, tend to<br />
devote less time to science instruction. The consequence of not building science knowledge and skills in elementary gradesl is continued achievement<br />
challenges for students in both middle school and high school.<br />
Lack of effective K-8 teacher preparation and professional development contributes to teachers’ inability to implement science as a basic component of the<br />
elementary and middle school curriculum. <strong>City</strong> School teachers of science must become familiar with various effective strategies and interventions to accelerate<br />
student learning. As a result, science teachers will need opportunities to take science education classes offered through various universities to enrich their<br />
practice.<br />
Teachers need to be exposed to experiences that will enable them to use hands-on activities to promote skill development, selecting content and methods<br />
appropriate for their students, and for design of classroom environments that promote positive attitudes toward science and technology. While many <strong>City</strong><br />
<strong>Schools</strong>’ middle school teachers are able to teach science content – essentially, providing students with information from a textbook – they may not teach the<br />
skills and processes necessary for true conceptual understanding. Without these key skills, students may be able to remember science-related information, but<br />
not be able to address science concepts through higher-level thinking or inquiry. To address the need of the special needs student population, teachers need to<br />
collaborate with special educators in middle and high schools in the co-teaching model. Further, Elementary and middle schools have not yet been fully<br />
equipped with hands-on instructional materials for science instruction.<br />
4. Describe the changes or adjustments that will be made to ensure sufficient progress. Include a discussion of corresponding resource allocations, and<br />
incorporate timelines where appropriate.<br />
The theory of action is that the rigor of science instruction must be accelerated, particularly for LEP students and students with disabilities. The following<br />
strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Curriculum/Program<br />
Science Page 59
The Office of Teaching and Learning will continue to provide guidance and support to schools through a variety of initiatives that assist in building capacity of<br />
administrators, teachers, and school-based professional developers. Due to increased program choice at the school level, the Office of STEM education will<br />
pilot core curriculum for grades 1-8 aligned to the Maryland State Curriculum that can be utilized with multiple science programs. The newly developed<br />
elementary science curriculum, which integrates science with literacy and mathematics, will be linked to various resources and developed specific lessons for<br />
teachers in grades 1 to 5. Enrichment activities and safety guidelines for middle school science curriculum will be developed and posted on Blackboard for<br />
teacher use.<br />
A variety of supplemental skill-based instructional resources and materials that are aligned to the state curriculum (SC) will also be developed during the <strong>2010</strong>-<br />
2011 school year. The curriculum will be distributed and posted on <strong>City</strong> <strong>Schools</strong> web-based Teacher Support System (TSS) for instructional tools throughout<br />
the year. A committee of general and special education teachers, school-based professional developers, and educational specialists will participate in the<br />
Science Writing Project beginning in June 2008 to create and review curricular materials and resources to support schools. Professional development<br />
introducing the pilot core curriculum and ongoing professional development sessions surrounding collaborative planning in schools will be offered monthly.<br />
The curriculum development, revision, and implementation initiatives will be supported by the Office of STEM to ensure that all students have the<br />
opportunity to be prepared for the Science Maryland School Assessment (MSA) 2011.<br />
The Office of Teaching and Learning will continue with Safe Racer challenge in grade 3. Add an additional STEM challenge “Theme Park” in grade 4 with same<br />
partnerships will be developed and introduced to schools. <strong>Schools</strong>’ participation in the Engineering STEM units will culminate in <strong>City</strong> <strong>Schools</strong> STEM fair. MSDE<br />
Stem grant of $16,000 will be used to support this project.<br />
Professional Development<br />
To ensure that appropriate materials and data analysis are used and that content and pedagogy are strengthened, the Office of Teaching and Learning will<br />
continue focused professional development for ES0L teachers, general and special education teachers, and school-based professional developers of<br />
science throughout the school year. Professional development activities will take place at the school sites. Twenty (20) mathematics professional<br />
developers, along with Office of Teaching and Learning staff will provide professional development. This professional development will occur once on<br />
Saturdays. Professional development will be centered on content knowledge for the month’s instruction, the State Curriculum, best practices, and<br />
assessments. Ten systemic professional development days are included in the systemic calendar and will allow schools to have choices as to what sessions they<br />
will attend, depending on need. Professional development will also be provided for specific schools not making AYP. Instructional support teachers and<br />
academic deans will also attend professional development once a month or quarterly. Professional development for administrators will occur once a month at<br />
“Science Works” (grades 6-8) and “STEN Works” (grades 1-5). It remains critical that job-embedded professional development, facilitated by administrators<br />
and school-based professional developers, be administered at the school sites in order to provide teachers with effective professional growth<br />
opportunities. During professional development, activities will also include a focus on the use of data.<br />
Special Education’s IEP Development and Implementation and Assessment and Achievement teams will provide professional development activities and<br />
technical assistance related to writing appropriate IEP goals that are linked to the Maryland State Curriculum to ensure that students have access to grade level<br />
standards.<br />
Science Page 60
Science Teacher Leaders in both Elementary and Middle school will continue to provide support by content and grade level to Title 1 schools.<br />
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education will provide support<br />
and technical assistance for all special educators and general educators. This support will incorporate new trends, special education pedagogy, and researchbased<br />
strategies for providing SWD access to the general education curriculum.<br />
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional<br />
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs<br />
of the special educators as well as the needs of the general educator. School-based and systemic training will be conducted with both general and special<br />
educators in the areas of collaboration and co-teaching.<br />
Access to the General Education Curriculum for Students with IEPs<br />
For SY 2009-<strong>2010</strong> the Office of Special Education’s IEP Development and Implementation and the Assessment and Achievement teams will ensure that students<br />
with disabilities are able to access and make progress in the general education curriculum by providing ongoing professional development to IEP Chairs, related<br />
service providers, and special educators related to:<br />
Develop current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements<br />
Develop standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)<br />
Develop appropriate accommodations, modifications, and supplementary aids and services<br />
Utilize data to drive quality decision making when identifying appropriate educational services and environments for students with disabilities<br />
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP<br />
meetings and monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.<br />
Increased Collaboration between General Education and Special Education Teachers<br />
Collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special educators to coplan<br />
and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school<br />
principal monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and<br />
Implementation team will monitor confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration<br />
between special and general educators. Each school administrator and the assigned specialist will conduct monthly reviews of the confidential folder to verify<br />
the appropriate completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team will ensure through<br />
on-going IEP meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations,<br />
modifications, and supplementary aides and services within the students’ least restrictive environment (LRE).<br />
Science Page 61
Assessments<br />
The Office of STEM will continue to revise and edit new benchmark assessments that will be administered to general and special education students twice in<br />
grades 5 and 8. The use of the Online Assessment Reporting System (OARS) will provide teachers and administrators with student results to analyze and<br />
determine classroom instructional strategies/interventions to address individual student needs. All of these results will also be used by the Office of<br />
Teaching and Learning to plan appropriate content-focused professional development based on systemic and individual school information. Mid-year<br />
assessments will be used in 6 th and 7 th grades. The newly developed assessments can also be used as diagnostic for beginning of year. 4 th grade<br />
end of year benchmark will be added.<br />
Resources<br />
Additional support in FY 2009 includes the following: curriculum writers (general education teachers, special education teachers, and school- based<br />
professional developers) and science educational specialists who will assist with the development of a core curriculum, revision of new assessments, and<br />
expansion of professional development efforts to meet the needs of all levels of the educational organization. One Elementary and two Middle School Teacher<br />
Leaders will provide services to teachers in assisting with instructional planning and interventions.<br />
Science Leadership cohort consisting of Science Teacher Fellows, Science Teacher Leaders, an elementary –middle principal and a Network Lead will be created<br />
to work with schools on their Science needs. The work will be done under guidance of the National Science Teacher Association.<br />
Science Fair: <strong>City</strong> <strong>Schools</strong> aim at doubling participation of K-8 schools in city- wide STEM Fair and Morgan State University Science, Math, and engineering Fair<br />
Student and Teacher Recognition: <strong>City</strong> <strong>Schools</strong> will continue with the recognition event at the Maryland Science Center re—shifting the focus of the event to<br />
also recognize STEM Fair winners.<br />
Planned Initiatives to Support Student Achievement in Science MSA:<br />
The Office of Teaching and Learning will work with Maryland Loaner Lab to ensure increase of <strong>Baltimore</strong> <strong>City</strong> participation to 100%.<br />
<strong>City</strong> <strong>Schools</strong> will select middle school teachers to participate in GIS training and materials valued at $104,079 (supported by MSP/NSF grant). School will<br />
design and implement internet- based portfolio of activities as prescribed in the grant. (3-year program).<br />
20 teachers (9 elementary and 11 middle schools) will Summer <strong>2010</strong> Academy for science in Harford County for 1 week. Cohort will meet once a month<br />
and bimonthly planning sessions at school sites. BCPS Instructional Coach will work with teachers at sites. Supported by MSP grant)<br />
American Physical Society will provide hands-on training for 90 middle school teachers and distribute 90 classroom kits free of charge.<br />
5 middle schools have been selected for a NASA/Goddard STEM partnership to assist with STEM goals<br />
Science Page 62
School Year <strong>2010</strong>-2011<br />
MSA Science<br />
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for<br />
graduation<br />
Objective/s: 1. By June <strong>2010</strong>, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%<br />
To x% for LEPs (awaiting HSA results).<br />
Strategies Grade<br />
Level<br />
Curricula<br />
1. Revise and distribute a<br />
timeline aligned to the VSC as<br />
well as develop best practice<br />
resources for schools to<br />
support student achievement.<br />
2. All <strong>City</strong> <strong>Schools</strong> elementary<br />
and middle school science<br />
curricula will be supplemented<br />
with detailed classroom<br />
activities, including common<br />
student misconceptions,<br />
strategies for differentiation,<br />
and implementation of<br />
instructional technology.<br />
Timeline<br />
Mo/Yr<br />
1-8 08/09-<br />
06/10<br />
1-8 08/09-<br />
06/10<br />
Person/s<br />
Responsible<br />
Executive Director of<br />
Teaching and Learning<br />
Science Teacher Fellow<br />
Principals<br />
Executive Director of<br />
Teaching and Learning<br />
Science Teacher Fellow<br />
Principals<br />
Evaluation/Evidence Status Report<br />
Collect and scan into a<br />
system-wide data base<br />
August teacher<br />
attendance at<br />
professional development<br />
opportunities and make<br />
results available to<br />
principals through the<br />
Principals’ Dashboard.<br />
Curricula available on TSS<br />
Science Page 63
School Year <strong>2010</strong>-2011<br />
MSA Science<br />
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for<br />
graduation<br />
Objective/s: 1. By June <strong>2010</strong>, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%<br />
To x% for LEPs (awaiting HSA results).<br />
Strategies Grade Timeline<br />
Level Mo/Yr<br />
3. The curriculum contents will 1-5 08/10now<br />
be designed to more<br />
effectively address the sitespecific<br />
needs of <strong>City</strong> <strong>Schools</strong><br />
students, for example, infusing<br />
connections to the urban<br />
outdoors, or integrating<br />
mathematics and social studies.<br />
The instructional materials will<br />
now be more responsively<br />
designed to address the unique<br />
needs of science instruction at<br />
the elementary level, for<br />
example, limited instructional<br />
time within the school day,<br />
week, or semester.<br />
06/11<br />
4. Science curriculum for grade<br />
6-8 has been re-aligned to the<br />
State Curriculum in a linear (as<br />
opposed to the spiral) fashion.<br />
Assessments<br />
6-8 08/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Executive Director of<br />
Teaching and Learning,<br />
Science Teacher Fellow<br />
Principals<br />
Office of Teaching and<br />
Learning<br />
Evaluation/Evidence Status Report<br />
New curricula available on<br />
TSS<br />
Curricula available on TSS<br />
Science Page 64
School Year <strong>2010</strong>-2011<br />
MSA Science<br />
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for<br />
graduation<br />
Objective/s: 1. By June <strong>2010</strong>, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%<br />
To x% for LEPs (awaiting HSA results).<br />
Strategies Grade Timeline<br />
Level Mo/Yr<br />
5. Science end-of-course 6,7 08/10assessments<br />
will be designed<br />
for grades 6 and 7 beginning in<br />
the 2009/<strong>2010</strong> school year.<br />
06/11<br />
6. Benchmark assessments will<br />
be reviewed, evaluated and<br />
refined. The fall semester<br />
benchmark for grade 8 will be<br />
added.<br />
5,8 08/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Executive Director of<br />
Teaching and<br />
Learning<br />
Science Teacher<br />
Fellow<br />
Curriculum Writers<br />
(special and general<br />
education teachers,<br />
educational<br />
specialists, and jobembedded<br />
professional<br />
developers)<br />
Assessment<br />
Specialist<br />
Office of Teaching and<br />
Principals<br />
Learning , Principals<br />
Evaluation/Evidence Status Report<br />
Student grades uploaded<br />
in OARS<br />
100% of schools will<br />
administer benchmarks<br />
four times a year.<br />
Benchmark results<br />
uploaded in OARS<br />
Science Page 65
School Year <strong>2010</strong>-2011<br />
MSA Science<br />
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for<br />
graduation<br />
Objective/s: 1. By June <strong>2010</strong>, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%<br />
To x% for LEPs (awaiting HSA results).<br />
Strategies Grade Timeline<br />
Level Mo/Yr<br />
7. Provide schools with access 1-8 08/10to<br />
on online data reporting<br />
system.<br />
06/11<br />
Interventions<br />
8. On-going support will be<br />
provided to elementary and<br />
middle school science teachers<br />
working with students entering<br />
the <strong>City</strong> <strong>Schools</strong> Science Fair<br />
(sponsored by Morgan State<br />
University) as well as the<br />
Elementary Science and<br />
Invention Fair.<br />
1-8 08/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Executive Director of<br />
Teaching and<br />
Learning<br />
Assessment<br />
Coordinator<br />
Principals<br />
Office of Teaching and<br />
Learning,<br />
School Support<br />
Networks<br />
Master Teachers.<br />
Evaluation/Evidence Status Report<br />
Database of students<br />
submitting Science Fair<br />
projects will be<br />
established.<br />
Science Page 66
School Year <strong>2010</strong>-2011<br />
MSA Science<br />
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for<br />
graduation<br />
Objective/s: 1. By June <strong>2010</strong>, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%<br />
To x% for LEPs (awaiting HSA results).<br />
Strategies Grade Timeline<br />
Level Mo/Yr<br />
9. Identify target groups of 6-8 08/10-<br />
SWD and ELL through<br />
classroom and benchmark<br />
assessments to provide ongoing<br />
support provided by<br />
classroom teachers.<br />
06/11<br />
Professional Development<br />
10. Professional learning<br />
community for science, Science<br />
Works, will support the<br />
customary habit of standardsbased<br />
instructional planning<br />
and delivery in <strong>City</strong> <strong>Schools</strong>.<br />
1-8 08/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Special Education and<br />
ESOL Specialists<br />
Office of Teaching and<br />
Learning<br />
Evaluation/Evidence Status Report<br />
100% of students needing<br />
additional support are<br />
supported through afterschool<br />
coach class, and inclass<br />
programs<br />
Monitor biology<br />
performance of students<br />
in Governor’s Academy<br />
trained teachers’ classes.<br />
Science Page 67
School Year <strong>2010</strong>-2011<br />
MSA Science<br />
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for<br />
graduation<br />
Objective/s: 1. By June <strong>2010</strong>, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%<br />
To x% for LEPs (awaiting HSA results).<br />
Strategies Grade Timeline<br />
Level Mo/Yr<br />
11. Continue providing<br />
1-8 08/10professional<br />
development for<br />
administrators.<br />
06/11<br />
12. Continue providing<br />
professional development for<br />
science teacher leaders and<br />
school-based professional<br />
developers.<br />
1-8 08/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
School Support<br />
Networks<br />
Teacher Leader<br />
Coordinator<br />
School Support<br />
Networks<br />
Evaluation/Evidence Status Report<br />
100% of identified<br />
administrators will<br />
attend professional<br />
development.<br />
90% of survey responders<br />
will indicate that they use<br />
professional development<br />
in their work.<br />
100% of science teacher<br />
leaders will participate<br />
in professional<br />
development quarterly.<br />
90% of survey<br />
responders will indicate<br />
that they use the<br />
professional<br />
development in their<br />
work.<br />
Science Page 68
School Year <strong>2010</strong>-2011<br />
MSA Science<br />
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for<br />
graduation<br />
Objective/s: 1. By June <strong>2010</strong>, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%<br />
To x% for LEPs (awaiting HSA results).<br />
Strategies Grade Timeline<br />
Level Mo/Yr<br />
13. Continue providing 1-8 08/10differentiated<br />
professional<br />
development for all general<br />
and special educators.<br />
06/11<br />
Person/s<br />
Responsible<br />
Executive Director of<br />
Teaching and<br />
Learning<br />
Academic Director of<br />
Special Education<br />
Science Teacher<br />
Fellow<br />
School Support<br />
Networks<br />
Principals<br />
Evaluation/Evidence Status Report<br />
100% of all general and<br />
special educators will<br />
attend professional<br />
development<br />
systemically, networkbased,<br />
and schoolbased.<br />
90% of survey<br />
responders will indicate<br />
that they use the<br />
professional<br />
development in their<br />
work.<br />
Science Page 69
School Year <strong>2010</strong>-2011<br />
MSA Science<br />
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for<br />
graduation<br />
Objective/s: 1. By June <strong>2010</strong>, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%<br />
To x% for LEPs (awaiting HSA results).<br />
Strategies Grade Timeline Person/s<br />
Level Mo/Yr Responsible<br />
Family and Community/Communication and Engagement<br />
14. Ensure that all students in 5,8 08/10- Science lead teachers<br />
the science MSA course and<br />
their parents receive full<br />
reports of each benchmark,<br />
and have access to this material<br />
online.<br />
06/11<br />
Principals<br />
15. Provide access to science<br />
materials and activities<br />
through the parent portal.<br />
1-8 08/10-<br />
06/11<br />
Executive Director of<br />
Teaching and<br />
Learning<br />
Science Teacher<br />
Fellow<br />
Executive Director of<br />
Partnerships,<br />
Communications,<br />
and Community<br />
Engagement<br />
Evaluation/Evidence Status Report<br />
100% of science students<br />
and their parents have<br />
access to each benchmark<br />
report<br />
10% increase of materials<br />
posted on the parent<br />
portal.<br />
Science Page 70
16. Send all parents of<br />
students in the Science MSA<br />
an overview of this MSA,<br />
including samples of<br />
standards and writing that<br />
meets standard.<br />
5,8 12/11 Executive Director of<br />
Partnerships,<br />
Communications, and<br />
Community<br />
Engagement<br />
100% of parents with<br />
students in the Science SA<br />
course have access to this<br />
material.<br />
Science Page 71
Based on the Examination of AYP Proficiency Data for English (Table 2.6):<br />
High School Assessments (HSA)<br />
English<br />
1. Describe where progress is evident. In your response, identify progress in terms of subgroups.<br />
The 2009 AMO for English was 65.8 percent proficient or advanced and according to the AYP information provided by MSDE, all students in the aggregate were<br />
above the AMO with 68.3 percent proficient or advanced. All students in the aggregate posted a one-year gain of 3.7 percentage points from 64.6 proficient or<br />
advanced in SY 2008-2009, and a two-year gain of 19.6 percentage points from 48.7 percent proficient or advanced in SY 2006-2007.<br />
Seven of the eight subgroups posted an increase in the percentage of students achieving proficient or advanced in English in the high school grade band from SY<br />
2007-2008 to SY 2008-2009. All eight subgroups showed a two-year gain in the percentage of students achieving proficient or advanced from SY 2006-2007 to SY<br />
2008-2009. Five subgroups were above the 2009 AMO for high school English.<br />
The following results reflect detailed performance of all student groups in English in the high school grade band grouping:<br />
African American students met the 2009 AMO; this subgroup posted a one-year gain of 4.2 percentage points from 62.8 percent proficient or advanced<br />
in SY 2007-2008 to 67.0 percent proficient or advanced in SY 2008-2009. This subgroup also posted a two-year gain of 20.2 percentage points from 46.8<br />
percent proficient or advanced in SY 2006-2007.<br />
American Indian/Alaskan Native students posted a one-year loss of 5.7 percentage points from 70.0 percent proficient or advanced in SY 2007-2008 to<br />
64.3 percent proficient or advanced in SY 2008-2009. This subgroup posted a two-year gain of 14.3 percentage points from 50.0 percent proficient or<br />
advanced in SY 2006-2007.<br />
Asian/Pacific Islander students met the 2009 AMO; this subgroup posted a one-year gain of 4.7 percentage points from 66.7 percent proficient or<br />
advanced in SY 2007-2008 to 71.4 percent proficient or advanced in SY 2008-2009. This subgroup posted a two-year gain of 23.1 percentage points from<br />
48.3 percent proficient or advanced in SY 2006-2007.<br />
Hispanic students met the 2009 AMO; this subgroup posted a one-year gain of 1.8 percentage points from 69.6 percent proficient or advanced in SY<br />
2007-2008 to 71.4 percent proficient or advanced in SY 2008-2009. This subgroup also posted a two-year gain of 33.5 percentage points from 37.9<br />
percent proficient or advanced in SY 2006-2007.<br />
English Page 72
White students met the 2009 AMO; this subgroup posted a one-year gain of 0.2 percentage points from 84.4 percent proficient or advanced in SY 2007-<br />
2008 to 84.6 percent proficient or advanced in SY 2008-2009. This subgroup also posted a two-year gain of 9.1 percentage points from 75.5 percent<br />
proficient or advanced in SY 2006-2007.<br />
FARMS students met the 2009 AMO; this subgroup posted a one-year gain of 4.5 percentage points from 62.6 percent proficient or advanced in SY 2007-<br />
2008 to 67.1 percent proficient or advanced in SY 2008-2009. This subgroup also posted a two-year gain of 20.5 percentage points from 46.6 percent<br />
proficient or advanced in SY 2006-2007.<br />
Limited English Proficient students posted a one-year gain of 5.2 percentage points from 50.0 percent proficient or advanced in SY 2007-2008 to 55.2<br />
percent proficient or advanced in SY 2008-2009. This subgroup also posted a two-year gain of 38.5 percentage points from 16.7 percent proficient or<br />
advanced in SY 2006-2007.<br />
Special Education students posted a one-year gain of 6.1 percentage points from 19.4 percent proficient or advanced in SY 2007-2008 to 25.5 percent<br />
proficient or advanced in SY 2008-2009. This subgroup also posted a two-year gain of 13.0 percentage points from 12.5 percent proficient or advanced<br />
in SY 2006-2007.<br />
2. Identify the practices, programs, or strategies to which you attribute the progress. Include a discussion of corresponding resource allocations.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) has implemented a number of initiatives, programs, and strategies to support students and accelerate learning in<br />
English II.<br />
Initiatives<br />
Through funding from the Department of Labor, two schools, Frederick Douglass High School and Forest Park High School participated in the piloting of Journeys<br />
II. Journeys II is an accelerated reading intervention program, specifically aimed for high school students who are reading at least two grade levels below their<br />
grade level.<br />
All teachers were invited to attend an English Works course. English Works is a professional learning community where teachers will be able to discuss content,<br />
review student achievement and access better practices in order to implement instruction with rigor, engagement and interventions. Each Works session was<br />
held once a month on a Saturday for two hours. All registrations occurred on-line and attendance was tracked. This assisted Networks and principals track<br />
teacher and school-wide involvement in system-wide PD. The Network teams were established to work in conjunction with schools as a broker of support. Each<br />
team consists of a lead, an academic liaison, a student support person, and a business person. All four of these members bring central office directly to each<br />
school. Anecdotal evidence of the Works sessions will be collected through Network team member visits as well as English teacher fellow visits.<br />
English Page 73
In addition, a two day, eight hour online HSA course will be offered for English I and English II teachers. Teachers will receive and gain access to online resources<br />
for incorporating HSA lessons in the English I and English II classrooms. Once every teacher in the English department has completed the course, the department<br />
will receive a mobile computer lab and smart board.<br />
Curriculum/Programs<br />
<strong>City</strong> <strong>Schools</strong> has committed considerable effort into the implementation of a curriculum for ninth and tenth grade English courses. These curricula are yearly<br />
reviewed, evaluated, and refined for effectiveness. This process began during the summer of 2009 for SY 2009-<strong>2010</strong>. For SY <strong>2010</strong>-2011, curriculum was<br />
reviewed and evaluated for evidence of the upcoming Common Core Standards. At least two Literacy by Design modules were created and will be imbedded<br />
into the <strong>City</strong> <strong>Schools</strong>’ curriculum.<br />
Each quarter, department representatives will meet to discuss implementation of the new curricula, revision of benchmarks and updates on Bridge projects.<br />
Assessments<br />
The Office of Academic Achievement piloted quarterly benchmark assessments for the SY2007-2008. These benchmarks enabled staff members to assess<br />
students’ attainment of the SC objectives and assessment limits. In addition, the benchmarks were used to identify students who were in danger of not<br />
succeeding on the English II HSA. Particular attention was paid to the scores of special education and limited English proficient students. Where necessary,<br />
teachers and special educators provided the necessary supports to students both during the school day and after the school day. Like the curricula for English I<br />
and English II, these quarterly benchmark assessments are constantly reviewed, evaluated, and refined. As an extension of the quarterly benchmarks, end-ofcourse<br />
assessments were instituted for the SY2009-<strong>2010</strong> and continue for SY<strong>2010</strong>-2011. The benchmarks and end of course assessments for English I and II have<br />
been modified to more accurately reflect the reading comprehension/stimulus based questions that mirror those of the current HSA. Results from the<br />
benchmarks and end of course assessment will be captured through <strong>City</strong> <strong>Schools</strong>’ School Net system in order to guide future instructional delivery at the school<br />
and to provide insight to central office personnel as to where additional supports may be necessary.<br />
Professional Development<br />
Extensive and ongoing professional development was provided on systemic professional development days and was used to deepen the familiarity of classroom<br />
teachers and lead content teachers with the content of the curriculum, methodology, differentiation of instruction, and reading comprehension strategies.<br />
Curriculum teams visited schools and observed classes and ended their visits with guidance to teachers and principals. Observational data were used to plan<br />
future professional development. School community members were advised of the opportunities through communications with the principals and through<br />
regular meetings with the school content lead teachers and department heads. Because many students enter high school not reading at grade level, English<br />
teachers must become familiar with reading strategies and interventions. As a result, English teachers need opportunities for professional development in the<br />
area of reading. Quarterly English content lead teacher meetings were developed during the 2009-<strong>2010</strong> school year: The Office of Teaching and Learning<br />
provided a series of quarterly professional development sessions. These sessions were comprised of content based presentations directly related to English<br />
standards assessed on the HSA, continued “range-finding” seminars, updates from MSDE English briefings, and professional development on how to use data<br />
from the benchmark tests to refine instruction.<br />
English Page 74
Because of Fair Student Funding, these opportunities may be provided during principal-led professional development, consultants, or the area Networks.<br />
3. Describe where challenges are evident. In your response, identify challenges in terms of subgroups.<br />
4. Describe the changes or adjustments that will be made to ensure sufficient progress. Include a discussion of corresponding resource allocations, and<br />
incorporate timelines where appropriate.<br />
In order to continue to increase achievement in English II, the reading skills of students must continue to accelerate in the elementary and middle grades. As a<br />
result, during <strong>2010</strong>-2011 school year, a literacy committee will be created and managed through the CAO’s office to develop and implement a literacy plan for<br />
grades PreK-12. In addition, the literacy committee will aid and vet possible reading diagnostic tests for grades K-3 and 6-9. As a result, schools will receive<br />
extensive professional development on the implementation of reading diagnostic tests as well as incorporating the diagnostic data into classroom instruction.<br />
Students who do not score on grade level will be placed in intervention groups and then progress monitoring will occur on a frequent basis in order to ensure<br />
an accurate reading level of a particular group.<br />
The Reading Apprenticeship Academic Literacy Course will be offered to all ninth graders at Northwestern and Heritage High <strong>Schools</strong>. During the summer of<br />
<strong>2010</strong>, teachers participated in a week-long workshop where they were trained in the Reading Apprenticeship method of instruction. The program will be<br />
implemented for the <strong>2010</strong>-2011 school year. A Reading Apprenticeship teacher coach will be working with both staffs for the <strong>2010</strong>-2011 school year.<br />
Non-tenured teachers (teachers with one-three years experience) will be invited to attend an English Works course. English Works is a professional learning<br />
community where teachers are able to discuss content, review student achievement and access better practices in order to implement instruction with rigor,<br />
engagement and interventions. Each Works session is held once a month on a Saturday for two hours. All registrations occurred on-line and attendance is<br />
tracked. This assists Networks and principals track teacher and school-wide involvement in system-wide PD.<br />
The Network teams were established to work in conjunction with schools as a broker of support. Each team consists of a lead, an academic liaison, a student<br />
support person, and a business person. All four of these members bring central office directly to each school. Anecdotal evidence of the Works sessions will be<br />
collected through Network team member visits as well as English teacher fellow visits.<br />
The theory of action to address this challenge is to continue successful practices and increase the instruction of special education students in the general<br />
education curriculum with appropriate supports.<br />
The following strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges:<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
English Page 75
Curriculum/Program<br />
The following will aid in the CAO’s priorities of rigor, engagement, and interventions for SY<strong>2010</strong>-2011:<br />
End-of-course assessments will be mandatory for English I-IV beginning in the 2009-<strong>2010</strong> school year.<br />
The Governor’s Academy will offer additional training to teachers of English II during the summer of 2011.<br />
On-line course training for all current English I and II teachers in order for students to use MSDE materials in their course for SY<strong>2010</strong>-2011.<br />
Professional learning communities (English Works) will be offered during SY <strong>2010</strong>-2011 school year.<br />
Continuation of Journeys II (a reading intervention program) will be monitored for success.<br />
Implementation of Reading Apprenticeship at Northwestern and Heritage high schools.<br />
For SY <strong>2010</strong>-2011, professional development will occur both systemically and on site. Common core review and the utilization of the quarterly<br />
benchmark data will be the focus. Teachers will use the data from the benchmarks to collaboratively plan instruction involving rigor, proper student<br />
engagement, and interventions.<br />
Increased Collaboration between General Education and Special Education Teachers<br />
During the 2008-2009 school year each school provided collaborative planning time in the master schedule to allow opportunities for general educators and<br />
special educators to engage in curricular planning and collaboration regarding students’ instructional and testing accommodations, supplementary aids/services,<br />
supports, and modifications to the curriculum. Special educators were required to document the provision of indirect services to general educators of students<br />
with disabilities by using the Universal Contact Log and Contact Notes. This initiative was evaluated through on-site reviews of master schedules indicating that<br />
schools comply with the systemic directive to allow collaborative planning time for special educators and general educators. However, special education audits<br />
revealed inconsistencies and failures by special educators to utilize the required forms to document the provision of indirect services to students with disabilities<br />
by consulting with general educators.<br />
For SY 2009-<strong>2010</strong> schools have been charged with the task of building collaborative planning time within its master schedule. Most schools have taken the<br />
initiative to offer professional development on collaborative planning and teaching models. In conjunction with Network team and English teacher fellow visits,<br />
evidence of collaborative planning and teaching will be documented.<br />
Based on the Examination of 2009 High School Assessment (HSA) Results for English (Tables 3.1 and 3.2):<br />
1. Identify any additional challenges that are evident.<br />
English Page 76
These tables show the test participation and status for all 10 th grade and 11 th grade students in English in SY 2008-09. Fewer exams were taken in 11 th grade<br />
than in 10 th grade (3,493 versus 3,639) but a greater percent and number of tests were taken and passed by 11 th graders (62.9 percent) than 10 th graders (51.9<br />
percent). A smaller percent and number of exams were taken and not passed by 11 th graders (33.9 percent) than 10 th graders (42.3 percent) and a smaller<br />
percent and the number of 11th graders that have not yet taken the English HSA (3.2 percent) than 10 th graders (5.8 percent).<br />
For American Indian/Alaskan Native students, fewer exams were taken in 11 th grade than in 10 th grade (8 versus 9) and a greater percent and number of<br />
tests were taken and passed by 11 th graders (87.5 percent) than 10 th graders (88.9 percent). Only one exam was taken and not passed by both 11 th and<br />
10 th graders and no 11 th and 10 th graders have not yet taken the English HSA.<br />
For African American students, fewer exams were taken in 11 th grade than in 10 th grade (3,154 versus 3,299) but a greater percent and number of tests<br />
were taken and passed by 11 th graders (61.3 percent) than 10 th graders (50.4 percent). A smaller percent and number of exams were taken and not<br />
passed by 11 th graders (35.4 percent) than 10 th graders (43.7 percent) and a smaller percent and the number of 11 th graders that have not yet taken the<br />
English HSA (3.3 percent) than 10 th graders (5.9 percent).<br />
For Asian/Pacific Islander students, a greater number of exams were taken in 11 th grade than in 10 th grade (31 versus 25) and a greater percent and<br />
number of tests were taken and passed by 11 th graders (81.8 percent) than 10 th graders (75.0 percent). A smaller percent but the same number (4) of<br />
exams were taken and not passed by 11 th graders (12.1 percent) than 10 th graders (14.3 percent) and a smaller percent and number of 11 th graders have<br />
not yet taken the English HSA (6.1 percent) than 10 th graders (10.7 percent).<br />
For White students, fewer exams were taken in 11 th grade than in 10 th grade (230 versus 236) and a greater percent and number of tests were taken and<br />
passed by 11 th graders (82.2 percent) than 10 th graders (74.8 percent). A smaller percent and number of exams were taken and not passed by 11 th<br />
graders (15.3 percent) than 10 th graders (22.7 percent) and the same percent and the number of 11 th graders that have not yet taken the English HSA<br />
(2.5 percent) as 10 th graders.<br />
For Hispanic students, the same number of exams were taken in 11 th grade than in 10 th grade (70) and a greater percent and number of tests were taken<br />
and passed by 11 th graders (60.6 percent) than 10 th graders (36.8 percent). A smaller percent and number of exams were taken and not passed by 11 th<br />
graders (38.0 percent) than 10 th graders (55.3 percent) and a smaller percent and number of 11 th graders that have not yet taken the English HSA (1.4<br />
percent) as 10 th graders (7.9 percent).<br />
For Special Education students, a greater number of exams were taken in 11 th grade than in 10 th grade (353 versus 342) and a greater percent and<br />
number of tests were taken and passed by 11 th graders (16.2 percent) than 10 th graders (14.3 percent). A greater percent and number of exams were<br />
taken and not passed by 11 th graders (77.7 percent) than 10 th graders (73.0 percent) and a smaller percent and number of 11 th graders have not yet<br />
taken the English HSA (6.1 percent) as 10 th graders (12.8 percent).<br />
English Page 77
For Limited English Proficient students, fewer exams were taken in 11 th grade than in 10 th grade (35 versus 50) and a greater percent and number of<br />
tests were taken and passed by 11 th graders (28.6 percent) than 10 th graders (1.8 percent). A smaller percent and number of exams were taken and not<br />
passed by 11 th graders (71.4 percent) than 10 th graders (86.0 percent) and a smaller percent and number of 11 th graders have not yet taken the English<br />
HSA (0.0 percent) as 10 th graders (12.3 percent).<br />
For FARMS students, fewer exams were taken in 11 th grade than in 10 th grade (2170 versus 2384) and a greater percent and number of tests were taken<br />
and passed by 11 th graders (60.1 percent) than 10 th graders (46.9 percent). A smaller percent and number of exams were taken and not passed by 11 th<br />
graders (37.3 percent) than 10 th graders (46.9 percent) and a smaller percent and number of 11 th graders have not yet taken the English HSA (2.6<br />
percent) as 10 th graders (6.1 percent).<br />
2. Describe the interventions that the school system has in place to support students in passing the English HSA. How effective are they? What evidence<br />
do you have of their effectiveness?<br />
During the summer of <strong>2010</strong> during summer school, a “mastery” class was offered to any student who has taken English II and did not pass the HSA. Students<br />
received intense skills to help them pass the August English II HSA. As an incentive, students were given a full refund for the course upon passing the test.<br />
The same course is available for SY <strong>2010</strong>-2011 as a semester course (outside of English III) for students needing more skills in HSA areas.<br />
Refer to appendix for evidence of success.<br />
3. Describe what, if anything, the school system will do differently than in past years to address the challenges identified. Include a discussion of<br />
corresponding resource allocations.<br />
In order to continue to increase achievement in English II, the reading skills of students must continue to accelerate in the elementary and middle grades. As a<br />
result, during SY<strong>2010</strong>-2011, a literacy committee will be created and managed through the CAO’s office to develop and implement a literacy plan for grades<br />
PreK-12. In addition, the literacy committee will aid and vet possible reading diagnostic tests for grades K-3 and 6-9. As a result, schools will receive extensive<br />
professional development on the implementation of reading diagnostic tests as well as incorporating the diagnostic data into classroom instruction. Students<br />
who do not score on grade level will be placed in intervention groups and then progress monitoring will occur on a frequent basis in order to ensure an accurate<br />
reading level of a particular group.<br />
English Page 78
The Reading Apprenticeship Academic Literacy Course will be offered to all ninth graders at Northwestern and Heritage High <strong>Schools</strong>. During the summer of<br />
<strong>2010</strong>, teachers participated in a week-long workshop where they were trained in the Reading Apprenticeship method of instruction. The program will be<br />
implemented for SY <strong>2010</strong>-2011. A Reading Apprenticeship teacher coach will be working with both staffs for SY <strong>2010</strong>-2011.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Due to the large number of high school students who are at risk of not being able to pass the English HSA graduation requirement, the theory of action is that<br />
systemic curricular and professional development efforts are needed to increase the rigor in all high school English classes. All benchmarks for English I and II<br />
are in the process of being revised to be more aligned with the HSA. End-of-course assessments will be implemented by all English teachers in all levels. These<br />
assessments were developed during the summer of 2009 and will be updated again during the summer of <strong>2010</strong>. Each quarter, the English teacher fellow will<br />
facilitate English representative meetings to discuss the effectiveness of the benchmarks and other upcoming assessments.<br />
Increased Collaboration between General Education and Special Education Teachers<br />
Collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special educators to co-plan<br />
and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), and submit such forms to the school<br />
principal monthly for review and signature. Copies will be filed to document the provision of indirect services. The IEP Development and Implementation team<br />
will monitor confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration between special and<br />
general educators. Each school administrator and the assigned specialist will conduct monthly reviews of the confidential folder to verify the appropriate<br />
completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team will ensure through on-going IEP<br />
meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations, modifications,<br />
and supplementary aides and services within the students’ least restrictive environment.<br />
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Teaching and Learning and the Office of<br />
Special Education will provide support and assistance for all special educators and general educators. This support will help jumpstart school-wide professional<br />
development for general and special educators.<br />
Fair Student Funding: Fair Student Funding has provided principals with the flexibility to purchase and allocate funds based on their individual student<br />
population and professional development needs of their teachers as students are moved to general education classes. Professional development provided to<br />
schools will address the needs of the special and general educators. School-based professional development will be conducted with both general and special<br />
educators in the areas of collaborations and co-teaching. This school-based professional development will be provided at the principals’ discretion. It may take<br />
the form of principal led staff development or through the use of consultants. Systemic training was provided in August 2009 and will be provided in January<br />
<strong>2010</strong> focusing on the reinforcement of collaborative teaching and planning models.<br />
English Page 79
Resources<br />
Support in SY 2009-<strong>2010</strong> includes the following: curriculum writers assisting in the development of end-of-course assessments for English I-IV and the on-going<br />
revisions of English I-IV curriculum.<br />
English Page 80
The following are additional actions that support students with IEPs in achieving success on the English HSA.:<br />
During the summer of 2009, <strong>City</strong> <strong>Schools</strong> teachers who were writing English curriculum added teaching strategies and activities that focused on various<br />
learning styles , as well as technology activities, that teachers can use with students with IEPs in order for all students to achieve the Core Learning Goals. In<br />
the summer of <strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> teachers wrote Literacy by Design modules in order to better align the curriculum with the upcoming Common Core<br />
Standards.<br />
Unit tests for English II have been created so students’ weaknesses can be identified immediately. By identifying students’ weaknesses, the classroom<br />
teacher can better differentiate teaching strategies for students with IEPs and non-identified students who are also having difficulty with English II.<br />
Vocabulary is one area that students with IEPs have difficulty in English and in all subjects. Harvard’s Word Generation program is in place in 20 schools this<br />
year. This program focuses on academic vocabulary in all the content areas and takes 15 minutes a day to use. By focusing extensively on vocabulary in the<br />
middle grades, special education students will be better prepared for success on the English HSA.<br />
DIFFERENTIATED ACCOUNTABILITY<br />
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline<br />
data tool and other accountability tools to enable schools, central administration and the community to know how a school is performing across the district and<br />
in comparison with a peer group of schools serving similar student populations. The tools are used by the Executive Directors of Elementary/K-8 and Secondary<br />
<strong>Schools</strong> to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school<br />
leadership.<br />
English Page 81
Algebra/Data Analysis<br />
Based on the Examination of AYP Proficiency Data for Algebra/Data Analysis (Table 2.6):<br />
1. Describe where progress is evident. In your response, identify progress in terms of subgroups.<br />
The 2009 AMO for Algebra was 56.1 percent proficient or advanced and according to the AYP information provided by MSDE, all students in the aggregate were<br />
above the AMO with 67.0 percent proficient or advanced. All students in the aggregate posted a one-year gain of 2.4 percentage points from 64.6 proficient or<br />
advanced in SY 2008-2009, and a two-year gain of 33.4 percentage points from 33.6 percent proficient or advanced in SY 2006-2007.<br />
Six of the eight subgroups posted an increase in the percentage of students achieving proficient or advanced in Algebra in the high school grade band from SY<br />
2007-2008 to SY 2008-2009. All eight subgroups showed a two-year gain in the percentage of student achieving proficient or advanced from SY 2006-2007 to SY<br />
2008-2009. Six subgroups were above the 2009 AMO for high school Algebra.<br />
The following results reflect detailed performance of all student groups in Algebra in the high school grade band grouping:<br />
African American students met the 2009 AMO; this subgroup posted a one-year gain of 2.7 percentage points from 62.9 percent proficient or advanced<br />
in SY 2007-2008 to 65.6 percent proficient or advanced in SY 2008-2009. This subgroup also posted a two-year gain of 33.4 percentage points from 32.2<br />
percent proficient or advanced in SY 2006-2007.<br />
American Indian/Alaskan Native students met the 2009 AMO; this subgroup posted a one-year gain of 11.4 percentage points from 60.0 percent<br />
proficient or advanced in SY 2007-2008 to 71.4 percent proficient or advanced in SY 2008-2009. This subgroup also posted a two-year gain of 42.0<br />
percentage points from 29.4 percent proficient or advanced in SY 2006-2007.<br />
FARMS students met the 2009 AMO; this subgroup posted a one-year gain of 0.3 percentage points from 65.1 percent proficient or advanced in SY 2007-<br />
2008 to 65.4 percent proficient or advanced in SY 2008-2009. This subgroup also posted a two-year gain of 33.2 percentage points from 32.2 percent<br />
proficient or advanced in SY 2006-2007.<br />
Asian/Pacific Islander students met the 2009 AMO; this subgroup posted a one-year gain of 1.6 percentage points from 81.0 percent proficient or<br />
advanced in SY 2007-2008 to 82.6 percent proficient or advanced in SY 2008-09. This subgroup also posted a two-year gain of 12.8 percentage points<br />
from 69.8 percent proficient or advanced in SY 2006-2007.<br />
Algebra/ Data Analysis Page 82
Hispanic students met the 2009 AMO; this subgroup posted a one-year loss of 1.6 percentage points from 69.0 percent proficient or advanced in SY<br />
2007-2008 to 67.4 percent proficient or advanced in SY 2008-2009. This subgroup posted a two-year gain of 36.7 percentage points from 30.7 percent<br />
proficient or advanced in SY 2006-2007.<br />
White students met the 2009 AMO; this subgroup posted a one-year loss of 0.3 percentage points from 84.5 percent proficient or advanced in SY 2007-<br />
2008 to 84.2 percent proficient or advanced in SY 2008-2009. This subgroup posted a two-year gain of 30.0 percentage points from 54.2 percent<br />
proficient or advanced in SY 2006-2007.<br />
2. Identify the practices, programs, or strategies to which you attribute the progress. Include a discussion of corresponding resource allocations.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) is proud of the increase in students meeting State standards on the Algebra/Data Analysis HSA and has implemented<br />
a number of initiatives, programs, and strategies to support students in passing the Algebra/Data Analysis assessment.<br />
CURRICULUM<br />
<strong>City</strong> <strong>Schools</strong> has committed considerable effort into the implementation of a curriculum for algebra. The Office of Teaching and Learning has continued to revise<br />
and update the two Algebra courses designed to support student achievement in this area: HSA Algebra/Data Analysis and Algebra 1 curriculum. The HSA<br />
Algebra/Data Analysis curriculum includes only VSC/CLG topics that are tested on the HSA. Formative assessments are included in the curriculum for each<br />
concept. The Algebra 1 curriculum also includes the “optional” topics in the VSC that are the critical skills needed for students to complete Algebra 1. The<br />
Algebra 1 curriculum also includes a review of the HSA Algebra/Data Analysis skills. Both courses of study have been updated to include additional resources to<br />
support student learning. Hence, if a student did not pass the HSA assessment there are opportunities for the skills to be reviewed or re-taught.<br />
Academic Youth Development: As part of a $2,000,000 grant from the ARRA, <strong>City</strong> <strong>Schools</strong> implemented the AYD program for rising 9 th graders in the summer<br />
of 2009. AYD began as a small, two-district pilot in 2006. A larger, 25-district pilot followed in 2007. Formative evaluation and continuing research led to<br />
refinements of the program and the model of service. In 2008, the first year of full-scale implementation, students at 100 school sites participated in AYD<br />
programs. In 2009, the initiative grew to serve students at 120 school sites in eight states. With research and development funding from the Gates, Carnegie,<br />
and Noyce foundations, we continue to make program enhancements, shaped by site observation, impact data, and feedback from participating educators and<br />
students.<br />
AYD directly addressed widespread student misconceptions about the factors that shape mathematics achievement and gave students a practical set of skills for<br />
improving their classroom success. Students learned that success is the product of effective effort. They learned how to think about their academic struggles in<br />
ways that keep them motivated. They learned how to learn both in small groups and by themselves. A total of 188 students participated in the program, in two<br />
sites in the city chosen for their ease of access and facilities. Students worked with their future peers and teachers to form bonds and to learn how to work<br />
Algebra/ Data Analysis Page 83
together. Students were paid hourly minimum wages, commensurably with those offered by Youth Works. Student selection criteria included a basic score on<br />
the Math MSA exam in grade 8 and receiving Title I services. Through this experience, it is expected that students have developed the tools to construct a more<br />
successful academic experience in 9 th grade overall and to succeed on the Algebra/Data Analysis HSA in particular.<br />
PROFESSIONAL DEVELOPMENT<br />
In addition, extensive and ongoing professional development was provided on systemic professional development days and was used to deepen the familiarity<br />
of classroom teachers and lead content teachers with the content of the curriculum, methodology, differentiation of instruction, and reading comprehension<br />
strategies that can be used in the algebra classroom.<br />
School Support Network Teams: The establishment of the Network teams allows central office staff to redeploy resources to better deliver services to schools.<br />
By offering guidance and support in the areas of instruction, achievement, business and student support services, these networks are a resource for the<br />
instructional and operational needs of schools so that students have what they need to achieve. The Network Teams’ collaboration with the Office of Special<br />
Education has provided support and technical assistance for all special and general educators. This support has incorporated new trends, special education<br />
pedagogy, and research-based strategies to ensure access of SWD to the general education curriculum.<br />
Governor’s Academy: Following the success of the Algebra Governor’s Academy training session held for <strong>Baltimore</strong> <strong>City</strong> teachers only during the summer of<br />
2009-<strong>2010</strong>, another <strong>City</strong> <strong>Schools</strong>-only Algebra Governor’s Academy was held in August 2009. Twenty-seven teachers from the low-performing high schools<br />
attended this Academy and consistently rated this professional development experience as “the best professional development” they have received. Participants<br />
further indicated that they feel much more confident in teaching the Algebra/Data Analysis course this year. This Governor’s Academy will be held again and<br />
funded by the school system so that all teachers will receive this support.<br />
Algebra Online: Algebra online training was offered to a cohort of 23 teachers enrolled in the straining session started on October 17, 2009. Twenty-two<br />
completed all the requirements. Another cohort of 16 teachers started training in the second semester. Ten teachers completed all the requirements. Math<br />
departments in at least 22 high-schools have received a mobile computer cart with 30 laptops each. The availability of laptop carts ensures greater teacher<br />
access to the online resources without further burden to the school building’s infrastructure.<br />
Professional Learning Communities (The WORKS): The WORKS is a monthly learning meeting designed for teachers to learn the needed content for the coming<br />
month’s instruction and for teachers to discuss successful strategies that can be used to help students understand the skills. Teachers discuss student data and<br />
analyze student work to determine what skills have been mastered and best practices that lead to student success. The WORKS are led by teachers. Teachers<br />
received stipends for attending these meetings. CAROI funds as well as the HSA Special Education funds were used to pay for this initiative. More than 300<br />
different teachers attended at least one High School WORKS session in either one of the four subject areas in the SY 2009-<strong>2010</strong>. On average, 41% of participants<br />
attended a mathematics session.<br />
Algebra/ Data Analysis Page 84
200<br />
180<br />
160<br />
140<br />
120<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
18<br />
48 44<br />
20<br />
81<br />
WORKS Attendance per Month<br />
10<br />
32<br />
70<br />
17<br />
57<br />
28<br />
78<br />
Figure One: Number of Teachers Attending the WORKS PLC - SY 2009-<strong>2010</strong><br />
In post-session feedback participants consistently rated the usefulness of the content shared, facilitator’s knowledge, and encouragement to participate in the<br />
discussion the highest. Additionally, survey data collected on the final session (84% response rate) provided the following select results:<br />
97% of respondents agreed with the statement “Attending the WORKS makes me feel supported in my profession”<br />
98% of respondents agreed with the statement “The material presented at the WORKS is relevant to my teaching”<br />
96% of respondents agreed with the statement “I have been able to use what I have learned at the WORKS in my class”<br />
97% of respondents agreed with the statement “What I have learned at the WORKS has increased the effectiveness of my instructional strategies”<br />
88% of respondents agreed with the statement “Because of what I have learned at the WORKS, my students' performance has improved”<br />
92% of respondents agreed with the statement “Because of what I have learned at the WORKS, I am better able to address the instructional needs of my<br />
students”<br />
96% of respondents agreed with the statement “Overall, the WORKS is a valuable professional development experience”<br />
Algebra/ Data Analysis Page 85<br />
0<br />
Sept Oct Nov Dec Jan Feb Mar Apr<br />
16<br />
40<br />
26<br />
71<br />
17<br />
43<br />
31<br />
55<br />
Math English Science Social Studies<br />
0<br />
23<br />
32<br />
18<br />
57
Graphing Calculator Training: As a recipient of a $350,000 MSDE HSA Special Education grant for SY 2009-10, <strong>City</strong> <strong>Schools</strong> provided extensive training on the use<br />
of graphing calculator devices (GCD) to at least one math teacher from each of the 17 lowest performing high schools in the district (neighborhood schools).<br />
These schools have the largest population of special needs students. Teachers received nine days of professional development supervised by a Texas<br />
Instruments’ professional development facilitator (Calculator Specialist). Sessions were held in August 2009 (5 days), October 2009 (2 days), and November<br />
2009, (2 days). Teachers who participated in the initial training subsequently facilitated common planning times with the math teachers in their respective<br />
schools to share strategies on how to incorporate GCD technology into the instruction of mathematics. Moreover, the Calculator Specialist met with each school<br />
at least once a month to facilitate the common planning time with the mathematics teachers and foster the adoption of GCD technology.<br />
A direct consequence of this training initiative was the January 28, <strong>2010</strong> Systemic Professional Development day. Eight teachers from the August cohort, along<br />
with one school-based teacher, the Calculator Specialist, and two facilitators from Texas Instruments, conducted a multi-session training day geared toward<br />
introducing and sharing best practices and strategies on the use of GCD for instruction. This professional development day was externally validated by Texas<br />
Instruments representatives, who also co-facilitated two sessions. Eleven different topic sessions were offered on both the TI-84 and the TI-Nspire platforms for<br />
teachers in middle and high-schools. Topics focused on best instructional practices for courses ranging from Algebra/Data Analysis HSA to Calculus. Additionally,<br />
two sessions on the use of the Geometer’s Sketch Pad were also offered to complement the scope of mathematics courses served. More than 120 different<br />
math teachers were served by this professional development opportunity.<br />
Bridge Projects: <strong>City</strong> <strong>Schools</strong> provided Bridge Project Professional Development workshops throughout the months of September, October, and November.<br />
Past participants have found the workshops to be of great value in not only guiding students through the Bridge Projects, but also in helping focus instruction in<br />
the Algebra/Data Analysis course and further reduce the number of students who need to complete Bridge Projects. Anecdotal evidence from the lead Bridge<br />
Project scorer suggests that teachers who attend this workshop, on average, have a higher success rate – measured by the number of first-time submission<br />
rejections – than teachers who do not attend this workshop.<br />
ASSESSMENT:<br />
Benchmarks: The Office of Academic Achievement piloted quarterly benchmark assessments for the 2007-2008 school year. These benchmarks enabled staff<br />
members to assess students’ attainment of the CLG objectives and assessment limits. In addition, the benchmarks were used to identify students who were in<br />
danger of failing Algebra/Data Analysis. All schools purchased scanners to input their scores so that the benchmark results would be available within five<br />
minutes.<br />
SCHOOL-BASED SUPPORT FOR STUDENTS<br />
3. Describe where challenges are evident. In your response, identify challenges in terms of subgroups.<br />
<strong>City</strong> <strong>Schools</strong> continue to present performance differences between White (non-Hispanic) subgroup and all other identified subgroups; with the former posting<br />
higher percentage of proficient students than the latter in SY 2008-2009.<br />
4. Describe the changes or adjustments that will be made to ensure sufficient progress. Include a discussion of corresponding resource allocations, and<br />
incorporate timelines where appropriate.<br />
Algebra/ Data Analysis Page 86
The theory of action to address this challenge is to continue successful practices, providing guidance and support to schools based on need, and with a focus on<br />
instruction and support for students with disabilities and LEP students.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Challenges in supporting all students in passing the HSA will be addressed by the following actions:<br />
Adjustments:<br />
Strengthen the entire K-12 mathematics instructional program so students come to high school with a firm grasp of foundational mathematics skills.<br />
Identify high-quality core math curriculum and instructional materials so schools will be supported in structuring their math instruction.<br />
Increase the content knowledge and skills of teachers at all levels so they are better able to meet the learning needs of students.<br />
Provide extensive opportunities for teachers to participate in professional development created and lead by master mathematics teachers (PLC The<br />
WORKS).<br />
Identify interventions for specific purposes to provide schools with a choice of resources to address students’ learning gaps.<br />
Educate teachers about the PK-12 Algebra strand that runs through the entire curriculum, so they better understand the skills that undergird Algebra<br />
success.<br />
Utilize benchmark assessments at all grade levels so teachers can more quickly diagnose and address learning gaps for students.<br />
Support grade level teams of teachers in using their daily formative assessments as well as the <strong>City</strong> <strong>Schools</strong>’ benchmark assessments to collaboratively<br />
plan a more effective instructional program.<br />
Set the expectation that many <strong>City</strong> <strong>Schools</strong>’ students will meet the Algebra requirement in middle school so they can be prepared to take more rigorous<br />
mathematics courses in high school.<br />
Many adjustments are being made for <strong>2010</strong>-2011 in order to improve the pass rate on the HSA Algebra/Data Analysis. A variety of textbooks were adopted for<br />
schools to select to use for this course. The Walsh materials were created specifically for Maryland and are used successfully in a number of counties. The<br />
Cognitive Tutor, a 60% technology approach to supporting skills critical to Algebra success, was selected by several schools. (This model is in use in Howard<br />
County for students who need additional support).<br />
Traditionally, textbooks for Algebra 1 (Glencoe and McDougall-Littell) are selected for use by schools. In support of this selection, the basic curriculum was<br />
realigned by the Office of Mathematics to identify specific locations in the textbooks where VSC/CLG skills are taught.<br />
To support teachers with their daily instruction, formative concept tests were developed for each VSC/CLG objective so teachers will know immediately if a<br />
student has mastered that skill.<br />
Algebra/ Data Analysis Page 87
Eighth grade students, who continue to demonstrate basic proficiency with math skills as they exit middle school, will be identified for an Algebra Readiness<br />
course to increase their knowledge and understanding of core Algebra skills before they take HSA Algebra/Data Analysis.<br />
Algebra/ Data Analysis Page 88
Based on the Examination of the 2008 High School Assessment Results for Algebra/Data Analysis (Tables 3.3 and 3.4):<br />
1. Identify any additional challenges that are evident.<br />
These tables show the test participation and status for all 10 th grade and 11 th grade students in Algebra in SY 2008-09. Fewer exams were taken in 11 th grade<br />
than in 10 th grade (3,471 versus 3,670) but a greater percent and number of tests were taken and passed by 11 th graders (65.8 percent) than 10 th graders (61.1<br />
percent). A smaller percent and number of exams were taken and not passed by 11 th graders (30.3 percent) than 10 th graders (33.9 percent) and a smaller<br />
percent and numbers of 11th graders have not yet taken the Algebra HSA (3.8 percent) than 10 th graders (5.0 percent).<br />
For American Indian/Alaskan Native students, the same number of exams were taken in 11 th grade than in 10 th grade (8) and 5 tests were taken and passed<br />
by 11 th graders compared to 8 by 10 th graders. Three exams were taken and not passed by 11 th graders compared to 0 10 th graders, and no 11 th grader and<br />
only 1 10 th grader has not yet taken the Algebra HSA.<br />
For African American students, fewer exams were taken in 11 th grade than in 10 th grade (3,148 versus 3,356). A greater percent although smaller number of<br />
tests were taken and passed by 11 th graders (64.5 percent) than 10 th graders (60.2 percent). A smaller percent and number of exams were taken and not<br />
passed by 11 th graders (32.0 percent) than 10 th graders (35.5 percent) and a smaller percent and numbers of 11th graders have not yet taken the Algebra<br />
HSA (3.5 percent) than 10 th graders (4.3 percent).<br />
For Asian/Pacific Islander students, a greater number of exams were taken in 11 th grade than in 10 th grade (28 versus 21) and a greater percent and number<br />
of tests were taken and passed by 11 th graders (78.8 percent) than 10 th graders (71.4 percent). A greater percent and number of exams were taken and not<br />
passed by 11 th graders (6.1 percent) than 10 th graders (3.6 percent) and a smaller percent and numbers of 11th graders have not yet taken the Algebra HSA<br />
(15.2 percent) than 10 th graders (25.0 percent).<br />
For White students, a greater number of exams were taken in 11 th grade than in 10 th grade (221 versus 217) and a greater percent and number of tests were<br />
taken and passed by 11 th graders (83.5 percent) than 10 th graders (74.4 percent). A smaller percent and number of exams were taken and not passed by 11 th<br />
graders (10.2 percent) than 10 th graders (15.3 percent) and a smaller percent and numbers of 11th graders have not yet taken the Algebra HSA (6.4 percent)<br />
as 10 th graders (10.3 percent).<br />
For Hispanic students, fewer exams were taken in 11 th grade (66) than in 10 th grade (68) and a greater percent and number of tests were taken and passed<br />
by 11 th graders (62.0 percent) than 10 th graders (52.6 percent). A smaller percent and number of exams were taken and not passed by 11 th graders (31.0<br />
percent) than 10 th graders (36.8 percent) and a smaller percent and numbers of 11th graders have not yet taken the Algebra HSA (7.0 percent) as 10 th<br />
graders (10.5 percent).<br />
Algebra/ Data Analysis Page 89
For Special Education students, fewer exams were taken in 11 th grade than in 10 th grade (367 versus 375) and a greater percent and number of tests were<br />
taken and passed by 11 th graders (21.0 percent) than 10 th graders (18.4 percent). A smaller percent and number of exams were taken and not passed by 11 th<br />
graders (76.6 percent) than 10 th graders (77.3 percent) and a smaller percent and number of 11 th graders have not yet taken the Algebra HSA (2.4 percent) as<br />
10 th graders (4.3 percent).<br />
For Limited English Proficient students, fewer exams were taken in 11 th grade than in 10 th grade (32 versus 51). A greater percent although smaller number<br />
of tests were taken and passed by 11 th graders (37.1 percent) than 10 th graders (35.1 percent). A smaller percent and number of exams were taken and not<br />
passed by 11 th graders (54.3 percent) than 10 th graders (54.4 percent) and a smaller percent and number of 11 th graders have not yet taken the Algebra HSA<br />
(8.6 percent) as 10 th graders (10.5 percent).<br />
For FARMS students, fewer exams were taken in 11 th grade than in 10 th grade (2178 versus 2457). A greater percent although smaller number of tests were<br />
taken and passed by 11 th graders (63.3 percent) than 10 th graders (59.4 percent). A smaller percent and number of exams were taken and not passed by 11 th<br />
graders (34.4 percent) than 10 th graders (37.4 percent) and a smaller percent and number of 11 th graders have not yet taken the Algebra HSA (2.2 percent) as<br />
10 th graders (3.3 percent).<br />
2. Describe the interventions that the school system has in place to support students in passing the Algebra/Data Analysis HSA. How effective are they?<br />
What evidence do you have of their effectiveness? Include a discussion of corresponding resource allocations.<br />
A shift in focus for improving students Algebra/Data Analysis HSA performance since the SY 2009-<strong>2010</strong> has been to improve their teachers’ content knowledge<br />
and skills so they are able to more effectively work with their students in the classroom.<br />
A separate Algebra Governor’s Academy was held for <strong>Baltimore</strong> <strong>City</strong> teachers only. This intervention will continue to expand in the SY <strong>2010</strong>-2011 with the<br />
objective of reaching the totality of teachers who serve students enrolled in the HSA Algebra/Data Analysis and the Algebra Readiness courses.<br />
In a separate initiative last year, two cohorts of teachers participated in the Algebra on-line course offered by our Office of Mathematics’ specialist. This<br />
initiative will continue to be an option to all teachers involved in the instruction of HSA-related coursed. CAROI money will be reallocated to support these<br />
initiatives.<br />
The monthly Professional Learning Community (The WORKS), where teachers meet to learn the needed content for the coming month’s instruction and discuss<br />
successful strategies that can be used to help students to understand the skills, will be continued for SY <strong>2010</strong>-2011 . Teachers will discuss the student data and<br />
analyze student work to determine what skills have been mastered. These Professional Learning Communities are led by teachers. Teachers will receive<br />
stipends for attending these meetings. CAROI funds as well as the HSA Special Education funds will be used to pay for this initiative.<br />
Additionally, as an extension of the training initiated with HSA Special Education funds, focused professional developed on the utilization of graphing calculator<br />
devices (CGD) will be added to the professional development schedule of <strong>City</strong> <strong>Schools</strong>. The objective will be to increase teachers’ knowledge and skill in the use<br />
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of CGD technology in the instruction of mathematics. Special focus will be placed on the teaching of Algebra 1 as it supports students’ performance on the HSA<br />
Algebra/Data Analysis exam.<br />
Concomitantly, a cohort of high-school Teacher Leaders (TL) will be identified and deployed throughout <strong>City</strong> <strong>Schools</strong>. The role of the TL is to provide a model of<br />
exemplary effective instruction that teachers can access and emulate. Under this model, struggling teachers visit a TL’s class to observe and learn from the TL’s<br />
practice. TLs have been selected for their outstanding technical skill in their classroom management, data-driven decision making, mastery of instructional<br />
delivery techniques, differentiation, and successful student performance.<br />
In the TL model, time is built into the model to allow time for the visiting teachers to interact with the TL and debrief their observation and workout a mutually<br />
convenient schedule for further collaboration. Additionally, TLs have office hours in the Central Office, where they are available to assist any teacher with the<br />
many aspects of their instructional practice including, but not limited to, instructional planning, identification of resources, classroom management strategies,<br />
etc.<br />
<strong>City</strong> <strong>Schools</strong> is employing “Teacher Fellows” to assist with the evaluation and implementation of instruction on a school-by-school basis. There veteran<br />
instructors have demonstrated effective teaching of the mathematics curriculum and are available on a daily basis to work with teachers within their classrooms.<br />
The Network Teams will continue to work in tandem with Teacher Fellows to provide just-in-time assistance to school-based teachers either upon request or<br />
upon the analysis of benchmark results.<br />
SPECIAL EDUCATION<br />
As the mathematics achievement of our students with IEPs will be a particular focus, the following system-wide interventions will be put into place to increase<br />
the rigor of the core content instructional programs for our students.<br />
Increasing Access to the General Education Curriculum<br />
The Office of Special Education’s IEP Development and Implementation Team will ensure that students with disabilities are able to access and make<br />
progress in the general education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and special<br />
educators. This training will include:<br />
The development of current, accurate, and compliant IEP Present Levels of Academic Achievement and Functional Performance statements<br />
The development of standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)<br />
The development of appropriate accommodations, modifications, and supplementary aids and services<br />
The utilization of data to drive quality decision-making when identifying appropriate educational services and environments for students with<br />
disabilities<br />
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Determination of the Appropriate Least Restrictive Environment (LRE) for Maximum Student Success<br />
In order to provide access to the general education curriculum for students with disabilities, each school has an Inclusion Action Plan Committee to<br />
develop and implement procedures and practices to increase the number of students with disabilities receiving services in LRE A and B. Each school is<br />
responsible for:<br />
Completing a revised Inclusion Action Plan, building on the past year’s successes in increasing the number of students receiving IEP services<br />
in the general education setting.<br />
Meeting with the Inclusive Practices and Co-Teaching team specialist (by the end of September 2009) to discuss the revisions and current<br />
needs included in their Inclusion Action Plan to support providing access for students with disabilities to the general education curriculum.<br />
The specialist will provide support, as needed, to implement the plan.<br />
IEP teams will review students’ strengths, needs, classroom performance, standardized test scores, teacher-based assessments, curriculumbased<br />
assessments, and benchmark test results as part of the discussion of each student’s identification for the appropriate State<br />
assessment.<br />
Increased Collaboration between General and Special Educators<br />
Collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special educators to<br />
co-plan and collaborate. The Office of Special Education will collaborate with the Academic Achievement Offices and the Networks to support schools in<br />
improving the quality of their collaborative planning opportunities.<br />
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Biology Page 93<br />
Biology<br />
Based on the Examination of AYP Proficiency Data for Biology (Table 3.5 and 3.6):<br />
1. Identify the challenges that are evident.<br />
These tables show the test participation and status for all 10 th grade and 11 th grade students in Biology in SY 2008-2009. A greater number of exams were taken<br />
in 11 th grade than in 10 th grade (3,333 versus 1,511) and a greater percent and number of tests were taken and passed by 11 th graders (57.4 percent) than 10 th<br />
graders (29.4 percent). A greater percent and number of exams were taken and not passed by 11 th graders (34.9 percent) than 10 th graders (9.8 percent) and a<br />
smaller percent and numbers of 11th graders have not yet taken the Biology HSA (7.6 percent) than 10 th graders (60.9 percent).<br />
For American Indian/Alaskan Native students, more exams were taken in 11 th grade (8) than in 10 th grade (5) and 7 tests were taken and passed by 11 th<br />
graders compared to 5 by 10 th graders. One exam was taken and not passed by 11 th graders compared to 0 10 th graders, and no 11 th grader and 4 10 th<br />
graders have not yet taken the Biology HSA.<br />
For African American students, more exams were taken in 11 th grade than in 10 th grade (3,003 versus 1,296). A greater percent and number of tests<br />
were taken and passed by 11 th graders (55.3 percent) than 10 th graders (26.7 percent). A greater percent and number of exams were taken and not<br />
passed by 11 th graders (36.8 percent) than 10 th graders (10.3 percent) and a greater percent and the number of 11 th graders that have not yet taken the<br />
Biology HSA (7.9 percent) than 10 th graders (63.0 percent).<br />
For Asian/Pacific Islander students, a greater number of exams were taken in 11 th grade than in 10 th grade (29 versus 18) and a greater percent and<br />
number of tests were taken and passed by 11 th graders (69.7 percent) than 10 th graders (64.3 percent). A greater percent, and the number of exams<br />
were taken and not passed by 11 th graders (18.2 percent) than 10 th graders (0.0 percent) and a smaller percent and number of 11 th graders have not yet<br />
taken the Biology HSA (12.1 percent) than 10 th graders (35.7 percent).<br />
For White students, a greater number of exams were taken in 11 th grade than in 10 th grade (228 versus 160) and a greater percent and number of tests<br />
were taken and passed by 11 th graders (83.5 percent) than 10 th graders (61.2 percent). A greater percent and number of exams were taken and not<br />
passed by 11 th graders (13.1 percent) than 10 th graders (5.0 percent) and a smaller percent and the number of 11 th graders that have not yet taken the<br />
Biology HSA (3.4 percent) as 10 th graders (33.9 percent).
For Hispanic students, more exams were taken in 11 th grade (65) than in 10 th grade (32) and a greater percent and number of tests were taken and<br />
passed by 11 th graders (59.2 percent) than 10 th graders (35.5 percent). A greater percent and number of exams were taken and not passed by 11 th<br />
graders (32.4 percent) than 10 th graders (6.6 percent) and a smaller percent and the number of 11 th graders that have not yet taken the Biology HSA (8.5<br />
percent) as 10 th graders (57.9 percent).<br />
For Special Education students, more exams were taken in 11 th grade than in 10 th grade (331 versus 90) and a greater percent and number of tests were<br />
taken and passed by 11 th graders (19.4 percent) than 10 th graders (5.4 percent). A greater percent and number of exams were taken and not passed by<br />
11 th graders (68.6 percent) than 10 th graders (17.6 percent) and a smaller percent and the number of 11 th graders that have not yet taken the Biology<br />
HSA (12.0 percent) as 10 th graders (77.0 percent).<br />
For Limited English Proficient students, more exams were taken in 11 th grade than in 10 th grade (32 versus 22). A smaller percent and number of tests<br />
were taken and passed by 11 th graders (31.4 percent) than 10 th graders (31.6 percent). A greater percent and number of exams were taken and not<br />
passed by 11 th graders (60.0 percent) than 10 th graders (7.0 percent) and a smaller percent and the number of 11 th graders that have not yet taken the<br />
Biology HSA (8.6 percent) as 10 th graders (61.4 percent).<br />
For FARMS students, more exams were taken in 11 th grade than in 10 th grade (2,064 versus 896). A greater percent and number of tests were taken and<br />
passed by 11 th graders (54.2 percent) than 10 th graders (24.3 percent). A greater percent and number of exams were taken and not passed by 11 th<br />
graders (38.4 percent) than 10 th graders (11.0 percent) and a smaller percent and the number of 11 th graders that have not yet taken the Biology HSA<br />
(7.4 percent) as 10 th graders (64.7 percent).<br />
2. Describe the interventions that the school system has in place to support students in passing the Biology HSA. How effective are they? What evidence do<br />
you have of their effectiveness? Include a discussion of corresponding resource allocations.<br />
Interventions for High School Biology<br />
The most immediate intervention is that all schools not meeting AYP are required to provide 90 minutes of year-long instruction in Biology.<br />
Students who are in danger of failing will be identified through teacher-generated assessments, and 6 district-generated benchmark exams that<br />
are administered upon competition of each unit of study. Those students who score below a 70 on benchmarks and below a 70 in their class work<br />
will receive intervention. The interventions will consist of in-class regrouping and re-teaching as well as after school tutoring and re-teaching.<br />
Suggestions for re-teaching are included in the district’s Biology Curriculum. Particular attention is paid to special education students and ELL<br />
students. Special Education’s IEP Development and Implementation team will provide professional development activities and technical assistance related to<br />
writing appropriate IEP goals that are linked to the Maryland State Curriculum to ensure that students have access to grade level standards.<br />
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To ensure that appropriate materials and data analysis are used and that content and pedagogy are strengthened, the Office of Teaching and Learning will<br />
continue focused professional development for ES0L teachers, general and special education teachers, and school-based professional developers of<br />
science throughout the school year. Professional development activities will take place at the school sites.<br />
During the summer of 2009 a group of Biology Master Teachers worked on re-designing inquiry- based Biology curriculum. The structure of the curriculum was<br />
changed from being program-based to a generic multi- resourced program with best practices references, where a teacher is at liberty of selecting the best<br />
activities, resources, and assessments to meet their students’ needs. The team created detailed curriculum documents containing rigorous hands-on activities<br />
for each topic, research of common students’ misconceptions for each topic, web-based resources, and assessments. These documents were uploaded on the<br />
Blackboard for teacher use. <strong>Schools</strong> were provided with electronic curriculum guidance documents that had been revised over a number of years by writing<br />
teams of teachers. The documents included pacing guides, test questions, and the calendar for benchmark assessments. These guidance documents assisted<br />
teachers with their lesson planning. The introduction of the teacher-made materials gave more coherence to the Biology courses as the materials continued to<br />
be introduced to teachers of Biology in SY 2009-<strong>2010</strong>. This set of materials includes intervention strategies that enhance the range of materials, resources, and<br />
instructional approaches available to teachers.<br />
“Physics first” course (Freshmen Physics) was successfully launched in 8 schools across the district. This pre-Algebra program provides direct support to students’<br />
mastery of the Skills and Processes of Science, critical reasoning, and experimentation. Another freshmen course, “Science and Sustainability”, was continued to<br />
be offered across the city. This ‘pre-Biology’ course provides foundation in Life Science for students who failed 8 th grade Science MSA. This program also<br />
supports students’ mastery of the Skills and Processes of Science, critical reasoning, and experimentation.<br />
Assessments<br />
Prior to 2009 <strong>Baltimore</strong> <strong>City</strong> schools administered 4 cumulative Biology Benchmarks aligned to the district Biology curriculum. However, due to decentralization<br />
and “Fair Student Funding” this approach became no longer effective as schools were following individual Scopes and Sequences of topics. To meet the need for<br />
timely and appropriate assessments 5 Biology Units (Ecology, Evolution, Chemistry of Cell, Cells and Body Systems, Genetics) were created to replace the<br />
cumulative tests. This new approach to Benchmarks enabled staff members to assess students’ attainment of the curriculum objectives and assessment limits. In<br />
addition, the benchmarks were used to identify students who were in danger of failing the Biology HSA. Particular attention was paid to the scores of special<br />
education and limited English proficient students. When necessary, additional supports were provided to those students. These benchmark assessments are<br />
constantly reviewed, evaluated and refined.<br />
As an extension of the benchmarks, end-of-course assessments were instituted during SY 2009-<strong>2010</strong>. The assessments were designed by Master Teachers of the<br />
following subjects: Biology, Chemistry, Physics First, Science and Sustainability.<br />
<strong>City</strong> <strong>Schools</strong> has taken a number of steps to address weaknesses in high school biology teacher capacity. <strong>City</strong> <strong>Schools</strong> has formed science education partnerships<br />
with institutions of higher education (Morgan State University, University of Maryland <strong>Baltimore</strong> County) as well as with nationally significant industries and<br />
corporations (Lockheed Martin, Northrop Grumman). New partnerships with STEM educational programs (FIRST Robotics, VEX Robotics, LEGO League) are<br />
Biology Page 95
sprouting. These partners have supported school system efforts to increase the number of outstanding individuals and have created environments for all<br />
educators that maximize their impact on student achievement.<br />
Additional supports in FY <strong>2010</strong> included the following initiatives:<br />
New assessments and on-line data reporting system; and targeted intervention teachers based on student performance on the HSA.<br />
<strong>City</strong> <strong>Schools</strong> provided Governor’s Academy in biology for 40 regular and special educators teaching Biology during the summer of 2009 for <strong>City</strong> School<br />
Teachers and will conduct an Academy for 50 additional teachers in <strong>2010</strong><br />
District- wide adoption of new Biology, Chemistry, and AP Sciences textbooks<br />
D2L Biology on-line training ( 15 hours) is offered to biology teachers three times during the academic year (90 teaches per year)<br />
Provide ongoing professional development and curricular resources during systemic Professional Development days in August and January and via High<br />
School Biology Works.<br />
Partnership with Morgan State University on implementing Algebra/Biology integrated curricula modules; piloted at Vivien T Thomas and Friendship<br />
Academy of Science and Technology during 2009-<strong>2010</strong>FY. (NSF funded)<br />
Over 50 teachers have received licenses to borrow lab materials from the Maryland Loaner Lab<br />
150 teachers attended Maryland Association of Science Teachers conference in October 2009.<br />
BioEYes embryology program for students was implemented in 8 High schools across the district<br />
3. Describe what, if anything, the school system will do differently than in past years to address the challenges identified. Include a discussion of<br />
corresponding resource allocations.<br />
The theory of action to address this challenge is to continue successful practices, providing guidance and support to schools based on need, and with a<br />
focus on instruction and support for LEP students and students with disabilities. The following strategies, practices, and programs listed will be<br />
implemented in order to address the concerns and overcome the challenges.<br />
Strengthen the entire K-12 Science instructional program so students come to high school with a firm grasp of foundational science skills.<br />
Increase the content knowledge and skills of teachers at all levels so they are better able to meet the learning needs of students.<br />
Provide extensive opportunities for teachers to participate in professional development created and lead by master Science teachers.<br />
Identify interventions for specific purposes to provide schools with a choice of resources to address students’ learning gaps.<br />
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Educate teachers about the PK-12 Life Science strand that runs through the entire curriculum, so they better understand the skills that undergird<br />
Biology success.<br />
Utilize benchmark assessments at all grade levels so teachers can more quickly diagnose and address learning gaps for students.<br />
Support grade level teams of teachers in using their daily formative assessments as well as the <strong>City</strong> <strong>Schools</strong>’ benchmark assessments to collaboratively<br />
plan a more effective instructional program.<br />
Set the expectation that many <strong>City</strong> <strong>Schools</strong>’ students will meet the Science MSA requirement in middle school to prepare them to take more rigorous<br />
science courses in high school.<br />
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Government<br />
Based on the Examination of the 2009 High School Assessment Results for Government (Tables 3.4-3.8)<br />
1. Identify the challenges that are evident.<br />
These tables show the test participation and status for all 10 th grade and 11 th grade students in Government in SY 2008-2009. More exams were taken in 11 th<br />
grade than in 10 th grade (3,488 versus 3,251) and a greater percent and number of tests were taken and passed by 11 th graders (74.5 percent) than 10 th graders<br />
(55.5 percent). A smaller percent and number of exams were taken and not passed by 11 th graders (22.2 percent) than 10 th graders (28.6 percent) and a smaller<br />
percent and numbers of 11th graders have not yet taken the Government HSA (3.4 percent) than 10 th graders (15.8 percent).<br />
For American Indian/Alaskan Native students, more exams were taken in 11 th grade (8) than in 10 th grade (7) and the same number of tests were taken<br />
and passed by 11 th graders and 10 th graders (6). Two exams were taken and not passed by 11 th graders compared to 1 10 th grader, and no 11 th grader<br />
and 2 10 th graders have not yet taken the Government HSA.<br />
For African American students, more exams were taken in 11 th grade than in 10 th grade (3,148 versus 2,957). A greater percent and number of tests<br />
were taken and passed by 11 th graders (73.1 percent) than 10 th graders (54.3 percent). A smaller percent and number of exams were taken and not<br />
passed by 11 th graders (23.4 percent) than 10 th graders (30.0 percent) and a smaller percent and the number of 11 th graders that have not yet taken the<br />
Government HSA (3.5 percent) than 10 th graders (15.7 percent).<br />
For Asian/Pacific Islander students, a greater number of exams were taken in 11 th grade than in 10 th grade (32 versus 22) and a greater percent and<br />
number of tests were taken and passed by 11 th graders (90.9 percent) than 10 th graders (75.0 percent). A greater percent and number of exams were<br />
taken and not passed by 11 th graders (6.1 percent) than 10 th graders (3.6 percent) and a smaller percent and the number of 11 th graders that have not<br />
yet taken the Government HSA (3.0 percent) than 10 th graders (21.4 percent).<br />
For White students, a greater number of exams were taken in 11 th grade than in 10 th grade (232 versus 207) and a greater percent and number of tests<br />
were taken and passed by 11 th graders (92.4 percent) than 10 th graders (72.7 percent). A smaller percent and number of exams were taken and not<br />
passed by 11 th graders (5.9 percent) than 10 th graders (12.8 percent) and a smaller percent and the number of 11 th graders that have not yet taken the<br />
Government HSA (1.7 percent) as 10 th graders (14.5 percent).<br />
For Hispanic students, more exams were taken in 11 th grade than in 10 th grade (68 versus 58) and a greater percent and number of tests were taken and<br />
passed by 11 th graders (69.0 percent) than 10 th graders (50.0 percent). About the same percent and number of exams were taken and not passed by 11 th<br />
graders (26.8 percent) as 10 th graders (26.3 percent) and a smaller percent and number of 11 th graders have not yet taken the Government HSA (4.2<br />
percent) as 10 th graders (23.7 percent).<br />
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For Special Education students, more exams were taken in 11 th grade than in 10 th grade (357 versus 323) and a greater percent and number of tests were<br />
taken and passed by 11 th graders (38.3 percent) than 10 th graders (25.5 percent). About the same percent and number of exams were taken and not<br />
passed by 11 th graders (56.6 percent) as 10 th graders (56.9 percent) and a smaller percent and number of 11 th graders have not yet taken the<br />
Government HSA (5.1 percent) as 10 th graders (17.6 percent).<br />
For Limited English Proficient students, more exams were taken in 11 th grade than in 10 th grade (32 versus 28). A greater percent and number of tests<br />
were taken and passed by 11 th graders (42.9 percent) than 10 th graders (15.8 percent). A greater percent but fewer number of exams were taken and<br />
not passed by 11 th graders (48.6 percent) than 10 th graders (33.3 percent) and a smaller percent and number of 11 th graders have not yet taken the<br />
Government HSA (8.6 percent) as 10 th graders (50.9 percent).<br />
For FARMS students, about the same number exams were taken in 11 th grade than in 10 th grade (2,154 versus 2,156). A greater percent and number of<br />
tests were taken and passed by 11 th graders (72.1 percent) than 10 th graders (52.5 percent). A smaller percent and number of exams were taken and not<br />
passed by 11 th graders (24.6 percent) than 10 th graders (32.4 percent) and a smaller percent and the number of 11 th graders that have not yet taken the<br />
Government HSA (3.3 percent) as 10 th graders (15.1 percent).<br />
2. Describe the interventions that the school system has in place to support students in passing the Government HSA. How effective are they? What<br />
evidence do you have of their effectiveness? Include a discussion of corresponding resource allocations.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
The most immediate intervention is that all schools not meeting AYP are required to provide 90 minutes of year-long instruction in American Government.<br />
Students who are in danger of failing will be identified through teacher-generated assessments, and three district-generated benchmark exams that are<br />
administered each quarter. Those students who score below a 70 on benchmarks and below a 70 in their class work will receive intervention. The interventions<br />
will consist of in-class regrouping and re-teaching as well as after school tutoring and re-teaching. Suggestions for re-teaching are included in the district’s<br />
Government Topic Plans that have been added to the Government curriculum. Particular attention is paid to special education students and ELL students.<br />
Adjustments for the special education subgroup include extensive and ongoing professional development for teachers and instructional support teachers<br />
regarding differentiation of instruction and reading comprehension. This professional development has focused on content knowledge, pedagogy, assessment,<br />
and coaching in an effort to create effective school-based instructional leaders. In addition, instructional support teachers have received professional<br />
development on how to assist special education teachers in modifying instructional strategies for ELL and special education students.<br />
The HSA Intervention Grant from MSDE allowed <strong>City</strong> <strong>Schools</strong> to focus on the instruction of ELL and special education students. Teams of teachers from 10<br />
targeted neighborhood high schools participated in eight intensive professional development sessions that focused on government content and reading and<br />
writing strategies. Those teams consisted of one government teacher, one ELL teacher and one special education teacher. Those teachers, in turn, used the<br />
knowledge gained to work with specifically targeted ELL and special education students in one-on-one or small group tutoring sessions. Those teams largely<br />
Government Page 99
emain in place and our ELL and special education students continue to show progress toward closing the achievement gap with their general education peers.<br />
Of particular note is the 8% increase made by special education students over the last two years.<br />
The focus of all professional development initiatives has been on improving teaching and learning to increase student achievement on the Government HSA.<br />
ESOL teachers and special education teachers have been included in all professional development initiatives, including the MSDE Governor’s Academy, MSDE<br />
online course training, and <strong>City</strong> <strong>Schools</strong>’ High School “Works” initiative.<br />
<strong>City</strong> <strong>Schools</strong> has implemented several initiatives, programs and strategies, to support students in passing the HSA. Professional development days across the<br />
system are used to deepen classroom teachers’ familiarity with the content of the curriculum. Demonstration lessons are used to model pedagogical approaches<br />
and the range and depth of the material. Curriculum teams visit schools and observe classes and end their visits with guidance to teachers and principals.<br />
Observational data are used to plan future professional development. School community members are advised of the opportunities through communications<br />
with the principals and through regular meetings with the instructional support teachers (ISTs) and department heads. These school leaders are responsible for<br />
the majority of the professional development provided with guidance from the Office of Teaching and Learning. These initiatives include the following:<br />
Providing government teachers with training on how to utilize the online HSA Government course in partnership with MSDE.<br />
Quarterly social studies content lead teacher meetings: The Office of Teaching and Learning provides a series of quarterly professional development<br />
sessions. These sessions are comprised of content based presentations directly related to social studies standards assessed on the HSA, continued<br />
“range-finding” seminars, updates from MSDE social studies briefings, and professional development on how to use data from the benchmark tests to<br />
refine instruction.<br />
The district continues to use a collection of Government Topic Plans that were developed over the past few years. Each Government Topic Plan includes specific<br />
reference to state curriculum objectives, recommended student products aligned to those objectives, and plans for ongoing assessment of student progress.<br />
Government Topic Plans have been posted on TSS and are accessible by all teachers.<br />
<strong>City</strong> <strong>Schools</strong> began implementation of a curriculum map for its government course in 2004. This curriculum map clearly tied system and online resources as well<br />
as sample activities to specific requirements of the Core Learning Goals and assessment limits.<br />
Finally, Fair Student Funding drives the resources that are given to schools. According to the Weighted Student Formula Yearbook 2009, “The money follows the<br />
students into schools based on each student’s individual characteristics. Under fair student funding, principals have discretion over at least $5,000 per student as<br />
a base funding level, up from about $90 in SY 2007-2008. <strong>Schools</strong> also receive $2,200 for each student who is struggling academically and $2,200 for each<br />
student qualifying as gifted, plus $900 for every low-income student in high school as a drop-out prevention weight. On average, schools receive more than<br />
$9,000 per student, with some of that money designated for specific purposes.” Due to this initiative, principals are responsible for providing appropriate<br />
resources for government instruction.<br />
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3. Describe what, if anything, the school system will do differently than in past years to address the challenges identified. Include a discussion of<br />
corresponding resource allocations.<br />
The theory of action to address this challenge is to continue successful practices, providing guidance and support to schools based on need, and with a focus on<br />
instruction and support for LEP students and students with disabilities.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES:<br />
Curriculum/Programs<br />
During the summer of <strong>2010</strong>, a team of master teachers reviewed and revised the middle school curriculum for 8 th grade U.S. History. Revisions to the 8 th grade<br />
U.S. History curriculum included the alignment of assessment limits with those of 10 th grade American Government. This action followed last year’s effort to<br />
align the 9 th grade U.S. History course with the 10 th grade American Government course. The district worked with a team of high-performing American<br />
Government teachers to significantly revise and implement an updated compliment of Government Topic Plans that are available to teachers on an ongoing<br />
basis for SY <strong>2010</strong>-2011. These Government Topic Plans pay special attention to previously identified underperforming subgroups of students. Continuing efforts<br />
include:<br />
Assessments<br />
An ongoing examination of the assessment limits within the 8 th grade U.S. History course, the 9 th grade U.S. History course and the 10 th grade<br />
American Government course will take place during the <strong>2010</strong>-2011 school year and will inform further revisions scheduled for the summer of<br />
2011.<br />
A team of experienced 10th grade American Government teachers will finish work on learning objects which are being embedded into modules for<br />
the <strong>City</strong> <strong>Schools</strong>’ online American Government course. The first units are currently complete and the entire course will be completed by January of<br />
2011.<br />
Adoption of ancillary and supplemental materials will continue throughout the current academic year for all grade levels, but with special<br />
attention being paid to those resources that offer the best support of inclusion of American Government concepts at the early and middle grade<br />
levels.<br />
The <strong>2010</strong>-2011 academic years will continue to feature the administration of three benchmarks and an end of course assessment for students enrolled in<br />
American Government courses. The benchmarks and end of course assessment for American Government have been modified to more accurately reflect the<br />
reading comprehension/stimulus based questions that have become the hallmark of the current HSA. Results from the benchmarks and end of course<br />
assessment will be captured through <strong>City</strong> <strong>Schools</strong>’ School Net system in order to guide future instructional delivery at the school and to provide insight to central<br />
office personnel as to where additional supports may be necessary.<br />
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Interventions<br />
Professional Development<br />
The <strong>2010</strong>-2011 academic years will continue to feature three benchmarks and an end of course assessment for 9 th grade U.S. History. In addition,<br />
the district will introduce the use of four benchmark assessments for 8 th grade U.S. History. These assessments pay close attention to key<br />
American Government elements in an effort to build a stronger foundation for students and greater familiarity with stimulus based questioning 2<br />
years prior to their 10 th grade American Government course.<br />
The district is continuing to employ “Teacher Fellows” and “Teacher Leads” to assist in the evaluation and implementation of instruction on a<br />
school-by-school basis. These veteran instructors have demonstrated effective teaching of the American Government curriculum and are available<br />
on a daily basis to work with teachers within their classrooms.<br />
The district has created teams of professionals called “Networks” who will work in tandem with “Teacher Fellows” to provide in-school assistance<br />
based on either the request of particular schools or as prompted by the data collected through School Net.<br />
The district has received grant money for the development of a series of professional development workshops specifically designed to assist<br />
Special Education and ESOL teachers in their understanding of the American Government content as well as exposure to “best practices” for this<br />
area.<br />
The district will continue to offer a professional development opportunity on a monthly basis called “Social Studies Works” where American<br />
Government and U.S. History teachers will gather to form Professional Learning Communities to facilitate the sharing of “best practices” strategies<br />
in an effort to infuse successful projects in a wider-array of classes.<br />
The district will continue to offer its successful Bridge Project Professional Development workshops as well as make an online tutorial available to<br />
bridge teachers and coordinators. Past participants have found the workshops to be of great value in not only guiding students through the Bridge<br />
Projects but in also helping to focus their instruction within their American Government classes and thereby helping to reduce the number of<br />
students who will need to complete projects.<br />
The district will continue to offer various sessions presented by successful outside organizations such as The Bill of Rights Institute and the Center<br />
for Civic Education in a continued effort to draw upon outside expertise in the delivery of American Government instruction.<br />
Government Page 102
HSA Graduation Requirement<br />
Based on the Examination of Data for <strong>2010</strong> Graduates Who Met the High School Assessment Graduation Requirement by Option and Bridge Projects Passed<br />
(Tables 3.9 and 3.10):<br />
Describe your school system’s results. In your response, please report on the implementation of the Bridge Plan for Academic Validation.<br />
<strong>City</strong> <strong>Schools</strong>’ aggressive efforts to keep high school students in school and help them graduate: 1,481 fewer students dropped out of school in SY 2009-<strong>2010</strong> than<br />
in the last three years, resulting in the school system’s lowest dropout rate on record. In 2009, the first year that students in Maryland were required to meet<br />
the High School Assessment (HSA) requirement in order to graduate, 303 more students received diplomas. This resulted in a graduation rate of 62.9% and a<br />
dropout rate of 6.2.<br />
All <strong>City</strong><br />
<strong>Schools</strong><br />
% Accept<br />
Algebra Biology English Government All Projects<br />
#<br />
Accept<br />
#<br />
Submit<br />
%<br />
Accept<br />
#<br />
Accept<br />
Students Receiving Special Education Services<br />
% Accept # Accept # Submit<br />
Special Education/504 89% 2,402 2,692<br />
Limited English Proficient 92% 157 170<br />
<strong>City</strong> <strong>Schools</strong> has an overall pass rate of 90% across all 4 content areas<br />
Special education students have an overall pass rate of 89<br />
#<br />
Submit<br />
%<br />
Accept<br />
#<br />
Accept<br />
#<br />
Submit<br />
%<br />
Accept<br />
#<br />
Accept<br />
#<br />
Submit<br />
%<br />
Accept<br />
HSA Requirement Page 103<br />
#<br />
Accept<br />
#<br />
Submit<br />
90% 2,043 2,282 93% 1,9742,123 88% 2,0362,305 88% 1,2911,476 90% 7,3448,186
Limited English Proficient students have an overall pass rate of 92%.<br />
2. Identify the strategies to which you attribute the results. Include a discussion of corresponding resource allocations.<br />
The school system worked one-on-one with students to determine which of the various paths to satisfying the requirement best suited them, and then provided<br />
the necessary supports for them to succeed. Students partook of HSA tutoring and classes and met the overall HSA requirements by either passing individual<br />
HSA tests in four subject areas, or by earning a combined score of 1602 across the four tests.<br />
A large number of students also opted to complete projects under the Bridge Plan for Academic Validation. All high schools were able to access a database of<br />
their seniors and the number of Bridge Projects that were needed to be completed successfully in order for them to meet the graduation requirements. The<br />
Department of Teaching and Learning assisted schools in organizing to allow students opportunities to complete projects. Teachers qualified to score projects<br />
were identified and trained. Additional Bridge Project completion opportunities were provided off-site during spring break. All aspects of the Bridge Plan for<br />
Academic Validation process were monitored closely by staff in the Office of Teaching & Learning and supplementary funding was provided by CAROI and other<br />
grant funding.<br />
Teachers were provided professional development opportunities twice a month for Bridge. The Office of Teaching and Learning supported Bridge through the<br />
creation of parallel projects and activities that support Bridge instruction. The content directors were responsible for providing professional development as<br />
well as support to those schools identified as a targeted school. Targeted schools were those schools with large numbers of projects to be completed.<br />
Additional support was provided to those schools to ensure that students’ and teachers’ academic needs were addressed.<br />
To ensure that schools maintained a focus on Bridge, the CEO’s office, The Office of Teaching and Learning, the Secondary Office and other support staff met bimonthly<br />
to analyze each school’s bridge data. These meetings provided information regarding content pass rate, number of projects left to complete, teacher<br />
participation in professional development, and any issues or concerns pertaining to Bridge.<br />
In order to ensure that projects were scored in a timely fashion, teachers were trained as scorers and Bridge scoring occurred monthly. Bridge scoring occurred<br />
once a month on Saturday and Sunday. Teachers were paid a stipend to participate in monthly Bridge scoring. <strong>Schools</strong> were given data reports each month. The<br />
report provided information regarding individual student project submissions and the school’s pass rate.<br />
Regular principal and coordinator’s meetings were scheduled in order to ensure that schools continued to organize for outcomes. These meetings provided<br />
school leaders with the opportunity to further analyze their school’s data and make adjustments as necessary.<br />
3. Describe where challenges were evident.<br />
HSA Requirement Page 104
The large number of projects that the district was faced with was a challenge. With the large number of projects, the district, as well as each individual school,<br />
needed to find the time to implement such a massive undertaking. <strong>Schools</strong> needed to determine how to implement Bridge in their buildings as well as<br />
determine how to get students to buy-in to the new requirements. <strong>Schools</strong> faced the challenge of ensuring that every student eligible for Bridge had an<br />
opportunity to participate. <strong>Schools</strong> also needed to ensure that parents understood the additional pathway to meeting the HSA requirement. In some schools,<br />
schedules had to be reconfigured and staff reallocated to ensure that there were teachers for Bridge.<br />
Based on the Examination of Data for Juniors (Rising Seniors) Who Have Not Yet Met the High School Graduation Requirement as of June 30, 2009 (Table<br />
3.11)<br />
1. Identify the challenges that persist.<br />
A significant number of students in the class of 2011 will need assistance and support to meet the graduation requirements. There are currently 1,440 students<br />
eligible for the Bridge Plan for Academic Validation totaling 7,033 projects. A challenge that persists is that students are not passing the HSA as first time takers.<br />
2. Describe the changes or adjustments that will be made to support those juniors (rising seniors) who have not yet met the HSA graduation requirement in<br />
passing the High School Assessments. Include a discussion of corresponding resource allocations.<br />
Rising 2011 seniors were provided with the opportunity to attend summer school in order to complete Bridge projects. The addition of Summer School Bridge<br />
allowed the district to begin to address the large numbers of potential projects early. The <strong>City</strong> <strong>Schools</strong> Master Plan Update contains practices, programs and<br />
strategies for SY <strong>2010</strong>-2011 to increase the rigor of instruction and support to students in the HSA assessed areas in order to ensure that student have multiple<br />
pathways to meet the HSA graduation requirement. The following is the plan for the Bridge Project option:<br />
<strong>City</strong> <strong>Schools</strong> <strong>2010</strong>-2011 Bridge Success Plan<br />
Each school:<br />
– Selects a staff member to act as Bridge Plan Coordinator<br />
– Submits Bridge Plan Implementation Plan to the Network Lead and Coordinator of Extended Learning<br />
– Meets with the Executive Director of Secondary <strong>Schools</strong> to discuss its submission plan<br />
<strong>Schools</strong> may choose to offer Bridge Plan courses during the school day or support students during after-school and Saturday programs.<br />
<strong>Schools</strong> qualify for targeted support if the number of projects that could be assigned to eligible, current 12 th graders exceeded 50 projects in algebra or<br />
40 projects in English, government, or biology.<br />
Staff from the Office of Teaching and Learning will support these schools by<br />
HSA Requirement Page 105
– Visiting classrooms and providing feedback<br />
– Attending collaborative planning sessions.<br />
– Ensuring teacher participation in content-specific professional development.<br />
– Assisting in student tracking and student-level supports<br />
School Year 2009-<strong>2010</strong><br />
Bridge to Excellence<br />
Priority 1: To ensure Bridge is implemented throughout <strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong> through professional development and instruction.<br />
Objective 1: To ensure that all students have a fair opportunity to demonstrate their knowledge and skills if traditional testing instrume nts<br />
are not effective for them.<br />
Strategies Grade<br />
Level<br />
Curriculum/Program<br />
Bridge Leadership Team<br />
meeting with all schools<br />
implementing Bridge for the<br />
year.<br />
Bridge scoring sessions<br />
Bridge professional<br />
development (4 content<br />
areas)<br />
12 th<br />
graders<br />
with the<br />
potential<br />
to<br />
graduate<br />
Timeline<br />
Mo/Yr<br />
September<br />
<strong>2010</strong><br />
Person/s<br />
Responsible<br />
Extended Learning<br />
Coordinator<br />
Teachers Monthly Extended Learning<br />
Coordinator and Office<br />
of Teaching and<br />
Learning<br />
September<br />
October<br />
November<br />
<strong>2010</strong><br />
Office of Teaching and<br />
Learning<br />
Evaluation/Evidence Status Report<br />
School level<br />
attendance<br />
Scored projects<br />
Improved teaching<br />
strategies for Bridge<br />
monitors<br />
HSA Requirement Page 106<br />
Bridge coordinators<br />
met quarterly to<br />
update data, address<br />
concerns and clarify<br />
procedures and<br />
processes.<br />
Continued Bridge<br />
scoring and training.<br />
Increased pass rate
Bridge Work Group<br />
Bi-monthly<br />
Extended Learning<br />
Coordinator<br />
Bi-monthly meeting<br />
with Teaching and<br />
Learning, Networks,<br />
Special Education on<br />
Bridge progress in the<br />
district. Results from<br />
Bridge scoring<br />
discussed. Targeted<br />
support suggested for<br />
schools who need<br />
additional supports<br />
HSA Requirement Page 107<br />
Continued meeting<br />
addresses schools<br />
having difficulty<br />
meeting targets as<br />
well as schools with<br />
low pass rates for<br />
Bridge submissions.
I.D.ii<br />
Limited English Proficient Students
I.D.ii<br />
Limited English Proficient Students<br />
Table 4.1 System AMAO I, 2009-<strong>2010</strong><br />
Total<br />
Part A. AMAO I Data<br />
N<br />
(Students who<br />
tested in both<br />
2009 and <strong>2010</strong>)<br />
Table 4.2 System AMAO II, 2009-20010*<br />
Total<br />
Number Who<br />
Met Target<br />
Limited English Proficient Students Page 109<br />
%<br />
(% = Number<br />
Who Met Target)<br />
(58% is the<br />
target)<br />
1,129 936 82.9%<br />
N<br />
1,986<br />
Number Who<br />
Met Target<br />
%<br />
(16% is the<br />
target)<br />
(MSDE request<br />
for excused<br />
students has<br />
been submitted) 174 11.3%
AMAO II Information Available Through Local Data<br />
Number of ESOL<br />
students as of<br />
May 20, <strong>2010</strong><br />
2,259 (Including<br />
PK)<br />
1,966 (Excluding<br />
PK)<br />
Number of ELLs who<br />
have been in <strong>City</strong><br />
<strong>Schools</strong> less than<br />
three years.<br />
Service Information and Exit Information:<br />
Percentages of ELLs who have been in<br />
<strong>City</strong> <strong>Schools</strong> less than three years who<br />
exited ESOL services based on MSDE LAS<br />
testing criteria.<br />
Number of ELLs who<br />
have been in <strong>City</strong><br />
<strong>Schools</strong> more than<br />
three years.<br />
Percentages of ELLs who have been in<br />
<strong>City</strong> <strong>Schools</strong> more than three years who<br />
exited ESOL services based on MSDE LAS<br />
testing criteria.<br />
1,736 11.3% 523 24%<br />
1,443 9.8% (Excluding PK)<br />
77% of all ESOL students have been in service for less than 3 years<br />
11.3% of ESOL students with less than 3 years of ESOL service exited ESOL (including PK)<br />
9.8% of ESOL students with less than 3 years of ESOL service exited ESOL (excluding PK)<br />
23% of all ESOL students have been in service for more than 3 years<br />
24% of ESOL students with more than 3 years of ESOL service exited ESOL<br />
Table 4.3: System AMAO III, 2009-<strong>2010</strong><br />
AYP Status for Limited English Proficiency (LEP) Students*<br />
Reading Math<br />
Elementary Middle High Elementary Middle High<br />
2008 Met Not Met Not Met Met Met Not Met<br />
2009 Met Not Met Not Met Met Not Met Not Met<br />
Limited English Proficient Students Page 110
<strong>2010</strong> Not Met Not Met Not Met Met Not Met Not Met<br />
Based on the Examination of Local Data:<br />
Overall, LEP students have improved in state required assessments based on many factors. Accommodations are used as a basis for many professional<br />
development sessions for all teachers, including those who work with diverse learners. Monitoring of instruction by school leaders ensures that daily instruction<br />
includes accommodations, and that testing accommodations are in place. As the population of ELLs grows, more schools are receiving students and each of their<br />
measures of student achievement has been improving.<br />
The total number of students in grades prekindergarten through twelve receiving English to Speakers of Other Languages (ESOL) services for the 2009-<strong>2010</strong><br />
school year was 2,259 prior to the exit of English proficient students (SASI/LEP data file 5/20/10). This represents a 29% growth over 2008-2009 enrollment at<br />
this time. Of these students, 293 English Language Learners (ELLs) were in Pre-K, a grade that is not used to calculate the AMAOs required by NCLB. The total<br />
number of ELLs in grades K-12 was 1,966. The population of children learning English as a new language has a majority of students in the lower grades, which<br />
shows a need for professional development for elementary grade level teachers. Only 331 students were enrolled in grades nine through twelve. New entries<br />
to the school system numbered 848 equaling 38% of the entire ESOL population.<br />
Student language proficiency levels are assigned based on LAS Links assessment scores. Levels include: 1 (low-beginner), 2 (high-beginner), 3 (low-intermediate),<br />
4 (high-intermediate), and 5 (advanced). Level 5 is typically exited from service under MSDE guidelines, but can remain in service if there is a deficiency in any<br />
subtest skill area.<br />
Based on a local review of the LAS Links test scores available from CTB McGraw Hill for the 2009-<strong>2010</strong> school year, 14.2% of all ESOL students exited services,<br />
including Pre- K (If Pre K is excluded this statistic declines to 13.6%). While this does not meet the overall standard set by MSDE of 16%, when the exits are<br />
examined in years of service cohorts, it does show more significant progress. Students with less than three years of ESOL service account for 77% of the overall<br />
population. Of this number, 11.3% (including Pre- K; the statistic declines to 9.8% when Pre-K is excluded) were exited. Students with more than three years of<br />
ESOL service comprise only 23% of the total population. Of these students, 24% exited services.<br />
Student language proficiency levels for the 2009-<strong>2010</strong> school year were: 40% at level 1, 19% at level 2, 22% at level 3, 15% at level 4, and 4% at level 5. Students<br />
at proficiency levels 1-3 account for 81% of the entire ESOL population. Only 4% of all ESOL students were assessed at an advanced level (level 5).<br />
Limited formal schooling and illiteracy in the first language impacted the <strong>City</strong> <strong>Schools</strong>’ language proficiency levels. One hundred forty one students receiving<br />
ESOL services reported limited formal schooling, illiteracy in the first language, or both. While this is only 7% of the K-12 ESOL population, it accounts for 43% of<br />
the ESOL population in grades nine through twelve.<br />
Limited English Proficient Students Page 111
The percentage of new entries for the school year as well as the percentages of students with less than three years of ESOL service, at language proficient levels<br />
1-3, and those with limited formal schooling and/or illiteracy in the first language is disproportionately high. This has a direct impact on the number of students<br />
who exit ESOL as shown by the analysis of exit percentages by cohort.<br />
A. Based on the Examination of AMAO I, AMAO II, and AMAO III Data (Tables 4.1- 4.3):<br />
1. Students learning English as a new language met the AMAO I target. The data show that eighty-three percent of students who were in <strong>City</strong> <strong>Schools</strong> for<br />
the spring testing window in both 2009 and <strong>2010</strong> improved their proficiency scores by at least fifteen points.<br />
2. ESOL Program activities and strategies, which have contributed to students’ growth in English proficiency, follow successful language learning research<br />
and best practice reports. There are systemic and school based activities that have supported the language learning of ELLs, and contributed to their<br />
success in both social and academic English. The <strong>Baltimore</strong> <strong>City</strong> Essential Goals and Indicators are used to provide schools with the necessary guidance<br />
and measurements to continue to improve classes for all students while targeting specific subgroups.<br />
3. Challenges are evident in the progress of Limited English Proficient students towards attaining English proficiency by each domain in Listening, Speaking,<br />
Reading and Writing. Language learning takes time, and LEP students demonstrate the most difficulties with producing writing that meets standards set<br />
for native speakers. Other noteworthy scores are in listening. It will be necessary to help teachers learn how to improve listening skills as tested on the<br />
LAS Links test.<br />
4. The changes or adjustments that will be made to ensure sufficient progress of Limited English Proficient students towards attaining English proficiency<br />
include monitoring student populations and the student teacher ratios. It will continue to be important to maintain an efficient case load for teachers to<br />
enable them to schedule additional time with the most-needy recent arrivals. There will be a need to ensure that the resource allocations include<br />
sufficient teacher and bilingual support positions. Networks will ensure that general educators are supported as they accommodate and modify<br />
instructional practices to ensure equitable participation for children learning English as a new language.<br />
B. Describe the Improvement Plan specifying action to be taken for not meeting AMAO I: N/A<br />
C. Describe the Improvement Plan specifying action to be taken for not meeting AMAO II:<br />
Two Year Improvement Plan for Addressing AMAO II and III<br />
Limited English Proficient students met AYP in <strong>City</strong> <strong>Schools</strong> for both the Elementary and High School tested grades. <strong>City</strong> <strong>Schools</strong> will continue to improve<br />
services to middle grade students by moving towards K-8 schools, where students in middle grades attend their neighborhood elementary school, and where<br />
they are known by school staff. Parents report feeling more involved in schools where there is not a change of school between fifth and sixth grade.<br />
Challenges that are evident include the high mobility rate of this targeted population, in addition to a need for more teacher training opportunities for newer<br />
teachers and those who are not familiar with students with diverse learning needs.<br />
Limited English Proficient Students Page 112
Since we have such a high percentage of students who are new to <strong>Baltimore</strong> each year, it will be necessary to increase the amount of time that beginner<br />
students spend in ESOL specific classes each day to improve English proficiency. Another goal will be to add professional development days for new teachers<br />
on how to best accommodate ELLs in the mainstream class. The systemic New Teacher Institute included required sessions on accommodations for diverse<br />
learners, and a 90 minute session specifically addressing linguistically and culturally diverse student populations. Additional professional development must<br />
be planned to ensure that ESOL teachers are improving teaching skills as well. Professional development will also be delivered to administrators in order to<br />
ensure proper instructional monitoring. It will be necessary to increase the numbers of bilingual assistants for schools with growing populations of various<br />
language populations. The staff members will ensure that parents are involved with their student’s education and provide for overall school improvement.<br />
Improvement Plan Year One <strong>2010</strong>-2011<br />
Professional Development planned for <strong>Schools</strong> 105, 405, 248 and 243 on improving academic achievement for ELLs. (September , <strong>2010</strong>)<br />
Program Evaluation Committee charged with reviewing <strong>2010</strong> scores to determining the specific domain that is needed for improvement and most<br />
appropriate additional strategies for increasing ELL student achievement on the LAS Links Test Battery. (October, <strong>2010</strong>)<br />
ESOL Program staff are preparing to distribute letters to parents explaining the failure to meet AMAO II and III. (Nepali translations will be completed to<br />
provide information to 99.6% of the parents in written format.) These letters will be completed when AYP data is available for the LEP subgroup, and<br />
letters will be sent home in early September, <strong>2010</strong>.<br />
Parent liaisons will make phone calls home for those parents who could not read or translated letters were not available in those languages. September,<br />
<strong>2010</strong>.<br />
Elementary ESOL teachers may participate in PD regarding using test data and Instructional Guides to drive instruction. (August 24 and October , <strong>2010</strong>)<br />
Evaluation of program activities by Achievement and Accountability (A&A) staff began in June, <strong>2010</strong>.<br />
<strong>Public</strong>ation and dissemination of evaluation findings by A&A. (January, 2011)<br />
Use of evaluation findings by LEP staff to continue and inform ongoing improvement plan. (Spring 2011)<br />
D. Describe the Improvement Plan specifying action to be taken for not meeting AMAO III:<br />
Improvement Two Year Plan SY 2011-2012<br />
Professional development on most effective practices identified in evaluation provided to ESOL teachers. (September 2011)<br />
If AMAOs are not met, ESOL Program staff will distribute letters to parents explaining the failure to meet AMAOs. (September 5th, 2011)<br />
Parent liaisons make phone calls home for those parents who could not read or translated letters were not available in those languages. (October, 2011)<br />
Provide teachers at secondary sites, especially the newest sites for ESOL services, with appropriate materials for building both literacy and academic<br />
language for LEP students with limited formal schooling. (September -October 2011).<br />
Monitoring of LEP student learning via analysis of benchmark assessment (Quarterly)<br />
Limited English Proficient Students Page 113
Elementary and Secondary ESOL teachers participate in professional development regarding academic language and writing improvement based on LAS<br />
Links test data and Instructional Guides to drive instruction. (November, 2011)<br />
Professional Development offered for identified high need schools on providing accommodations and modifications for ELLs. Two sessions will be<br />
provided per school each semester during SY 2011-2012<br />
Use MSA/HSA data to continue evaluation of program and activities, and to revise the LEP achievement improvement plan. (June 2011)<br />
Limited English Proficient Students Page 114
I.D.iii<br />
Adequate Yearly Progress
School Improvement:<br />
A. Based on the Examination of School-level AYP Data (Tables 5.1 and 5.2):<br />
Adequate Yearly Progress<br />
I.D.iii<br />
Adequate Yearly Progress<br />
1. Identify the challenges, including those specific to Title I schools, in ensuring that schools make Adequate Yearly Progress. Describe the changes or<br />
adjustments, and the corresponding resource allocations, which will be made to ensure sufficient progress. Include timelines where appropriate.<br />
In the aggregate, elementary grade 3, 4, and 5 have achieved seven years of almost continuous improvement on MSA reading and mathematics, and<br />
exceeded the annual measurable objective in reading and mathematics in <strong>2010</strong>. At the elementary level, <strong>City</strong> <strong>Schools</strong> has increased the number of schools<br />
from 121 in 2003 to 126 in 2009. However, the number of and percentage of elementary schools making AYP has fluctuated from a low of 41.3 percent in<br />
2003 to a high of 67.8 percent in 2004, The percentage of elementary schools making AYP was 61.1 percent in 2009 and 41.5 percent in <strong>2010</strong>. This<br />
variability indicates that the elementary schools have been challenged to provide continuously improving instructional programs to meet the demands of<br />
higher annual measurable objectives (AMO) in order to meet the state standards by 2013-2014 and /or in meeting the attendance standard. From 2003 to<br />
2009, the percentage of <strong>City</strong> <strong>Schools</strong> elementary schools that are Title I schools ranged between 75 percent and 79 percent. In <strong>2010</strong>, with an increase in the<br />
number of schools receiving Title I funding and a decrease in the number of elementary schools due to school closures and mergers as a result of the<br />
Expanding Great Options initiative, nearly 92 percent of elementary schools were Title I. The Title I schools, a critical mass of elementary schools, show<br />
similar variability in making AYP, indicating that the challenges are consistent among the majority of elementary schools.<br />
The percentage of students achieving at the proficient or advanced levels on MSA reading in the middle grades (6-8) surpassed 60 percent in 2009 and in<br />
<strong>2010</strong> was 73.6 percent at grade 6. At the middle school level, <strong>City</strong> <strong>Schools</strong> had increased the number of schools from 22 middle schools in 2003 to 25 in<br />
2009; however, with the implementation of the Expanding Great Options initiative to close low-performing and under enrolled schools, there were 17<br />
middle schools in <strong>2010</strong>. In <strong>2010</strong>, 88 percent of middle schools received Title I funding. Four traditional middle schools made AYP in <strong>2010</strong>. This level of<br />
performance indicates that the middle schools have not developed and implemented instruction programs that are sufficiently rigorous and aligned to the<br />
state learning standards to meet the demands of higher AMO, and /or developed sufficient strategies to meet the attendance standard in order to meet the<br />
state standards by 2013-2014. The number of Title I middle schools has decreased from 21 in 2008 to 15 in <strong>2010</strong>. The Title I schools, a critical mass of<br />
middle schools, show similar low rates of making AYP, indicating that the challenges are consistent among the majority of middle schools.<br />
<strong>City</strong> <strong>Schools</strong> has been expanding its K-8 (or pre-K) grade configuration schools over the past four years. The Office of Achievement and Accountability has<br />
collected longitudinal, comparative data on the academic achievement of various middle grade school configurations. These data demonstrate the success<br />
of the K-8 school model.<br />
Page | 116
None of the <strong>City</strong> <strong>Schools</strong> high schools have received Title I funding since 2007. Between 2006 and 2009, the number of high schools has decreased from 42<br />
to 38. The percentage of high schools making AYP increased from 26.8 percent in 2007 to 53.3 percent in 2009. This progress from 13.3 percent making<br />
AYP in 2003 to more than half succeeding in 2009 indicates that the high schools have made strides in providing continuously improving instructional<br />
programs to meet the demands of higher AMO and /or in meeting the attendance and graduation standards in order to meet the state standards by 2013-<br />
2014.<br />
FAIR STUDENT FUNDING: A major <strong>City</strong> <strong>Schools</strong> reform of SY 2007-2008 was moving local funds resources and decision-making authority from central<br />
administration to the schools through the Fair Student Funding (FSF) initiative. This initiative gives schools per pupil funding and more flexibility over allocating<br />
resources, with the goal of shaping school-based programs to meet student needs within a framework of support, guidance and accountability. The reform<br />
reflects <strong>City</strong> <strong>Schools</strong>’ theory of action that if resources are in the schools, school communities have autonomy over resources, resources are allocated<br />
transparently--based on student population and characteristics--and central office provides appropriate guidance, support, and accountability, then school<br />
communities will continue to make improved decisions that accelerate student achievement. Under Fair Student Funding in schools went from controlling just 3<br />
percent of their local resources in SY 2007-2008 to 81 percent in 2009-<strong>2010</strong>, with local dollars based on their student numbers and needs. <strong>City</strong> <strong>Schools</strong>’ Fair<br />
Student Funding plan provides schools with a base allocation determined by projected enrollment, and additional per pupil allocations that are determined by<br />
student needs. Additional per pupil allocations are provided to Elementary/K-8 schools and middle schools for students who have scored at the basic level on<br />
MSA, students scoring at the advanced level, students with disabilities, and incoming kindergarten students who have been evaluated as “not ready” on MMSR<br />
(elementary schools). Thus, the FSF budgeting process provides the school with need-based funding. A central office right-sizing and reorganization was<br />
launched to redeploy resources for schools; and schools became directly responsible for student achievement. This local funding reform was applied to all<br />
schools, including schools with Title I funding; however, Title I funds had to be spent in compliance with Title I regulations. But at a higher level of action, Fair<br />
Student Funding laid the foundation for differentiated support for schools to address their needs—not a one size fits all funding model.<br />
Per federal requirements, the Fair Student Funding school budget approval process required that Title I schools in improvement allocate not less than 10% of<br />
funds made available for the purpose of providing to the school’s teachers and principal high-quality professional development that: directly addresses the<br />
academic achievement problem that caused the school to be identified for improvement, meets the requirements for professional development, and is<br />
provided in a manner that affords increased opportunity for participation. <strong>Schools</strong> used their Title I funding to support positions, extended learning<br />
opportunities, and materials and technology in order to accelerate student achievement.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES:<br />
Discussions of guidance and support in the areas of curriculum and instruction, systemic professional development, assessments, and interventions for each<br />
content area are found in section I.D.I Maryland School Assessment/High School Assessment and the specific strategies for LEP students in I.D.II Limited English<br />
Proficient Students<br />
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DIFFERENTIATED ACCOUNTABILITY<br />
Begun in SY 2008-2009, the School Accountability Framework has increased accountability for schools and those who support schools. The process includes<br />
development of a baseline data tool to enable schools, central administration and the community to know how a school is performing across the district and in<br />
comparison with a peer group of schools serving similar student populations. The tool is used by the Executive Directors of Elementary/K-8 and Secondary<br />
<strong>Schools</strong> to monitor school performance and to provide school leaders with feedback. The tool provides data that contributes to decisions regarding school<br />
leadership.<br />
B. Based on the Examination of <strong>Schools</strong> in Improvement Data (Tables 5.3 and 5.4):<br />
1. Describe the actions that the school system is taking including the changes or adjustments, and the corresponding resource allocations to ensure that<br />
the No Child Left Behind and Title I requirements for schools identified for Developing Needs (Improvement-Year 1; Improvement-Year 2; and<br />
Corrective Action) and Priority Needs (Restructuring-Planning and Restructuring-Implementation) are being addressed (Tier III schools).<br />
Since SY 2005-2006, with the exception of 2005 and 2009, <strong>City</strong> <strong>Schools</strong> has had a pattern of more schools entering school improvement (Year 1) than<br />
exiting annually. Although achievement of the AMO is a critical NCLB requirement, this measure does not account for growth in achievement. With<br />
approximately 40 percent of the schools in some status of school improvement, the overall growth in achievement in the district indicates that schools in<br />
improvement that may not made AYP have, nonetheless, been making significant progress. And with increasing annual AMO targets, all schools require<br />
support in continuing to accelerate student achievement. Therefore, <strong>City</strong> <strong>Schools</strong> is focused on ongoing support for all schools, continuing local<br />
interventions and initiatives and maximizing additional state and federal opportunities to provide intensive support to the persistently low-performing<br />
schools.<br />
2. Describe actions that the school system took during the 2009-<strong>2010</strong> school year.<br />
In SY 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> required schools to develop school improvement plans (SIP) that addressed the NCLB requirements and Title I<br />
requirements, if the schools received Title I funds. Charter and contract schools that were not in school improvement and that did not receive Title I<br />
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funding must complete accountability plans, which fulfill the function of SIP. All SIP were provided peer review and revised, if needed, by the School<br />
Support Network Teams. The SIP was then submitted to the Executive Directors of Elementary/K-8 and Secondary <strong>Schools</strong> for approval.<br />
To fulfill MSDE requirements for Developing Comprehensive Needs <strong>Schools</strong> in the 3 rd year of school improvement (corrective action), Networks<br />
conducted the Teacher Capacity Needs Assessment (TCNA) at 10 schools (including 2 schools in RI that were proposing a change in alternative<br />
governance) and provided technical assistance to those schools in developing action steps to improve student achievement. The Networks observed for<br />
implementation of action steps to improve student achievement in Priority Comprehensive <strong>Schools</strong> in the first year and second of restructuring<br />
implementation for reports MSDE. In SY 2009-<strong>2010</strong>, seven schools completed the restructuring planning process with technical assistance in completing<br />
the process of developing and gaining approval of a restructuring proposal provided by the Networks and the Office of the Chief of Staff. Through the<br />
implementation of individual school action plans by the Networks, whose responsibilities include accessing central office support for schools, the schools<br />
in improvement received ongoing support.<br />
SY 2009-<strong>2010</strong> marked the final year of State School Improvement Grant (SSIG) funding for schools in improvement. The purpose of the activities funded<br />
by the grant was to support progress toward achieving the ESEA student achievement goals through (1) increasing teaching capacities of both struggling<br />
and effective teachers and (2) providing extended learning opportunities for elementary, middle, and high school students achieving at the basic level in<br />
mathematics and literacy.<br />
Adequate Yearly Progress<br />
253 participated in a Skillful Teacher Literacy Academy<br />
117 teachers of mathematics, biology, American Government, and English participated in Governor’s Academy<br />
269 teachers completing their first year in <strong>City</strong> <strong>Schools</strong> participated in New Teacher II, end-of-year follow up workshops<br />
Elementary and middle schools were provided opportunities for Extended Learning sessions and Bridge Project activities during spring break<br />
were supported<br />
10 schools received support for teacher participation in the TCNA as required by corrective action or changing alternative governance<br />
The Office of Teaching and Learning developed a Graphing Calculator Lending Resource Center to loan calculators to schools until they are<br />
able to purchase calculators with school funds, in order to support every first-time algebra student.<br />
3. Describe the actions that the school system will take once school improvement status is determined for the <strong>2010</strong>-2011 school year.<br />
In September 18, 2009 letter from the State Superintendent, <strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong> was notified that its System Improvement Status for SY 2009-10 was<br />
Not a System in Improvement. <strong>City</strong> <strong>Schools</strong> will continue the initiatives and supports previously described for schools in improvement in SY <strong>2010</strong>-2011,<br />
with the exception of those activities specifically funded by the State School Improvement Grant.<br />
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FAIR STUDENT FUNDING: In SY 2011, <strong>City</strong> <strong>Schools</strong> will continue to fully leverage all federal stimulus funds already allocated while pursuing additional grant<br />
funding opportunities. The fiscal priority for <strong>City</strong> <strong>Schools</strong> is sustaining funding to schools, despite the challenging and changing financial landscape, so that<br />
SCHOOL SUPPORT NETWORKS: In the reorganization of central office for SY 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> developed a unique model for providing differentiated<br />
support to schools: the School Support Network Teams. These teams, comprised of a team lead, and academic, student support, and business liaisons, plus a<br />
DSS social worker, provide support to a heterogeneous group of approximately 15 elementary/K-8 or secondary schools. Academic liaisons, whose selection was<br />
based on their school-based instructional and leadership experience, are being held accountable for the success of their network schools in meeting their<br />
cumulative performance targets in all critical areas. The responsibilities of the academic liaisons include content knowledge, instruction, assessment, and<br />
technology. They develop work plans for their assigned schools, based on the schools’ areas in need of improvement, thus providing differentiated support to<br />
schools.<br />
The networks’ schools are grouped more homogeneously for <strong>2010</strong> - 2011 and additional academic support is provided to high school teams. Network support<br />
teams are assigned schools based on the expertise they bring to schools’ specific circumstances and challenges. The network support teams’ collective skill sets<br />
are tied to the needs of their schools. School support is a direct response to school need.<br />
ACADEMIC PRIORITIES<br />
In acknowledgment of the challenges which <strong>City</strong> <strong>Schools</strong> still faces in fulfilling its mission of excellence for every child at every level, the district has framed its<br />
strategic academic work on three key instructional priorities: rigor, engagement, and intervention<br />
Rigor<br />
Develop a common set of expectations for what constitutes rigorous teaching and learning in all classrooms across the district through development a deep<br />
understanding of the Common Core State Standards.<br />
Begin implementation of the internationally benchmarked and research- based Common Core State Standards, which will increase the depth of<br />
instruction and classroom learning.<br />
Continue to provide systemic, subject-specific professional development for teachers to increase capacity for effective instruction in all schools.<br />
Engagement<br />
Differentiate approaches to teaching and expectations for student involvement in the work of their classrooms.<br />
Capture student interest in learning using effective instructional strategies.<br />
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Provide instruction that challenges students to become responsible for and invested in their learning.<br />
Continue differentiated classroom instruction and focus on research-based teaching strategies.<br />
Intervention<br />
Understand the academic needs of students through the use of data and develop systems to support individualized learning needs.<br />
Implement system-wide response to intervention strategies<br />
Implement integrated academic and behavior intervention strategies<br />
Provide a continuum of instructional supports for students<br />
Leadership Development<br />
To increase the capacity of schools to address the instructional priorities, <strong>City</strong> <strong>Schools</strong> is also focusing on extensive leadership development. Training and<br />
support will be provided to assist principals in the transition from transactional leaders to strategic leaders and to facilitate teachers’ development in the<br />
content areas and research-based teaching strategies. Specific initiatives for include:<br />
Monthly leadership development sessions focused on how leadership actions build teachers’ understanding and implementation of the Core<br />
Common Standards, appropriate use of interventions to support students, and strategic planning to increase whole school performance.<br />
Monthly professional learning community meetings, led by School Support Networks, to share best practices.<br />
New Principal development to address the specific needs of new school leaders.<br />
Assistant principal and aspiring leader development to prepare identified staff for transition into leadership positions.<br />
Address the Attendance/Achievement Gap<br />
The Offices of Teaching and Learning and Student Support are collaborating on strategies to leverage students’ engagement in their classrooms and schools<br />
with community support strategies through both prevention and intervention strategies.<br />
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Prevention:<br />
Conduct a city-wide attendance campaign.<br />
Inform parents and community on strategies to increase attendance.<br />
Promote positive adult-student relationships in schools.<br />
Train teachers in engagement and intervention strategies.<br />
Involve mental health professionals and other partners in attendance initiatives.<br />
Share local and national best practices.<br />
Intervention:<br />
Use data to identify students whose attendance puts their academic success in jeopardy.<br />
Provide consistent early interventions and communication to parents regarding absences through contacts such as home visits and attendance hearings.<br />
Engage community-based partners for resources to support intervention programs.<br />
Provide programs to assist high need students in coping with conflict and challenges.<br />
SCHOOL PERFORMANCE PLANNING<br />
In SY 2009-<strong>2010</strong>, the Offices of Title I and Chief of Staff collaborated on conducting a process improvement for school-based planning. With the objectives of (1)<br />
building capacity in school leadership teams for strategic planning and (2) preparing to merge strategic planning with budget development for SY 2011-2012, the<br />
SIP template was revised to focus on evidence-based development of priorities for student achievement and renamed the School Performance Plan (SPP).<br />
Professional development for school leaders began in summer <strong>2010</strong> with strategic planning workshops at the Chief Academic Officer’s Leadership Institute and<br />
follow-up sessions were provided for school planning teams. Strategic planning will continue to be part of the professional development for principals during SY<br />
<strong>2010</strong>-2011. The SPP continues to address the NCLB planning requirements for schools in improvement and Title I planning requirements.<br />
C. Based on your review of "persistently low-performing Tier I and Tier II schools" in your system (affected school systems only):<br />
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1. Describe the system's plan for improving student performance at the identified schools, including the programs, practices, and strategies, and<br />
corresponding allocations that will be used. Refer to relevant portions of your School Improvement Grant (SIG) application if applicable and as<br />
appropriate.<br />
EXPANDING GREAT OPTIONS AND THE ARRA SCHOOL IMPROVEMENT GRANT<br />
Expanding Great Options (EGO) is a <strong>City</strong> <strong>Schools</strong> local initiative to expand and diversify the portfolio of schools to which <strong>City</strong> residents can choose to send their<br />
children. Through EGO, <strong>City</strong> <strong>Schools</strong> began to link school performance and parent choice to facility improvement and new school creation strategies, and set<br />
about ensuring the emergence of a system of great schools. In SY 2008-2009, EGO included opening new schools, particularly the expansion of Transformation<br />
<strong>Schools</strong> with planned grade 6-9 configurations; closing failing schools; reorganizing city-wide special education programs; expanding pre-kindergarten; and<br />
providing Alternative Options Programs (AOP) that address specific student needs.<br />
In the fall of 2009, <strong>City</strong> <strong>Schools</strong> analyzed data for schools with the lowest state test scores in 2008-2009. The initial analysis reviewed 60 schools on the following<br />
measures: student achievement and enrollment trends; previous intervention strategies, such as changes in leadership or actions from the prior year’s EGO<br />
process; fiscal sustainability; building utilization rate and condition; geographic location and school options in the area; and rubric scores on the five<br />
characteristics of a successful school developed by <strong>City</strong> <strong>Schools</strong> in partnership with Education Resource Strategies, a nonprofit consulting firm specializing in<br />
urban education reform. The timing of the American Recovery and Reinvestment Act of 2009 (ARRA) provided <strong>City</strong> <strong>Schools</strong> with an opportunity to leverage<br />
federal stimulus funds to support and expand recommendations from EGO. With the largest number of persistently low-performing Tier I schools in the state,<br />
<strong>City</strong> <strong>Schools</strong> will receive more than $25 million in federal Title I School Improvement Grant funds.<br />
<strong>City</strong> <strong>Schools</strong> identified transformation strategies that made the most sense for each identified school. <strong>City</strong> <strong>Schools</strong> referenced the Title I School Improvement<br />
Grant guidelines under ARRA, which reflect national best practices in school intervention. These options include changing a school’s leadership and staff, using<br />
reform principles to improve a school (e.g.: extended learning time, embedded professional development, etc.), closing a school and re-opening it under the<br />
management of a new operator, and closing a school altogether and transferring its students to a higher performing school.<br />
ARRA also makes available stimulus dollars to strengthen instructional capacity at schools that are not proposed for replacement or closure, and <strong>City</strong> <strong>Schools</strong><br />
also incorporated these opportunities into its EGO <strong>2010</strong>-2011 recommendations for transforming and closing its lowest-performing secondary schools. Two<br />
schools were chosen for turnaround. Those schools are Booker T. Washington Middle School and Augusta Fells Savage High School. Five schools were chosen for<br />
restart, meaning that an external partner was selected to work intensely with the school on climate, attendance, and academic measures. All schools will spend<br />
time and resources to develop a new school mission, vision, and shared values, as they implement dramatic academic, climate, and student support reforms.<br />
Those five schools are Calverton Elementary/Middle, William C. March Middle, Commodore John Rodgers Elementary/Middle, Garrison Middle, and Chinquapin<br />
Middle/<strong>Baltimore</strong> IT Academy. <strong>City</strong> <strong>Schools</strong> has gone to great lengths to ensure that the approved and signed contracts reflect the intended program Operators’<br />
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outcomes as outlined in the implementation of the restart model. As a result of the waiver requested by MSDE in its federal application, these schools have<br />
started over in school improvement and will not be in restructuring implementation for <strong>2010</strong>-2011.<br />
As a result of the EGO process, five additional schools closed June 30, <strong>2010</strong>: Diggs-Johnson Middle, West <strong>Baltimore</strong> Middle, Winston Middle, Paul Laurence<br />
Dunbar Middle, and Doris M. Johnson High School.<br />
RACE TO THE TOP<br />
With the success of Maryland’s Race to the Top (RTTT) proposal, <strong>City</strong> <strong>Schools</strong> will continue to be a major partner in the state-wide implementation to the RTTT<br />
scope of work. In addition to the academic priorities previously described, which address the adoption of the Common Core State Standards, <strong>City</strong> <strong>Schools</strong> will<br />
implement the following components of the state RTTT scope of work:<br />
Complete construction of the Data Warehouse and Student Performance System to enhance student tracking and system accountability.<br />
Improve teacher effectiveness and performance through the adoption of the innovative new teachers’ contract, which puts structures in place to<br />
implement the state policy regarding the use of student performance data in the evaluation process.<br />
Continue planning local EGO initiatives and federally-funded SIG interventions for SY 2011-2012 to turn around low-performing schools.<br />
On October 8, <strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> received the RFP for Title I 1003(a) School Improvement Grant for <strong>2010</strong> -2011. This funding will support additional<br />
technical assistance on strategies for accelerating achievement for schools in improvement.<br />
Adequate Yearly Progress<br />
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I.D.iv<br />
Attendance Rates
Attendance Rates<br />
I.D.iv<br />
Attendance Rates<br />
Attendance rates are an additional measure used in Maryland’s Adequate Yearly Progress calculation.<br />
Based on the Examination of the Attendance Data (Table 5.5):<br />
1. Describe where progress in increasing attendance rates is evident. In your response, identify progress in terms of grade band and subgroups.<br />
The following results reflect detailed AYP progress performance of all students in the Elementary, Middle, and High School grade bands and subgroups.<br />
Elementary <strong>Schools</strong><br />
System-wide, elementary school students had an overall attendance rate of 93.6 percent during SY 2009-<strong>2010</strong>, a .1 percentage increase from SY 2002-<br />
2003 (93.5 percent)<br />
Middle <strong>Schools</strong><br />
The strongest subgroups in this category were:<br />
- Asian/Pacific Islander students with 95.3 percent attendance, 1.3 percentage points above the 94 percent target rate.<br />
- Hispanic students with 95.1 percent attendance, 1.1 percentage points above the 94 percent target rate.<br />
- LEP students with 95.5 percent attendance, 1.5 percentage points above the 94 percent target rate.<br />
Since SY 2002-2003, the attendance rate for <strong>City</strong> <strong>Schools</strong> middle school students has increased by 6.6 percentage points (86.6 percent to 93.2 percent).<br />
From SY 2008-2009 to SY 2009-<strong>2010</strong> the middle school attendance rate also increased (.5 percentage points from 92.7 percent to 93.2 percent). Six<br />
student subgroups showed increases in attendance rates from SY 2008 to 2009 to SY 2009 to <strong>2010</strong>.<br />
African American students had a .6 percentage point increase (92.8 to 93.4 percent)<br />
American Indian/Alaskan Native students had a 3.7 percentage point increase (87.7 percent to 91.4 percent)<br />
Hispanic students had a .6 percentage point increase (93.9 percent to 94.5 percent);<br />
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High <strong>Schools</strong><br />
Attendance Rates<br />
White (Not of Hispanic Origin) had a .1 percentage point increase (91.1 percent to 91.2 percent);<br />
FARMS students had a .4 percentage point increase (92.8 percent to 93.2 percent);<br />
Special Education students had a .6 percentage point increase (90.6 percent to 91.2 percent)<br />
Since SY 2002-2003, the attendance rate for <strong>City</strong> <strong>Schools</strong>’ high school students has increased by 2.2 percentage points from 80.4 percent to 82.6<br />
percent). Two student subgroups showed increases in attendance rates from SY 2008 to 2009 to SY 2009 to <strong>2010</strong>.<br />
American Indian/Alaskan Native students had a 4.2 percentage point increase (83.9 percent to 88.1 percent)<br />
Asian/Pacific Islander students had a .2 percentage point increase (90.2 percent to 90.4 percent)<br />
2. Identify the practices, programs, or strategies, and the corresponding resource allocations to which you attribute the progress.<br />
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES:<br />
Programs/Practices<br />
There were several initiatives utilized to improve attendance and reduce truancy during the 2008-2009 school year.<br />
The Attendance and Safety Stat process, a system wide process for reviewing student attendance and discipline data, was restructured for more<br />
effective accountability. The team convened on a weekly (Safety Stat) and bi-weekly (Attendance and Safety Stat) to review data, identify areas of need,<br />
and to provide appropriate supports, interventions, and strategies to schools.<br />
Attendance Monitors:<br />
- Continued to implement the 2009-<strong>2010</strong> School Responsibility and District Support for Absent/Truant Students for early identification and strategies<br />
for chronically absent students.<br />
- Implemented policy and procedural action steps for attendance (strategies/interventions, sample attendance letter, referral form, and attendance<br />
bands)<br />
Attendance Office Staff:<br />
- continued to work with the Office of Communications and ITD to ensure that all <strong>City</strong> <strong>Schools</strong> were knowledgeable about the Global Connect System<br />
for attendance purposes<br />
- maintained their level of consultation and support to identified schools with the highest truancy rates for the purpose of improving attendance<br />
outcomes and decreasing truancy<br />
District Level Attendance Hearings continued as an initiative for SY 2009-<strong>2010</strong>. The purpose of these hearings was to support and guide parents (and<br />
students) who have accumulated 16 or more unlawful absences. During these hearings schools were asked to demonstrate accountability in terms of<br />
documenting student absences as well as school based interventions. For SY 2009-<strong>2010</strong> Attendance Office Staff sent over 4,400 letters to parents to<br />
attend the hearings. Of all the student cases generated from the attendance hearings 77 were sent to District Court and over 94.2% of students<br />
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improved their attendance. The attendance hearings have been instrumental in helping to improve the AYP attendance rates of regular education<br />
students.<br />
BSMART, a program sponsored by University of Maryland School of Law, supported families in finding solutions to the problems leading to lateness or<br />
absences. For SY 2009-<strong>2010</strong> BSMART program continued in Lakewood ES (#86), Masonville Cove Community Academy (#239), Curtis Bay ES (#207),<br />
Morrell Park E/M (#220), Maree Garnett Farring ES (#203), Bay Brook ES (#124), Pimlico E/M (#223), Beechfield E/M (#246), and Francis Scott Key E/M<br />
(#76) as schools to participate in mediation program.<br />
The University of <strong>Baltimore</strong> Truancy Court Program supported schools, families and students by working with them in a mock style courtroom and<br />
providing related strategies and interventions. University of <strong>Baltimore</strong> Truancy Court continued in Steuart Hill Academic Academy (#4), <strong>City</strong> Springs E/M<br />
(#8), Harlem Park E/M (#35), Hazelwood E/M (#210), Winston Middle School (#209), Barclay E/M (#54), and Highlandtown E/M (#215) . Truancy Court<br />
was discontinued in Frederick Douglas (#450) and relocated to Patterson High School (#405).<br />
Student Attendance Work Group (SAWG) members recommended several changes to <strong>City</strong> <strong>Schools</strong> attendance programs and practices including:<br />
- federal, state and local laws and policies that govern attendance,<br />
- levels, trends and impact of student attendance in <strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong>,<br />
- health and mental health issues affecting attendance,<br />
- transportation to and from <strong>City</strong> <strong>Schools</strong>,<br />
- best practices from other US cities,<br />
- impact of after-school and community schools on attendance,<br />
- attendance issues of court-involved youth and court approaches to truancy,<br />
- Homelessness and mobility, and student and parent attitudes.<br />
Professional Development/Workshops<br />
Based on the data provided and reviewed during Attendance Stat, ongoing professional developments and trainings were provided to <strong>City</strong> <strong>Schools</strong>’ staff.<br />
Attendance Rates<br />
Attendance Office Staff maintained:<br />
- Efforts of collaboration and staff development as needed with Student Support Team coordinators and staff on attendance referrals and related<br />
interventions.<br />
- Efforts of collaboration and staff development as needed with Special Education coordinators and school staff on the attendance of students<br />
with disabilities<br />
- Efforts of support and guidance to all <strong>City</strong> <strong>Schools</strong> through ongoing site visits and professional development.<br />
During August, September and October 2009 scheduled ten workshops for Attendance monitors on attendance coding in SMS, updated attendance<br />
procedures, H1N1 procedures, and best practices for increasing attendance and reducing truancy of both regular and special education students.<br />
Attendance Monitors were encouraged to work with Special Education chairpersons on student attendance issues during IEP meetings and to review<br />
data of students with disabilities as well as regular education students through SMS, Principal’s Dashboard, and data<br />
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Interventions<br />
Attendance Rates<br />
During July and August 2009 provided training on attendance to all Network Level Staff and DSS workers.<br />
July, August, and September 2009 provided SMS training and technical assistance to <strong>City</strong> <strong>Schools</strong> Attendance Monitors through an online process.<br />
July, August, and September 2009 provided Global Connect Training to <strong>City</strong> <strong>Schools</strong> Attendance Monitors through an online process.<br />
On October 27 2009 sponsored school based workshop for parents and staff at Reginald F. Lewis high School (#419)<br />
On November 2009 hosted two workshops at West <strong>Baltimore</strong> Middle School for Principals on updated attendance policies and procedures<br />
On December 3, 2009 sponsored school based training for parents of regular education students and students with disabilities and staff at<br />
Montebello Elementary/Middle School (#44)<br />
On December 9, 2009 sponsored school based workshop for parents of regular education students and students with disabilities and staff at Sinclair<br />
Lane Elementary School (#248)<br />
On December 16, 2009 participated in IEP Chairs monthly professional development.<br />
On January 15, <strong>2010</strong> provided training on attendance and AOP for attendance monitors in Networks 9, 19 and 11<br />
On January 20, <strong>2010</strong> participated in IEP chairs monthly meeting.<br />
On January 22, <strong>2010</strong> provided professional development to DSS Caseworkers around home visit procedures and referral process<br />
On January 29, <strong>2010</strong> provided professional development to Attendance Monitors in Networks 12, 13, and 14 around issues related to attendance<br />
marking of students in general education and students with disabilities.<br />
On March 5, <strong>2010</strong> provided professional development to Attendance Monitors in Networks 1,3, and 8 around attendance marking, Global connect<br />
calls, and student withdrawals<br />
On March 19, <strong>2010</strong> provided professional development training to Attendance Monitors in Networks 2 and 4 around attendance marking of general<br />
education students and students with disabilities, Global Connect calls, and student withdrawals<br />
Student Attendance Workgroup (SAWG), comprised of community based organizations, educators, and non-profit organizations, analyzed and<br />
surfaced ideas about the best attendance practices in urban school nation-wide. SAWG served in a consultative role to <strong>City</strong> <strong>Schools</strong> while<br />
investigating reasons for high rates of school absence as well as identifying policies and resources necessary to increase the number of students who<br />
attend school every day.<br />
Student Support Teams (SST) developed and implemented prevention/intervention plans which identified root causes of poor attendance and<br />
provided strategies of intervention<br />
Attendance/Truancy Office provided on-going truancy investigations, parent information sessions, counseling services, and outside referrals for<br />
students who were habitually truant and their parents.<br />
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Assessments<br />
Resources<br />
Attendance Rates<br />
Partnership continued with the <strong>Baltimore</strong> <strong>City</strong> Police Department to transport students who were in violation of the daytime curfew law back to<br />
their school of enrollment.<br />
Staff in the Office of Attendance and Truancy continued to support the efforts of the schools by making school site visits, conducting attendance<br />
hearings, and consulting with the Special Education Office. Staff also assisted schools in cleansing their attendance data.<br />
School based Truancy Court program in partnership with the University of <strong>Baltimore</strong> School of Law was implemented in: Steuart Hill Academic<br />
Academy (#4), <strong>City</strong> Springs E/M (#8), Harlem Park E/M (#35), Hazelwood E/M (#210), Winston Middle School (#209), Barclay E/M (#54), and<br />
Highlandtown E/M (#215) . Truancy Court was discontinued in Frederick Douglas (#450) and relocated to Patterson High School (#405).<br />
Consulted and supported identified schools (#75, #79, #162, #178, #400, #401,#405, #406, #410, #413, #418, #419, #420, #424, #428 #430, #434,<br />
#435, #450, #454) with the highest truancy rates to improve attendance outcomes and decrease truancy.<br />
Consulted and supported targeted middle and high schools (#42, #46, #75, #79, #80, #98, #124, #130,#401, #405, #406, #410, # 413, #419,<br />
#420,#424, #426, #428, #430, #434,#435 #450) with the highest rates of students with disabilities (SWD) classified as habitually truant<br />
The BSMART program continued to address the attendance needs in identified schools For SY 2008-2009 <strong>Baltimore</strong> Student Mediation and<br />
Resolution (B-SMART) program in partnership with the University of Maryland School of Law was implemented in: eight schools (Lakewood ES #86,<br />
Masonville Cove Community Academy #239, Curtis Bay ES #207, Morrell Park E/M #220, Maree Garnett Farring ES #203, Bay Brook ES #124, Pimlico<br />
E/M #223, and Beechfield Elem #246.<br />
Community agencies’ partnerships (i.e. <strong>Baltimore</strong> <strong>City</strong> Police Department, Department of Juvenile Services, Department of Social Services, <strong>City</strong> Hall,<br />
Health Department, and Maryland State Department of Education) were ongoing to decrease truancy.<br />
District and School attendance data, requested through Information Technology Department (ITD) and the Attendance Stat team, were analyzed to<br />
determine appropriate school supports<br />
Attendance reports were available and accessible for central office, schools, and community partners through: edata, Principal’s Dashboard, and<br />
SMS.<br />
Staff supports in SY 2009-<strong>2010</strong> included the following:<br />
Coordinator, Staff Associate, and Youth Services Supervisor, and Temp staff in Attendance and Truancy Office supported schools’ efforts<br />
Additional staff (DSS and DJS) in the Attendance/Truancy Office supported schools’ efforts through site visits, attendance hearings, assisting<br />
attendance monitors with data cleansing, and consultations with IEP teams, SST members, Student Support Network Staff, and DSS Liaisons.<br />
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3. Describe where challenges are evident. In your response, identify challenges in terms of grade band and subgroups.<br />
Elementary <strong>Schools</strong><br />
Middle <strong>Schools</strong><br />
Five student subgroups fell below the 94 percent target rate.<br />
Attendance Rates<br />
- African American students had 93.6 percent attendance, .4 percentage points below the target<br />
- American Indian/Alaskan Native had 92.7 percent attendance, 1.3 percentage points below the target<br />
- White (Not of Hispanic Origin) had 93.3 percent attendance, .7 percentage points below the target<br />
- FARMS students had 93.6 percent attendance, .4 percentage points below the target<br />
- Special Education students had 92.4 percent attendance, 1.6 percentage points below the target<br />
Although the attendance rate for middle school students increased by .5 percentage points from SY 2008-2009 to SY 2009-<strong>2010</strong>, there were five subgroups that<br />
fell below 94.0 percent.<br />
High <strong>Schools</strong><br />
African American students had 93.4 percent attendance, a .6 percentage points below the target.<br />
American Indian students had a 91.4 percent attendance, a 2.6 percentage points below the target.<br />
White (Not of Hispanic Origin) had 91.2 percent attendance, a 2.8 percentage points below the target<br />
FARMS students had 93.2 percent attendance, .8 percentage points below the target.<br />
Special Education students had 91.2 percent attendance, 2.8 percentage points below the target.<br />
The attendance rate for the high school subgroup was 82.6 during SY 2009-<strong>2010</strong>, 11.4 percentage points below the 94 percent attendance standard.<br />
Eight student subgroups fell below the 94 percent attendance target rate<br />
- African American students had 82.3 percent attendance, 11.7 percentage points below the target<br />
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Attendance Rates<br />
- American Indian/Alaskan Native had 88.1 percent attendance, 5.9 percentage points below the target<br />
- Asian/Pacific Islander had 90.4 percent attendance. 3.6 percentage points below the target<br />
- Hispanic students had 82.7 percent attendance, 11.3 percentage points below the target<br />
- White (Not of Hispanic Origin) had 84.5 percent attendance, 9.5 percentage points below the target<br />
- FARMS students had 83.0 percent attendance, 11 percentage points below the target<br />
- Limited English Proficient students had 86.9 percent attendance, 7.1 percentage points below the target<br />
- Special Education students had 77.0 percent attendance, 17.0 percentage points below the target<br />
Overall Attendance Challenges<br />
SY 2009-<strong>2010</strong> Challenges:<br />
- Helping all stakeholders (students, parents, community) understand the connection between students missing school and their levels of<br />
achievement<br />
- Need for greater disaggregation of data to look at specific areas of student’s and school’s needs<br />
- Making data more available/accessible to all staff to adequately address student needs e.g. students with disabilities<br />
- Clearer and more consistent early communication:<br />
– to parents (letters, phone calls, home visits, referral process to central office)<br />
– between teachers and attendance monitors regarding students who do not attend schools<br />
- <strong>Schools</strong> did not consistently implement early intervention strategies<br />
- <strong>Schools</strong> did not consistently following the School Responsibility and District Support for Absent/Truant Students<br />
- <strong>Schools</strong> need for full-time dedicated attendance monitors<br />
- All schools did not have attendance action plans or discuss attendance in their school improvement plans<br />
- More consistency in attendance marking and monitoring by teachers and attendance monitors especially at the secondary levels (periods)<br />
- Better integration of services between <strong>City</strong> <strong>Schools</strong> and community partners<br />
- Need for additional opportunities of teacher training on ways to:<br />
– engage students academically so that they will want to come to school<br />
– promote positive adult and student relationships at school<br />
- Lack of integration of mental health services into schools to assist students with barriers that may prevent them from attending schools and<br />
succeeding academically<br />
- Increased consistency in the number of SST/IEP meetings and interventions for attendance and truancy issues<br />
- School Incentive and reward programs focused primarily on students with perfect attendance rather than also including those with<br />
improved attendance records.<br />
4. Describe the changes or adjustments that will be made along with the corresponding resource allocations to ensure sufficient progress. Include timelines<br />
where appropriate.<br />
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GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES<br />
Curriculum/Program<br />
Develop procedural action steps which assist schools in getting students to school, ensuring engagement, and providing students with safe and<br />
effective learning environments<br />
Use five attendance measures to develop and drive school and district-level work: average daily attendance, chronic absence, high attendance, habitual<br />
truancy, suspensions<br />
Focus on attendance in key transition grades (K and 1 st ); (5 th and 6 th ); (8 th and 9 th )<br />
Identify measures for attendance record-keeping and develop attendance audit procedures<br />
Have attendance monitors record reasons for student absences in SMS<br />
Provide consistent early interventions to parents regarding absences through contacts such as home visits and Parent Attendance Meetings.<br />
Continue to review and implement recommendations by Student Attendance Workgroup (SAWG)<br />
The Fair Student Funding plan will continue to be utilized to: support schools in creating effective truancy and incentive programs through increasing<br />
accountability<br />
Increase collaboration between Attendance Monitors, SST, and IEP teams for early intervention attendance strategies and supports<br />
Each school will address student attendance in their Attendance Action Plan that is reviewed monthly for implementation and changes.<br />
Focus identified schools on the positive aspects of attendance (attendance rewards, incentives and achievement letters)<br />
Target schools with the greatest truancy needs in order to increase attendance<br />
Increase public awareness about the relationship between graduation rates, attendance, and academic success by involving the media to combat<br />
truancy<br />
Utilize Network and DSS level staff to support and guide schools’ efforts for increasing student attendance<br />
Train teachers on ways to engage students and tools for promoting positive adult-student relationships in schools<br />
Meet consistently with Special Education Coordinators to discuss IEP teams scheduling meetings for students with disabilities who have attendance<br />
issues<br />
Participate in Central Office SST Attendance meetings with parents and students to identify root causes for not attending school and provide resources,<br />
support, and case management<br />
Attendance Office will synchronize efforts with Community School coordinators to increase attendance rate for identified schools<br />
Compile a resource list of mental health services to disseminate to schools’ clinical staff<br />
Increase community and parental involvement<br />
Provide comprehensive professional developments and/or workshops for school staff and parents on the Compulsory Attendance Law and effective<br />
strategies for increasing attendance<br />
Implement the Global Connect Parent Notification System in all <strong>City</strong> <strong>Schools</strong><br />
Attendance Rates<br />
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Continue to generate letters to habitually truant students/parents from the State’s Attorney’s Office<br />
Focus on students with chronic absences (lawful and unlawful)<br />
Focus on continuing to increasing attendance of student high attendees (students with five or less absences)<br />
Increase focus on 6,237 students identified as habitual truants for SY 0910<br />
The University of <strong>Baltimore</strong> Truancy Court Program will continue in identified elementary and middle schools to provide assistance to students and<br />
their families.<br />
The University of Maryland BSMART program will continue in identified schools for addressing the attendance needs of students.<br />
Attendance and Safety Stat Team will:<br />
- place a stronger emphasis on increasing the attendance of students with disabilities; to coordinate and collaborate additional efforts<br />
with the Community Site Coordinators for attendance improvement; to increase the number of Parent Attendance Meetings<br />
scheduled for students with disabilities; target students with chronic absences (lawful and unlawful) across two prior years; target<br />
students identified as habitual truants for both SY 0910 and SY 1011; focus on early absences (kindergarten and 1 st grade students);<br />
focus on transition grades (students transitioning from elementary to middle grades and middle to high school grades, as these years<br />
are indicators of high school graduation and where we see an acceleration of truant students)<br />
Professional Development<br />
Interventions<br />
District:<br />
Attendance monitors in each school will have attendance procedural and SMS training to ensure accuracy of data entry and knowledge of daily<br />
attendance responsibilities<br />
Additional professional developments and trainings are scheduled for SSTs, ITAs, Network staff personnel, related service providers, parents, and<br />
community leaders throughout SY <strong>2010</strong>-2011.<br />
Collaborative sessions with the Office of Teaching and Learning on the importance of rigor, engagement, and interventions in ensuring that students<br />
want to come to school every day and on time<br />
Attendance Monitors workshops scheduled for August 25, <strong>2010</strong><br />
Online SMS Data Entry training for attendance monitors and/or principal designee is scheduled throughout the months of August, September and<br />
October<br />
Truancy Court Program workshop for identified schools is scheduled for June 21, <strong>2010</strong><br />
CAO Leadership Launch August 17, <strong>2010</strong><br />
BSMART orientation is scheduled for September 16, <strong>2010</strong><br />
Attendance Monitors Appreciation and Professional Development Day scheduled for October 15, <strong>2010</strong><br />
Attendance Rates<br />
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School:<br />
Initiate an Attendance and Communications Campaign to increase public knowledge about truancy<br />
Collect and analyze data and trends in all areas including: school climate, attendance (chronic absences, habitual truancy, high attenders, cumulative<br />
attendance), suspensions, academic performance<br />
<strong>Public</strong>ize for all stakeholders the funding lost when students are absent from school<br />
Create prevention, intervention, and incentive strategies based around areas of need<br />
Hold Principals accountable for attendance in their schools and for providing students with interventions that encourage academic success and<br />
increased attendance in school<br />
Audit school records to ensure that due diligence is being followed and documented in folders<br />
Ongoing professional development sessions information regarding State of Maryland attendance law, accurate attendance accounting techniques, ways<br />
to engage students and parents, identifying at-risk students, local and national attendance data, and effective strategies of discipline, opportunities for<br />
reinforcement and incentive programs for students<br />
Through GKCB and Expanded Great Options create programs designed to address varying student academic needs<br />
Attendance and Safety Stat process to review district and school data for trends, areas of support and need<br />
Revise Parent Attendance Meeting process and related letters to better meet the attendance needs of students and parents<br />
Meet with DSS, DJS, and other partners regarding role for upcoming school year Attendance/Truancy Office will provide wrap-around services to<br />
students and their families regarding barriers to daily school attendance. Attendance staff associates in collaboration with Network and DSS staff will<br />
serve as resources to schools on student attendance and provide direct counseling and intervention services to students and their families.<br />
Attendance/Truancy Staff will:<br />
- target schools with the greatest truancy needs in order to increase attendance with a focus on implementing interventions which address the<br />
attendance of students with disabilities<br />
- investigate attendance concerns and develop in collaboration with schools and network support staff a report of action steps, follow-up, and<br />
outside referrals.<br />
- coordinate with the State Attorney’s Office to communicate the Compulsory Attendance Law to parents<br />
Restructure District Level Attendance Hearings (renamed Parent Attendance Meetings)<br />
Parent Attendance Meetings will be scheduled with habitually truant students and their parents. When needed, cases will be referred to Department of<br />
Social Services and the Division of Juvenile Services for intervention (CINS). Attendance/Truancy Staff will work in collaboration with Operation Safe Kids<br />
to transition students back to school from juvenile services. Attendance/Truancy Staff will also work with the <strong>Baltimore</strong> <strong>City</strong> Health Department to<br />
collaborate on increasing attendance and reducing the number of youth who are at risk for school failure, severe injury or death from violence.<br />
Ensure that all staff understand the connection between attendance and student achievement<br />
Utilize the SST and IEP process to address attendance issues and provided interventions, strategies, and community resources to increase overall student<br />
achievement<br />
Attendance Rates<br />
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Counseling by the school’s counselor, social worker, or psychologist for students with poor attendance and/or discipline issues<br />
Referral of students to community-based organizations for additional support<br />
Consistent communication to parents regarding student absences (Global Connect calls every day, letters and home visits as needed)<br />
Importance of attending school included in teacher lesson plans<br />
Discuss attendance during departmental meetings, staff meetings, and Family Council meetings<br />
Pair at-risk students with mentors and mental health professionals in the school who are responsible for helping their personal, academic, and social<br />
development<br />
Encourage students, parents, and staff to engage in positive problem –solving activities and techniques including social skills training, active listening,<br />
anger management<br />
Implement a school peer networking club where students are taught the relationship between attendance and their success and paired in groups for<br />
mediation<br />
Create a school wide attendance action plan to for the entire school and community to use and also individual attendance intervention plans for<br />
targeted students<br />
Collaborate with community organizations and local businesses about the Daytime Curfew Law<br />
An action plan to address attendance needs of students who are out-of-compliance with immunizations<br />
Individual schools’ Family Student Councils will develop identified targeted strategies to improve student attendance (i.e., incentives, attendance<br />
programs, certificates, etc.).<br />
The BSMART program will address the attendance needs in identified schools. Orientation is scheduled for September 16, <strong>2010</strong>.<br />
<strong>Schools</strong> will implement progressive student support interventions for attendance in classrooms and school-wide that will be facilitated through effective<br />
Student Support Team, IEP teams, and mental health services provided by social workers, psychologists, and counselors.<br />
Parent and Community Communications and Engagement<br />
The Attendance/Truancy Office will:<br />
- collaborate with schools on emphasizing to parents and the community the important connection between sending children to school every day<br />
and how well they perform academically in school<br />
- increase outreach to community partnerships and local businesses to establish a continuum of services to students and their families eliminating<br />
root causes and barriers to regular school attendance.<br />
- coordinate efforts with the Office of Family and Community Engagement<br />
- for the development of an attendance and communications plan<br />
- increase community partnerships with Department of Social Services, Department of Juvenile Services, State’s Attorney, University of <strong>Baltimore</strong>,<br />
University of Maryland, <strong>Baltimore</strong> <strong>City</strong> Health Department, Volunteer groups, <strong>City</strong> Hall, Operation Safe Kids, Child Fatality Review, Safe and<br />
Sound, Associate Student Congress of <strong>Baltimore</strong> <strong>City</strong>, Student Attendance Work Group, Peer Networking Club, MTA’s Rate Your Ride Launch,<br />
Attendance Rates<br />
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Resources:<br />
Attendance Rates<br />
School Every day-Abell Foundation, Task Force Marketing, Wide Angle Media Student poster campaign, Open Society Institute, Youth<br />
Ambassadors, Maryland Attendance Project, Faith-based organizations, and the Mayor’s Office<br />
Fair Student Funding provided opportunities for principals to utilize resources for school initiatives such as incentives and rewards for student<br />
attendance on a monthly, quarterly, semester, and end of the year basis.<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
The attendance priority is based on <strong>City</strong> <strong>Schools</strong> essentials for closing the gap between achievement and learning, providing a safe, supportive learning<br />
environment that promotes high achievement for every student through improving attendance and decreasing truancy. Since SY 2003 <strong>City</strong> <strong>Schools</strong> attendance<br />
rates have increased among all student groups (elementary, middle, high). Elementary schools increased from 93.5 percent in SY 2003 to 93.6 percent in SY<br />
<strong>2010</strong>. Middle schools from 86.6 percent in SY 2003 to 93.2 percent in SY <strong>2010</strong>. High schools increased from 80.4 percent in SY 2003 to 82.6 in SY <strong>2010</strong>. Over the<br />
past two years the AYP attendance rate for <strong>City</strong> <strong>Schools</strong> has shown a .5 percentage point increase among middle school students from 92.7 percent in SY 0809 to<br />
93.2 percent in SY <strong>2010</strong>.<br />
Daily school attendance is essential for <strong>City</strong> <strong>Schools</strong> students to acquire the required skills and values for post-secondary options and to become successful in<br />
life. Parents, students, and staff are responsible for ensuring regular school attendance and to do everything possible to make student attendance a top priority.<br />
Going into <strong>2010</strong>-2011, <strong>City</strong> <strong>Schools</strong>’ focus now deepens in terms of what is happening in the classroom, and making sure that excellent teaching and learning is<br />
happening at every school. Teachers must have the necessary skills, tools and supports to teach students well; students must be in school, in environments that<br />
are conducive to learning, and engaged through rigorous curriculum and exceptional instruction. Through Fair Student Funding, school administrators will have<br />
the resources, flexibility and responsibility to help students graduate and be successful in college and the 21 st Century global workforce. Parents and community<br />
members will have the opportunity to participate in decisions regarding resource allocations for increasing attendance rates and reducing student truancy.<br />
<strong>City</strong> <strong>Schools</strong> is currently implementing the following to address student attendance issues:<br />
Strategies such as encouraging student engagement, positive relationships between adults and students, mental health services, participation in<br />
after-school programs, and other targeted interventions for closing the gap between attendance, learning, and achievement<br />
Student Attendance Workgroup recommendations about the most effective local and nationwide policy and procedural practices for getting<br />
students to attend school daily.<br />
The Global Connect Parent Notification System in schools and central office for daily communicating of student absences (lawful and unlawful) and<br />
tardiness to parents<br />
An Attendance and Communication Campaign to increase public knowledge about truancy is being implemented<br />
Page | 137
Attendance Rates<br />
Improving <strong>City</strong> <strong>Schools</strong> Attendance and Safety Stat process for addressing chronic absences, habitual truancy, average daily attendance, SST<br />
referrals, and discipline/suspension issues.<br />
Office of Attendance and Truancy collaborates with Networks and DSS Liaisons to guide and support schools in submitting target goals and plans to<br />
improve attendance<br />
The SST team assists networks and schools in implementing progressive student support interventions for attendance.<br />
The IEP team monitors and provides support on attendance for students with disabilities (SWDs)<br />
Identification of local and national research based best practices to increase attendance, graduation rates, and to reduce students who drop out.<br />
Updated attendance operational/procedural forms have been distributed to network staff, administrators, and attendance monitors<br />
Page | 138
Attendance Rates<br />
School Year <strong>2010</strong>-2011<br />
Attendance<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
Objective 1: By June 2011, increase attendance rate for each subgroup.<br />
Strategies<br />
Curriculum/Program<br />
1. Use the five attendance<br />
measures (average daily<br />
attendance, chronic absence, high<br />
attendance, habitual truancy,<br />
suspensions) identified by the<br />
Student Attendance Work Group<br />
(SAWG) to drive attendance work<br />
and to predict students who will<br />
need additional academic supports<br />
2. <strong>Schools</strong> will identify an<br />
attendance monitor or a person<br />
designated to monitor and update<br />
student attendance records in<br />
SMS<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
K-12 7/10 – 10/11 Administrators<br />
Attendance Monitors<br />
Networks<br />
Attendance/Truancy Staff<br />
Community Partners<br />
Office of teaching and<br />
Learning<br />
K-12 8/10-10/10 Administrators<br />
Networks<br />
Attendance/Truancy Staff<br />
Evaluation/Evidence Status Report<br />
100% of <strong>City</strong> <strong>Schools</strong> will utilize<br />
SAWG recommended data<br />
points for analyzing patterns<br />
and trends of student<br />
attendance<br />
100% of <strong>City</strong> <strong>Schools</strong> will<br />
identify Attendance Monitors<br />
Page | 139
Attendance Rates<br />
School Year <strong>2010</strong>-2011<br />
Attendance<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
Objective 1: By June 2011, increase attendance rate for each subgroup.<br />
Strategies<br />
3.<strong>Schools</strong> will implement<br />
programs that focus on teaching<br />
students ways to cope with<br />
conflicts and challenges in the<br />
classroom<br />
Interventions<br />
4.Target efforts on early<br />
identification and intervention of<br />
chronically absent students those<br />
in and transitional grades<br />
5. Implement a city-wide<br />
Attendance and Communications<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
K-12 9/10-6/11 Administrators<br />
School Staff<br />
K-12 9/10 – 6/11 Administrators<br />
Networks<br />
Student Support Teams<br />
IEP teams<br />
Attendance/Truancy Staff<br />
Evaluation/Evidence Status Report<br />
100% of <strong>City</strong> <strong>Schools</strong> will have<br />
identified coping-skills and<br />
conflict-resolution programs<br />
available to students<br />
100% of schools will implement<br />
early identification and<br />
interventions strategies to<br />
target chronic absences and<br />
transitional grades<br />
K-12 10/10-6/11 Administrators 100% of schools will implement<br />
strategies and methods of<br />
Page | 140
Attendance Rates<br />
School Year <strong>2010</strong>-2011<br />
Attendance<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
Objective 1: By June 2011, increase attendance rate for each subgroup.<br />
Strategies<br />
Campaign that communicates to<br />
parents, students, staff and the<br />
community the importance of<br />
daily school attendance<br />
6. Collaborate with schools under<br />
the Fair Student Funding plan to<br />
encourage academic success and<br />
provide incentives for students on<br />
monthly, quarterly, semester, and<br />
yearly basis<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Parents<br />
Person/s<br />
Responsible<br />
Community Partners<br />
Students<br />
<strong>City</strong> <strong>Schools</strong> Staff<br />
K-12 7/10 - 6/11 Attendance Liaisons<br />
Administrators<br />
Networks<br />
Attendance Monitors<br />
Attendance/Truancy<br />
Evaluation/Evidence Status Report<br />
incentives identified in<br />
Attendance Campaign plan<br />
100% of schools will utilize Fair<br />
Student Funding to create<br />
effective incentive programs to<br />
encourage daily school<br />
attendance and academic<br />
achievement<br />
Page | 141
Attendance Rates<br />
School Year <strong>2010</strong>-2011<br />
Attendance<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
Objective 1: By June 2011, increase attendance rate for each subgroup.<br />
Strategies<br />
7. Utilize the SST and IEP teams to<br />
address attendance issues of<br />
regular education students and<br />
students with disabilities and to<br />
provide interventions, strategies,<br />
and community resources.<br />
8. Implement attendance<br />
programs (University of <strong>Baltimore</strong><br />
Truancy Court and University of<br />
Maryland BSMART) in identified<br />
schools<br />
9. Utilize Global Connect Parent<br />
Notification System at the school<br />
level and district level to contact<br />
parents about student absences<br />
and tardiness.<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
K-12 9/10 – 5/11 Administrators<br />
Networks<br />
Student Support Team<br />
IEP teams<br />
Evaluation/Evidence Status Report<br />
100% of schools will use SST<br />
and IEP teams to support<br />
improvement of student<br />
attendance.<br />
K-12 9/10-4/11 Attendance/Truancy Staff 50% attendance increase for<br />
participating students<br />
K-12 7/10 – 6/11 Attendance/Truancy Staff<br />
Administrators<br />
Attendance Monitors<br />
100% of schools will utilize<br />
Global Connect System for<br />
attendance<br />
Page | 142
Attendance Rates<br />
School Year <strong>2010</strong>-2011<br />
Attendance<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
Objective 1: By June 2011, increase attendance rate for each subgroup.<br />
Strategies<br />
10. Collaborate with community<br />
school coordinators to increase<br />
attendance incentives for students<br />
and provide resources for<br />
intervention programs<br />
11. Parent Attendance Meetings<br />
to target students with chronic<br />
absences and to provide school<br />
and community resources to<br />
parents and students<br />
12. Consult and support identified<br />
schools with the highest academic<br />
and attendance needs to improve<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
K-12 8/10-6/11 Community School<br />
coordinators<br />
Networks<br />
Administrators<br />
Attendance/Truancy Staff<br />
K-12 10/10-5/11 Attendance/Truancy Staff<br />
Network Staff<br />
Safety and Student Support<br />
Staff<br />
<strong>City</strong> <strong>Schools</strong> Attendance<br />
Staff<br />
K-12 9/10-6/11 Attendance/Truancy Staff<br />
Networks<br />
Evaluation/Evidence Status Report<br />
100% of identified schools will<br />
submit to the<br />
Attendance/Truancy Office a<br />
plan for addressing attendance<br />
incentives<br />
100% of Secondary <strong>Schools</strong> will<br />
be scheduled for Parent<br />
Attendance Meetings<br />
100% of schools with highest<br />
truancy rates will receive<br />
consultation, guidance, and<br />
Page | 143
Attendance Rates<br />
School Year <strong>2010</strong>-2011<br />
Attendance<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
Objective 1: By June 2011, increase attendance rate for each subgroup.<br />
Strategies<br />
student outcomes and decrease<br />
overall student absences<br />
13. Consult and support schools<br />
with the highest rates of students<br />
with disabilities (SWD) classified as<br />
habitually truant<br />
Assessments<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
IEP Teams<br />
SST Teams<br />
Person/s<br />
Responsible<br />
K-12 9/10-6/11 Attendance/Truancy Staff<br />
IEP Teams<br />
Special Education<br />
Office<br />
support.<br />
Evaluation/Evidence Status Report<br />
100% of schools with low<br />
attendance rates for students<br />
with disabilities will receive<br />
consultation, guidance and<br />
support including Parent<br />
Attendance Meetings.<br />
Page | 144
Attendance Rates<br />
School Year <strong>2010</strong>-2011<br />
Attendance<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
Objective 1: By June 2011, increase attendance rate for each subgroup.<br />
Strategies<br />
14. Continue to use Attendance<br />
and Safety Stat process to monitor<br />
and analyze student attendance<br />
and discipline data to inform need<br />
for school interventions and<br />
supports<br />
Professional Development<br />
15. Provide professional<br />
developments for school<br />
administrators, networks and<br />
attendance monitors on the<br />
Compulsory Attendance Law and<br />
related policies.<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
K-12 9/10 – 6/11 Attendance/Truancy Staff<br />
Networks<br />
AttendanceStat Team<br />
K-12 7/10 – 5/11 Attendance/Truancy Staff,<br />
Evaluation/Evidence Status Report<br />
100% participation in<br />
bimonthly AttendanceStat<br />
meetings.<br />
100 % of school administrators,<br />
network staff, and attendance<br />
monitors will receive<br />
professional development on<br />
Compulsory Attendance Law<br />
through active participation<br />
through principals’ trainings or<br />
on-line review as well as<br />
ongoing professional<br />
development to assist them in<br />
increasing student attendance.<br />
Page | 145
Attendance Rates<br />
School Year <strong>2010</strong>-2011<br />
Attendance<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
Objective 1: By June 2011, increase attendance rate for each subgroup.<br />
Strategies<br />
16. Provide professional<br />
development to administrators,<br />
networks, and attendance<br />
monitors on interpreting and<br />
analyzing attendance data<br />
including the five measures of<br />
attendance (habitual truancy,<br />
chronic absence, average daily<br />
attendance, high attendees,<br />
suspensions)<br />
17.Support schools in providing<br />
professional development to<br />
teachers and staff regarding<br />
student engagement techniques,<br />
intervention strategies, and ways<br />
to promote positive adult-student<br />
relationships at school<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
K-12 8/10 – 5/11 AttendanceStat Team<br />
Attendance/Truancy Staff<br />
K-12 10/10 – 5/11 Administrators<br />
Office of teaching and<br />
Learning<br />
Network Staff<br />
Attendance/Truancy Staff<br />
Evaluation/Evidence Status Report<br />
100% of school administrators<br />
and attendance liaisons will<br />
receive professional<br />
development on interpreting<br />
and analyzing attendance data.<br />
80% of schools will receive<br />
professional development on<br />
student engagement,<br />
interventions, and positive<br />
adult-student relationships.<br />
Page | 146
Attendance Rates<br />
School Year <strong>2010</strong>-2011<br />
Attendance<br />
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.<br />
Objective 1: By June 2011, increase attendance rate for each subgroup.<br />
Strategies<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Family and Community/Communication and Engagement<br />
18. Develop and collaborate with<br />
stakeholders (parents, students,<br />
community partners) regarding<br />
the <strong>City</strong> <strong>Schools</strong>’ attendance<br />
policy, procedures, and prevention<br />
and intervention strategies for<br />
students and families.<br />
19. Meet with parents and<br />
community leaders regarding<br />
attendance issues and<br />
parent/student accountability and<br />
responsibilities<br />
Person/s<br />
Responsible<br />
K-12 8/10 – 5/11 Attendance/Truancy Staff<br />
Networks<br />
<strong>Public</strong> Relations Director<br />
Family and Community<br />
Engagement Director<br />
K -12 7/10 – 5/11 Attendance/Truancy Staff<br />
Family and Community<br />
Engagement<br />
Administrators<br />
Evaluation/Evidence Status Report<br />
The Attendance/Truancy Office<br />
meet with <strong>Public</strong>ation Office<br />
and the Parent Community and<br />
Engagement Office to discuss<br />
and develop a Student<br />
Attendance Policy/Procedures<br />
Data collection of sign-in<br />
sheets, agendas, and<br />
evaluations of family and<br />
community engagement<br />
meetings that addressed<br />
attendance.<br />
Page | 147
I.D.v<br />
Graduation and Dropout Rates
I.D.v<br />
Graduation Rates and Dropout Rates<br />
Graduation Rates<br />
Based on the Examination of Graduation and Dropout Rate Data (Table 5.6 and 5.7):<br />
1. Describe where progress in moving toward the graduation/dropout target is evident. In your response, identify progress in terms of subgroups.<br />
The <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) had a graduation rate of 65.98% in SY 2009-<strong>2010</strong>, which is a 3.29 percentage point increase from SY 2008-2009<br />
rate of 62.69 and a seven-year 11.8 percentage point increase from a rate of 54.18 in SY 2002-2003.<br />
Four of the eight NCLB subgroups posted one-year increases (and one subgroup stayed the same at 100 percent) in their graduation rates from SY 2008-2009 to<br />
SY 2009-<strong>2010</strong>. Seven out of the eight NCLB subgroups showed a seven-year gain in their graduation rate from SY 2002-2003 to SY 2009-<strong>2010</strong>. Three subgroups<br />
(Asian/Pacific Islander, FARMS and Limited English Proficient students) were above the <strong>2010</strong> graduation rate AMO of 85.50.<br />
The following results reflect the progress of the graduation rate performance of the various subgroups:<br />
African American students posted a one-year gain of 3.67 percentage points from a graduation rate of 62.22 in SY 2008-2009 to a rate of 65.89 in SY<br />
2009-<strong>2010</strong>. This subgroup also posted a seven-year gain of 11.72 percentage points from a rate of 54.17 in SY 2002-2003.<br />
Asian/Pacific Islander students posted a one-year gain of 12.6 percentage points from a rate of 77.14 in SY 2008-2009 to a rate of 89.74 in SY 2009-<strong>2010</strong>,<br />
and were 4.24 percentage points above the <strong>2010</strong> AMO. This subgroup also posted a seven-year gain of 14.74 percentage points from a rate of 75.00 in<br />
SY 2002-2003.<br />
Hispanic students posted a one-year gain of 5.43 percentage points from a rate of 75.34 in SY 2008-2009 to a rate of 80.77 in SY 2009-<strong>2010</strong>. This<br />
subgroup also posted a seven-year gain of 8.04 percentage points from at rate 72.73 in SY 2002-2003.<br />
Special Education students posted a gain for the second consecutive year. This subgroup posted a gain of 1.89 percentage points from a rate of 40.71 in<br />
SY 2008-2009 to a rate of 42.60 in SY 2009-<strong>2010</strong>. This subgroup also posted a seven-year gain of 5.06 percentage points from 37.54 in SY 2002-2003.<br />
Limited English Proficient students held steady between SY 2008-2009 and SY 2009-<strong>2010</strong> posting a graduation rate of 100.00 percent. In SY 2008-2009<br />
this subgroup posted a gain of 11.76 percentage points from a rate of 88.24 in SY 2007-2008 to a rate of 100.00 in SY 2008-2009. The SY 2009-<strong>2010</strong> rate<br />
was 14.5 percentage points above the <strong>2010</strong> AMO. This subgroup also posted a seven-year gain of 18.18 percentage points from a rate of 81.82 in SY<br />
2002-2003.<br />
Graduation and Dropout Rates Page 149
Despite steady increases since SY 2002-2003, <strong>City</strong> <strong>Schools</strong> students are still not meeting state standards in graduation. All Students in the aggregate had a<br />
graduation rate of 65.98, which is 19.52 percentage points below the state <strong>2010</strong> graduation rate AMO of 85.50. Three subgroups actually experienced a<br />
decrease in their graduation rate from SY 2008-2009, and all subgroups, except three, did not meet the <strong>2010</strong> AMO.<br />
American Indian/Alaskan Native students decreased 5.0 percentage points from a rate of 65.00 in SY 2008-2009 to a rate of 60.00 in SY 2009-<strong>2010</strong>.<br />
White students posted the first decrease for this subgroup in seven years. The graduation rate for SY 2009-<strong>2010</strong> was 61.50 this is a decrease of 4.7<br />
percentage points from a rate of 66.20 in SY 2008-2009. However, this subgroup, has posted a seven-year gain of 10.97 percentage points from a rate of<br />
50.53 in SY 2002-2003.<br />
FARMS students posted a decrease of 2.18 percentage points from a rate of 98.40 in SY 2008-2009 to a rate of 96.22 in SY 2009-<strong>2010</strong>. Even though this<br />
is a decrease, this subgroup’s graduation rate is 10.72 percentage points above the <strong>2010</strong> AMO of 85.5, which this subgroup has met for the second<br />
consecutive year. Furthermore, this subgroup, has posted a seven-year gain of 19.83 percentage points from a rate of 76.39 in SY 2002-2003.<br />
The <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) had a dropout rate of 4.07 in SY 2009-<strong>2010</strong>, which is a 2.13 percentage point decrease from 6.20 in SY 2008-2009<br />
and a seven-year 6.40 percentage point decrease from a rate of 10.47 in SY 2002-2003.<br />
Four of the NCLB subgroups posted a decrease in their dropout rate and one subgroup maintained a 0.00 dropout rate. Five subgroups were below the <strong>2010</strong><br />
satisfactory standard of 3.54.<br />
The following results reflect the progress of the dropout rate performance of the various subgroups:<br />
African American student decreased 2.36 percentage points from a rate of 6.39 in SY 2008-2009 to a rate of 4.03 in SY 2009-<strong>2010</strong>. This subgroup also<br />
posted a seven-year decrease of 6.6 percentage points from a rate of 10.63 in SY 2002-2003.<br />
American Indian/Alaskan Native students posted a one year decrease of 8.21 percentage points from a rate of 10.77 in SY 2008-2009 to a rate of 2.56<br />
percentage points in SY 2009-<strong>2010</strong> and were 0.98 percentage points below the satisfactory standard for SY <strong>2010</strong>. This subgroup has posted a seven-year<br />
decrease of 7.34 percentage points from a rate of 9.90 in SY 2002-2003.<br />
Asian/Pacific Islanders students decreased 0.16 percentage points from a rate of 1.73 in SY 2008-2009 to a rate of 1.57 in SY 2009-<strong>2010</strong>, and this<br />
subgroup rate was 1.97 percentage points below the <strong>2010</strong> satisfactory standard. This subgroup also posted a seven-year decrease of 3.25 percentage<br />
points from a rate of 4.82 in SY 2002-2003.<br />
Graduation and Dropout Rates Page 150
Limited English Proficient students maintained a dropout rate of 0.00 and met the satisfactory standard for the 5 th consecutive year. This subgroup also<br />
posted a seven-year decrease of 0.51 percentage points from a rate of 0.51 in SY 2002-2003.<br />
Special Education students decreased 4.28 percentage points from a rate of 12.40 in SY 2008-2009 to a rate of 8.12 in SY 2009-<strong>2010</strong>. This subgroup also<br />
posted a seven-year decrease of 6.04 percentage points from 14.16 in SY 2002-2003.<br />
Despite steady decreases since SY 2002-2003, <strong>City</strong> <strong>Schools</strong> students are still not meeting state standards in dropout. All Students in the aggregate had a dropout<br />
rate of 4.07, which is 0.53 percentage points above the state <strong>2010</strong> satisfactory standard of 3.54. Three subgroups actually experienced an increase in their<br />
dropout rate from SY 2009-<strong>2010</strong>.<br />
Hispanic students increased 0.67 percentage points from a rate of 1.96 in SY 2008-2009 to a rate of 2.63 in SY 2009-<strong>2010</strong>. However, this subgroup met<br />
the state satisfactory standard for the second consecutive year. This subgroup also posted a seven-year decrease of 3.82 percentage points from a rate<br />
of 6.45 in SY 2002-2003.<br />
White students increased 0.65 percentage points from a rate of 4.92 in SY 2008-2009 to a rate of 5.57 in SY 2009-<strong>2010</strong>. This subgroup also posted a<br />
seven-year decrease of 4.01 percentage points from a rate of 9.58 in SY 2002-2003.<br />
FARMS students increased 3.32 percentage points from a rate of 0.15 in SY 2008-2009 to a rate of 3.47 in SY 2009-<strong>2010</strong>. However, this subgroup met<br />
the state standard for the 5 th consecutive year.<br />
<strong>City</strong> <strong>Schools</strong> continues to be concerned about the high percentage of students leaving school before obtaining a high school diploma. Key strategies in<br />
addressing this priority are the development and implementation of high school assessment success plans, high school assessment mastery courses, and ongoing<br />
professional development related to course sequence, transcript verification, and college readiness and access data. Other key strategies include the<br />
implementation of the AVID Program, (Advancement via Individual Determination), on-going resource fairs targeting students who have dropped out of high<br />
schools to re-enroll and the implementation of the Bridge Plan for Academic Validation to assist students who have not passed the High School Assessments.<br />
<strong>City</strong> <strong>Schools</strong> will be evaluated on the effectiveness of this priority by tracking the number of students who graduate high school, successful completion of the<br />
high school assessment success plans, the percent of transcripts that are verified as accurate through an internal transcript audit, and by tracking the percentage<br />
of students who meet the USM and Career and Technology requirements. <strong>City</strong> <strong>Schools</strong> will be further evaluated on the effectiveness of this priority by the<br />
number of students who participate in advanced placement (AP) courses, the number of students who score a three or higher on the A P exams and the senior<br />
SAT participation and performance rates. <strong>City</strong> <strong>Schools</strong> will closely examine the post-secondary outcomes for all seniors to ensure a successful transition to<br />
college or the workforce. Data from the National Student Clearinghouse on college enrollment and from the Maryland State Department of Education (MSDE)<br />
senior surveys will be the foundation for this analysis. An aggressive plan will be developed and resources reallocated to meet these challenges. In order to<br />
achieve this aggressive plan, financial and human resources will be provided from grants and local funding streams.<br />
DIFFERENTIATED ACCOUNTABILITY<br />
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline<br />
data tool and other accountability tools to enable schools, central administration and the community to know how a school is performing across the district and<br />
Graduation and Dropout Rates Page 151
in comparison with a peer group of schools serving similar student populations. The tools are used by the Executive Directors of Elementary/K-8 and Secondary<br />
<strong>Schools</strong> to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school<br />
leadership.<br />
Graduation and Dropout Rates Page 152
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout<br />
Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
Curriculum/Program<br />
1. Ensure that <strong>City</strong> <strong>Schools</strong> counselors<br />
have reviewed all senior transcripts by<br />
9/30/10 and successfully advised all<br />
seniors of their options for obtaining<br />
their diplomas either by passing the<br />
high school assessments or completing<br />
a Bridge plan project.<br />
2. Implement the high school<br />
accountability data tool for the purpose<br />
of evaluating high schools’ progress in<br />
the delivery of programs and services<br />
linked to increasing students<br />
matriculating into post-secondary<br />
institutions.<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
HS 09/10 Director of<br />
School<br />
Counseling and<br />
Guidance<br />
HS 09/10-<br />
06/11<br />
Executive<br />
Director of<br />
Secondary<br />
<strong>Schools</strong> and the<br />
Chief<br />
Accountability<br />
Officer for<br />
Research and<br />
Evaluation<br />
Evaluation/Evidence Status Report<br />
Documentation of completed<br />
transcripts in Prep Headquarters,<br />
which is the <strong>City</strong> <strong>Schools</strong> official<br />
college and advising database.<br />
Documentation of students who<br />
require Bridge Plan project is in<br />
“CONNECT”.<br />
100% of the schools serving<br />
grades 6-12 will show progress on<br />
the college readiness and access<br />
indicators from the accountability<br />
data tool.<br />
3. Continue to implement the choice<br />
process for 5<br />
Graduation and Dropout Rates Page 153<br />
th and 8 th K-8, 10/10- Coordinator of 100% of 5<br />
grade students to<br />
meet the unique needs of all learners.<br />
MS,<br />
HS<br />
6/11 Student<br />
Placement,<br />
Director<br />
School<br />
Counseling<br />
Guidance,<br />
Executive<br />
of<br />
and<br />
Directors of<br />
Elementary and<br />
th and 8 th grade students<br />
will complete applications during<br />
the choice process.<br />
75% of students who qualify for<br />
their first choice during the high<br />
school application process will<br />
receive that choice.
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout<br />
Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
4. Develop a PSAT/SAT and AP strategy<br />
plan for the purpose of score<br />
improvement. The plan will include,<br />
but not be limited to the following:<br />
Develop and implement pre-AP<br />
program for grades 6-11<br />
An audit of all high school SAT<br />
Prep courses.<br />
A SAT Prep Boot Camp for<br />
seniors prior to the November<br />
SAT administration.<br />
A creation of a position at the<br />
coordinator level to oversee<br />
and support the expansion of<br />
the advanced placement<br />
program.<br />
Grade<br />
Level<br />
HS<br />
MS<br />
K-8<br />
Timeline<br />
Mo/Yr<br />
10/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Secondary<br />
<strong>Schools</strong><br />
Executive<br />
Director of<br />
Teaching and<br />
Learning<br />
Evaluation/Evidence Status Report<br />
Improved performance on the SAT<br />
and AP exam by 5 percentage<br />
points.<br />
Increase in the number of schools<br />
offering AP courses to 25.<br />
Graduation and Dropout Rates Page 154
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout<br />
Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
5. Create 9 th grade academies staffed<br />
with to help students transition<br />
successfully to high school, and create<br />
summer programs that prepare<br />
struggling students to be successful in<br />
gateway courses such as algebra, and in<br />
college- preparatory advanced<br />
placement classes. Increase the<br />
number schools implementing AVID and<br />
create a position at the coordinator<br />
level to oversee and support the<br />
expansion of AVID.<br />
6. Create dual enrollment/dual credit<br />
courses for purposes of accelerating the<br />
high school graduation rate and career<br />
and college options for 11 th and 12 th<br />
grade students.<br />
Grade Timeline<br />
Level Mo/Yr<br />
HS 09/10-<br />
06/11<br />
HS 09/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Executive<br />
Directors of<br />
Teaching and<br />
Learning<br />
Secondary<br />
and<br />
<strong>Schools</strong>, Director<br />
of Learning to<br />
Work<br />
Principals<br />
and<br />
Executive<br />
Director of<br />
Teaching and<br />
Learning and<br />
Director of<br />
Learning to Work<br />
Evaluation/Evidence Status Report<br />
100% of all <strong>Schools</strong> serving grade<br />
9 will have developed 9 th grade<br />
academies and academically<br />
enriching summer programs.<br />
Increase in the percent of<br />
students who are dually enrolled<br />
and earning dual credits by 5<br />
percentage points.<br />
Graduation and Dropout Rates Page 155
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout<br />
Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
7. Invest in studies and reviews that<br />
can strengthen programs over time by<br />
assessing the rigor of coursework in<br />
high-poverty schools in order to revise<br />
curriculum and develop instructional<br />
programs for gifted and talented<br />
students in those schools.<br />
Assessments<br />
8. Continue to review the first quarter<br />
grades and benchmark assessments of<br />
9 th and 10 th grade students to<br />
determine the need for the high school<br />
assessment success plans.<br />
Grade<br />
Level<br />
K-8<br />
MS<br />
HS<br />
Grades<br />
9 & 10<br />
Timeline<br />
Mo/Yr<br />
09/10-<br />
06/11<br />
10/10-<br />
6/11<br />
Person/s<br />
Responsible<br />
Chief Academic<br />
Officer, Chief<br />
Accountability<br />
Officer,<br />
Executive<br />
Director of<br />
Teaching and<br />
Learning, and<br />
Director of the<br />
Office of<br />
Enrichment<br />
Executive<br />
Director of<br />
Secondary<br />
<strong>Schools</strong> and<br />
Director School<br />
Counseling and<br />
Guidance<br />
Evaluation/Evidence Status Report<br />
Increase in the number of<br />
students enrolled in gifted and<br />
talent programs, and advanced<br />
placement courses<br />
All 1 st quarter grades and<br />
benchmarks of 9 th and 10 th grade<br />
students will be reviewed by<br />
November <strong>2010</strong>.<br />
Graduation and Dropout Rates Page 156
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout<br />
Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
9. Train principals, teachers, school<br />
counselors and other staff to use data<br />
to identify the specific need to succeed,<br />
to adjust classroom instruction to<br />
better address student strengths and<br />
weaknesses and to target professional<br />
development and other resources on<br />
student and teacher needs. Data<br />
training will include the following:<br />
Maryland School Assessment<br />
and High School Assessment<br />
programs<br />
Quarterly benchmarks<br />
School Choice<br />
Graduation and Dropout<br />
PSAT, SAT and AP<br />
MHEC Student Outcomes<br />
Achievement Report<br />
Grade<br />
Level<br />
K-8<br />
MS<br />
HS<br />
Timeline<br />
Mo/Yr<br />
09/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Chief Academic<br />
Officer,<br />
Executive<br />
Directors of<br />
Teaching and<br />
Learning and<br />
Secondary<br />
<strong>Schools</strong>, and<br />
Director of<br />
School<br />
Counseling and<br />
Guidance<br />
Evaluation/Evidence Status Report<br />
100% of the teachers and<br />
counselors will have attended<br />
Professional development<br />
sessions on the aforementioned<br />
topics.<br />
Graduation and Dropout Rates Page 157
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
10. Continue to implement the college<br />
verification process as a way to track<br />
the college enrollment rate and college<br />
graduation rate as part of a process to<br />
analyze the college readiness of seniors<br />
who are graduating from the <strong>Baltimore</strong><br />
<strong>City</strong> <strong>Schools</strong>.<br />
11. Implement a system to analyze<br />
PSAT/NMSQT and SAT data as a<br />
mechanism to inform curriculum<br />
developers.<br />
Grade Timeline<br />
Level Mo/Yr<br />
HS 10/10 –<br />
06/11<br />
HS 10/10-<br />
6/11<br />
Person/s<br />
Responsible<br />
Director of<br />
School<br />
Counseling and<br />
Guidance and<br />
the Education<br />
Specialist for<br />
College and<br />
Career Readiness<br />
Chief<br />
Accountability<br />
and Executive,<br />
Chief Academic<br />
Officer and<br />
Executive<br />
Director<br />
Teaching and<br />
Learning<br />
Evaluation/Evidence Status Report<br />
Increase from % to % the number<br />
of students who are graduating<br />
from high school and enrolling in<br />
college.<br />
Increase in PSAT/NMSQT scores<br />
by 5 percentage points.<br />
Increase in SAT combined scores<br />
by 5 percentage points.<br />
Graduation and Dropout Rates Page 158
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
Interventions<br />
11. Explore the option of developing a<br />
<strong>Baltimore</strong> Early College High School<br />
(ECHS). ECHSs to offer to middle and<br />
underachieving students the<br />
opportunity to complete both a high<br />
school diploma and an associate’s<br />
degree or equivalent within four or five<br />
years.<br />
12. Continue to implement the<br />
Alternative Options Program and Online<br />
Credit Recovery Program to address the<br />
promotion and retention rates of<br />
students who are participating in<br />
alternative education programs.<br />
Professional Development<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
HS 09/10 -<br />
06/11<br />
HS 7/10-<br />
6/11<br />
Person/s<br />
Responsible<br />
Chief Academic<br />
Officer,<br />
Executive<br />
Director For New<br />
Initiative<br />
<strong>Schools</strong>,<br />
Executive<br />
Director of<br />
Secondary<br />
<strong>Schools</strong>,<br />
Executive<br />
Director of<br />
Student Support<br />
and Safety<br />
Executive<br />
Director of<br />
Student Support<br />
and Safety<br />
Evaluation/Evidence Status Report<br />
Maritime Industry Academy,<br />
Coppin Academy and Friendship<br />
Academy of Technology and<br />
Science will become Early College<br />
High <strong>Schools</strong>.<br />
100% of high schools will provide<br />
teacher supported on-line<br />
education through an Online<br />
Credit Recovery program or a<br />
similar program.<br />
Graduation and Dropout Rates Page 159
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
13. Provide professional development<br />
to all school principals and high school<br />
counselors on interpreting and<br />
analyzing high school transcripts,<br />
student records related to high school<br />
graduation, and the Bridge Plan for<br />
Academic Validation.<br />
Grade Timeline<br />
Level Mo/Yr<br />
HS 10/10-<br />
6/11<br />
Person/s<br />
Responsible<br />
Executive<br />
Director of<br />
Secondary<br />
<strong>Schools</strong> and the<br />
Director of<br />
School<br />
Counseling and<br />
Guidance<br />
Evaluation/Evidence Status Report<br />
100% of all high school counselors<br />
will attend the professional<br />
development session.<br />
Principals will verify that<br />
transcripts of students who are<br />
graduating are 100% accurate by<br />
June 15, 2011.<br />
All Bridge projects will be<br />
completed by June 2011.<br />
Graduation and Dropout Rates Page 160
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
14.Provide professional development to<br />
all school principals and school<br />
counselors on implementing the<br />
developmental and comprehensive<br />
school counseling program as it relates<br />
to post-secondary planning and access.<br />
Grade<br />
Level<br />
K-8<br />
MS<br />
HS<br />
Timeline<br />
Mo/Yr<br />
09/10-<br />
6/11<br />
Person/s<br />
Responsible<br />
Director of<br />
School<br />
Counseling and<br />
Guidance and<br />
Executive<br />
Director of<br />
Secondary<br />
<strong>Schools</strong><br />
Evaluation/Evidence Status Report<br />
100% of the school counselors will<br />
submit a school counselor’s<br />
Targeted Intervention Plans (TIPs)<br />
and the Closing the Gap Action<br />
Plan by October 30, <strong>2010</strong> that<br />
outlines strategies on how they<br />
plan to impact four measurable<br />
outcomes, including improved<br />
attendance, increased academic<br />
performance, decreased out-ofschool<br />
suspensions and an<br />
increase in college and career<br />
awareness.<br />
100% of the school counselors will<br />
implement a developmental and<br />
comprehensive school counseling<br />
program.<br />
100% of the high school<br />
counselors will implement <strong>City</strong><br />
<strong>Schools</strong> College Advising Calendar<br />
within their program plan.<br />
School Counselors will document<br />
their efforts in CONNECT<br />
Graduation and Dropout Rates Page 161
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
15. Continue to provide professional<br />
development to high school principals<br />
and high school counselors on the<br />
CONNECT software.<br />
16. Continue to Implement a plan to<br />
redesign services for students so that<br />
they can “drop back-in” to get their<br />
credits for graduations.<br />
Grade Timeline<br />
Level Mo/Yr<br />
HS 8/10-<br />
6/11<br />
HS 8/10-<br />
06/11<br />
Person/s<br />
Responsible<br />
Executive<br />
Director of<br />
Student Support<br />
Service, Director<br />
of School<br />
Counseling and<br />
Guidance, and<br />
Education<br />
Specialist for<br />
College<br />
Readiness<br />
Executive<br />
Director of<br />
Student Support<br />
Service and<br />
Coordinator of<br />
Student<br />
Placement<br />
Evaluation/Evidence Status Report<br />
Increase by 20 % the number of<br />
students who are completing<br />
college applications by 11/25/10.<br />
Increase in the number FAFSA<br />
applications completed by<br />
02/14/11.<br />
Increase the amount of<br />
scholarship and financial aid<br />
dollars received by all high schools<br />
by 10%.<br />
Increase the number of students<br />
returning to school who were<br />
classified previously as dropouts.<br />
Graduation and Dropout Rates Page 162
School Year <strong>2010</strong>-2011<br />
Graduation and Dropout Rate<br />
Priority 1 : Increasing the graduation rate and decreasing the dropout rate<br />
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.<br />
Strategies<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Family and Community/Communication and Engagement<br />
17. Engage community leaders and the K-8 09/10public<br />
to create a community-wide stay MS 6/11<br />
in school and college access campaign HS<br />
that stresses the necessity of<br />
graduating from high school and<br />
pursuing a post-secondary education.<br />
Person/s<br />
Responsible<br />
Executive<br />
Director of the<br />
Office of<br />
Partnerships,<br />
Communications<br />
and Community<br />
Engagement<br />
Executive<br />
Director of<br />
Student Support<br />
Service and<br />
Executive<br />
Director of<br />
Secondary<br />
<strong>Schools</strong><br />
Evaluation/Evidence Status Report<br />
Decrease the dropout rate by at<br />
least 2 percentage points.<br />
Increase the graduation rate by at<br />
least 3 percentage points.<br />
Increase the college enrollment<br />
rate and college graduation rate<br />
by at least 5 percentage points.<br />
Graduation and Dropout Rates Page 163
I.D.vi<br />
Highly Qualified staff
ID.vi<br />
Highly Qualified Staff<br />
No Child Left Behind Goal 3: By 2005-2006, all students will be taught by highly qualified teachers.<br />
No Child Left Behind Indicator 3.1: The percentage of classes being taught by “highly qualified” teachers, in the aggregate and in “high- poverty” schools.<br />
No Child Left Behind Indicator 3.3: The percentage of paraprofessionals working in Title I schools (excluding those whose sole duties are translators and<br />
parental involvement assistants) who are qualified.<br />
Under No Child Left Behind (NCLB), LSSs are required to report the percentages of core academic subject (CAS) classes being taught by highly qualified<br />
teachers, and the percentages of CAS classes being taught by highly qualified teachers in high-poverty schools compared to low-poverty schools. Highpoverty<br />
schools are defined as schools in the top quartile of poverty in the State, and low-poverty schools as schools in the bottom quartile of poverty in the<br />
State. NCLB also requires that school systems ensure that economically disadvantaged and minority students are not taught at higher rates than other<br />
students by inexperienced, unqualified, or out-of-field teachers.<br />
Plans for Reaching the 100% Highly Qualified Teacher (HQT) Goal<br />
LSS responses to Section I.D.vi in Part I and the Title II, Part A attachment in Part II will continue to serve as the school system’s Highly Qualified Teacher<br />
Improvement Plan. 1 In this section, each LSS should address the factors that prevent the district from attaining the 100% HQT Goal. Please see the<br />
instructions on the next page.<br />
Highly Qualified Staff Page 165
Based on data in the table: If your system does not meet the<br />
criteria:<br />
6.1: Percentage of Core Academic<br />
Classes Taught by Highly Qualified<br />
Teachers<br />
6.2: Percentage of Core Academic<br />
Subjects Classes Taught by Highly<br />
Qualified Teacher in Title I<br />
<strong>Schools</strong><br />
6.3: Number of Classes Not<br />
Taught by Highly Qualified (NHQ)<br />
Teachers by Reason<br />
The percentage (total) of NHQT is<br />
less than 10%.<br />
Respond to the prompts:<br />
The percentage of CAS is 90% HQT 1. or Describe where progress is evident.<br />
higher.<br />
Although <strong>City</strong> <strong>Schools</strong> made some gains in addressing the<br />
percentage of CAS classes taught by HQ teachers in SY 2009-<br />
<strong>2010</strong>, such as a 5% increase in Title I schools which comprise<br />
The percentage of CAS in Title I approximately 75% of the schools (elementary and middle<br />
schools is 100% HQT.<br />
grades), and a 23% decrease in the number of employees with<br />
expired certificates teaching CAS courses, the overall<br />
percentage did not increase measurably from SY 2008-2009.<br />
2. Identify the practices, programs, or strategies and the<br />
corresponding resource allocations to which you attribute the<br />
progress. What evidence does the school system have that<br />
the strategies in place are having the intended effect?<br />
A major strategy that has helped <strong>City</strong> <strong>Schools</strong> secure highly<br />
qualified teachers in the critical need subject areas of<br />
mathematics, science, special education, and elementary (all of<br />
which are CAS) is partnership with the <strong>Baltimore</strong> <strong>City</strong> Teacher<br />
Residency Program (BCTR) and Teach for America (TFA). These<br />
programs are Maryland Approved Alternative Preparation<br />
Program which yields additional highly qualified applicants. A<br />
key feature of this group is their commitment to teach in the<br />
hardest-to-fill and highest poverty schools, a commitment that<br />
has yielded outstanding teachers in many CAS. In SY 2009-<br />
<strong>2010</strong>, of the approximately 470 hires, 350 candidates were TFA<br />
or BCTR. These candidates made up approximately 76% of the<br />
total number of new hires that year, and they are all HQ<br />
eligible.<br />
In addition to recruiting highly qualified teachers, <strong>City</strong> <strong>Schools</strong><br />
must accurately track teacher certification in support of highly<br />
qualified educators. Some of the many strategies employed<br />
Highly Qualified Staff Page 166
for 2009-<strong>2010</strong> included the following actions:<br />
Work flows were developed for the processing of<br />
certificates and the timely update into the district’s<br />
database.<br />
Principals continued to be provided with Certification<br />
and Highly Qualified workshops, to define educator’s<br />
eligibility to teach CAS. This action will help to deter<br />
principals from inadvertently assigning highly qualified<br />
teachers out of their area of certification.<br />
The Office of Certification facilitated “Certification<br />
Information Nights”. These information sessions<br />
provided educators with up-to-date regulatory changes<br />
regarding the Maryland Certification process. Special<br />
Educators who do not meet the HQ status continued to<br />
receive assistance in completing the HOUSSE document<br />
in order to become highly qualified.<br />
Guidance documents were created and distributed<br />
regarding staffing movement to articulate clearly the<br />
importance of certification and specific guidelines and<br />
to remind principals of HQ requirement.<br />
3. Describe where challenges are evident.<br />
The root cause analysis of the lack of improvement in the CAS<br />
taught by HQT yields several significant contributing factors:<br />
(1) the subject and grade level assignment of HQ eligible staff<br />
by principals in schools, especially in high schools which<br />
comprise more CAS classes than elementary and middle; and<br />
(2) effective business system integration between the<br />
certification database and the scheduling database.<br />
The increased principal autonomy through Fair Student<br />
Funding can create scenarios where principals agree to use<br />
teachers for specific subject areas, but are later found to assign<br />
teachers into classes or grade levels that make the teacher<br />
Highly Qualified Staff Page 167
non-HQ. These actions at the school level counterbalance the<br />
district’s efforts to provide a pool of HQ candidates for<br />
assignment to schools. In addition, current data tracking<br />
systems and accountability processes do not adequately<br />
support assignments of teachers in schools to meet the HQ<br />
requirements.<br />
4. Describe the changes or adjustments and the corresponding<br />
resource allocations that were made to ensure sufficient<br />
progress. Include timelines where appropriate.<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong> is currently implementing a Title I<br />
Corrective Action Plan with the MSDE Program Improvement<br />
and Family Support Branch to ensure HQT compliance in Title I<br />
<strong>Schools</strong>. The Corrective Action plan details the <strong>2010</strong>-2011<br />
targets and activities to meet them. Given the high proportion<br />
of Title I <strong>Schools</strong> in the district, this plan will impact a critical<br />
mass of schools.<br />
Also to address this challenge, the district has restructured its<br />
certification department into the Office of Teacher Licensure<br />
and Highly Qualified. Within this department, there is a<br />
specific specialist assigned to monitoring the HQ processes<br />
across the district. This individual performs audits, initiates the<br />
sending of the HQ NCLB letters, and visits school to ensure<br />
compliance with HQ protocols.<br />
This unit began auditing schools in Fall <strong>2010</strong>. 35 schools are<br />
currently being audited, with a focus on Title I schools. As a<br />
part of the audit, each class is matched with the teacher’s<br />
certification credentials to ensure that principals are assigning<br />
teachers to the right subject and grade level content. In<br />
September, all schools’ administrators were informed of the<br />
new auditing procedures by memo and provided a HQ<br />
Determination Guide as a reference tool. A companion video<br />
tutorial has also been developed.<br />
Highly Qualified Staff Page 168
To ensure that principals and other school leaders responsible<br />
for assignments and scheduling have the training to make the<br />
right decisions as they schedule classes, a variety of tutorials<br />
are being developed to provide a sound understanding of how<br />
grade level and content certificated employees should be<br />
assigned to maintain HQ status. Additionally, workshops<br />
regarding HQT placement requirements are being offered<br />
throughout this school year.<br />
To address the data management challenges, the district has<br />
partnered with an outside consultant to fully integrate the<br />
student scheduling system--that captures what classes all of<br />
the certificated employees are teaching--with our database<br />
that houses certification information. This strategy will impact<br />
the number of individuals for whom there is missing or invalid<br />
information regarding certification status.<br />
To support and monitor the alignment of content and grade<br />
level class assignment of teachers, the district will incorporate<br />
real-time certification HQ status information onto the<br />
Principal’s Dashboard. The Dashboard is a component of the<br />
electronic suite of tools that principals use to manage financial,<br />
staffing and other administrative work. Incorporating realtime<br />
certification status in the Dashboard will provide an “at-aglance”<br />
tool that principals can use to monitor the HQ status of<br />
personnel in their buildings on a daily basis. Any changes<br />
made in the scheduling system will automatically trigger<br />
changes on this portal.<br />
To ensure the timely updating of certification documents and<br />
the complete integration of business systems, the Office of<br />
Teacher Licensure and Highly Qualified has set a goal for <strong>2010</strong><br />
2011 to reduce the time to process the renewals of certificates<br />
to less than 30 days.<br />
Highly Qualified Staff Page 169
Highly Qualified Staff Page 170
Based on data in the table: If your system does not meet the<br />
criteria:<br />
6.4: Core Academic Classes taught<br />
by Highly Qualified Teachers in<br />
High Poverty and Low Poverty<br />
<strong>Schools</strong> by Level<br />
6.5: Core Academic Classes taught<br />
by Highly Qualified Teachers in<br />
High Poverty and Low Poverty<br />
<strong>Schools</strong> By Level and Experience<br />
High Quality Professional Development<br />
The percentage of HQT in CAS in<br />
high-poverty is not greater than the<br />
percentage of HQT CAS in lowpoverty<br />
schools.<br />
The percentage of inexperienced<br />
HQT in CAS in high poverty schools is<br />
not greater than the percentage of<br />
experienced HQT in CAS in low<br />
poverty schools.<br />
Respond to the prompts:<br />
1. Describe where progress is evident.<br />
83.6% % of <strong>City</strong> <strong>Schools</strong> students are eligible for FARMs. This<br />
reduces the differences between high land low poverty for<br />
the majority of schools. Further, due to the work of<br />
Expanding Great Options in the last two years, 13 schools<br />
have closed, and 13 Transformation <strong>Schools</strong> have opened.<br />
Transformation schools are city-wide public schools of choice<br />
for grades 6-12 with no admission requirements. These<br />
schools gradually expand to admit all grade levels from 6-12.<br />
<strong>City</strong> <strong>Schools</strong> also offers choice to entering middle and high<br />
school students. These factors reduce validity of high and low<br />
poverty comparison trends.<br />
2. Identify the practices, programs, or strategies and the<br />
corresponding resource allocations to which you attribute<br />
the progress. Your response must include examples of<br />
incentives for voluntary transfers, the provision of<br />
professional development, recruitment programs, or other<br />
effective strategies that low-income and minority students<br />
are not taught at higher rates than other students by<br />
unqualified, out-of-field, or inexperienced teachers. What<br />
evidence does the school system have that the strategies in<br />
place are having the intended effect?<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong> increased its efforts to recruit highly<br />
qualified teachers via its alternative certification program – the<br />
<strong>Baltimore</strong> Teaching Residency (BCTR), its partnership with<br />
Teach for America (TFA) and its International Teacher Cohort<br />
program (ITC). Individuals from this group are specifically<br />
assigned to some of our chronically struggling schools.<br />
In addition to the aforementioned initiatives, the district<br />
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High Quality Professional Development<br />
continued its “Smart Start” program that allowed the hiring of<br />
“surplus” teachers in core academic areas. This program<br />
allowed additional teachers to be assigned to targeted Title I<br />
schools to assist with the delivery of instruction until such time<br />
as openings occurred where they could be permanently<br />
assigned to a classroom. This initiative not only bolstered<br />
instruction in Title I schools but also cut down on disruption of<br />
instruction as vacancies occurred.<br />
3. Describe where challenges are evident. In your response,<br />
include teacher experience, minority status of students, and<br />
poverty status of students, where appropriate.<br />
Like other urban districts across the country, <strong>City</strong> <strong>Schools</strong> has<br />
been faced with the challenge of attracting highly qualified<br />
teachers to its schools in critical shortage areas and our hard to<br />
staff schools. <strong>City</strong> <strong>Schools</strong> has continued to utilize its<br />
alternative certification programs to bolster its teaching ranks<br />
with HQ teachers. Similarly, it has continued its international<br />
recruitment of experienced highly qualified and certified<br />
teachers. This has allowed <strong>City</strong> <strong>Schools</strong> to release its<br />
conditionally certified teachers, thereby bolstering its HQ<br />
numbers and increasing the number of classes being taught by<br />
HQ teachers in high poverty schools.<br />
As mentioned previously, <strong>City</strong> <strong>Schools</strong> is currently<br />
implementing a Title I Corrective Action Plan with the MSDE<br />
Program Improvement and Family Support Branch to ensure<br />
HQT compliance in Title I <strong>Schools</strong>.<br />
Additionally, district continues to work with principals to<br />
ensure that all new hires meet highly qualified standards.<br />
However, in critical shortage areas or areas where highly<br />
qualified standards are hard to meet (certain trade and<br />
industry subjects) a small number of exceptions continue to be<br />
made.<br />
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High Quality Professional Development<br />
4. Describe the changes or adjustments and the corresponding<br />
resource allocations that were made to ensure sufficient<br />
progress. Include timelines where appropriate.<br />
Many of the strategies designed to increase the percentage of<br />
highly qualified teachers in CAS classes are also targeted<br />
toward reducing any apparent gaps between low and high<br />
poverty schools. Focusing on Title 1 schools and schools in<br />
restructuring, these strategies include:<br />
The utilization of alternative pathways to certification<br />
via the <strong>Baltimore</strong> <strong>City</strong> Teaching Residency and the<br />
Teach for America programs.<br />
The continuation of <strong>City</strong> School transfer policies which<br />
prohibits the transfer of professionally certified<br />
teachers from Title 1 to non-Title 1 schools and the<br />
staffing of restructuring schools with only certified<br />
highly qualified teachers.<br />
Page 173
Based on data in the table: If your system does not meet the<br />
criteria:<br />
6.6: Attrition Rates<br />
High Quality Professional Development<br />
Total overall attrition is less than 10%<br />
Respond to the prompts:<br />
1. Describe where progress is evident.<br />
The numerators in Table 6.6 were derived by examining the<br />
teacher attrition from September 1 to August 31 for each<br />
respective year. The reasons for leaving vary: armed services,<br />
business industry, deceased, dissatisfied with teaching, failure<br />
to meet performance expectations, for immorality,<br />
misconduct, insubordination and willful neglect of duty,<br />
rejection by medical board, government services, home<br />
responsibility, move, in lieu of termination, personal illness,<br />
personal reason, conditional certificate, reason unknown,<br />
retirement end-of-year and not end-of year study, teaching in<br />
another country, another local unit, Maryland higher<br />
education, or non-public. The denominator reflects the<br />
attrition total and the remaining number of active teachers. In<br />
2009, the number of non-renewals and dismissals seems<br />
slightly less than in previous years as the district worked<br />
aggressively to ensure that those slated to be dismissed for<br />
certification were aware of their requirements in order to be<br />
eligible for certification. The additional office hours held by<br />
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High Quality Professional Development<br />
certification in addition to the specific communication with<br />
employees in regards to outstanding requirements helped to<br />
ensure that employees were retained instead of dismissed for<br />
certification this school year.<br />
2. Identify the practices, programs, or strategies and the<br />
corresponding resource allocations to which you attribute the<br />
progress. What evidence does the school system have that<br />
the strategies in place are having the intended effect?<br />
While the economic climate could be a significant contributor<br />
to this increased retention, the district has made progress by<br />
implementing specific strategies to ensure the smallest<br />
number of non-renewals were due to certification reasons.<br />
Fewer teachers were released for certification reasons this<br />
year as the district made a significant effort to communication<br />
expectations and ensure that educators took the required<br />
courses or provided the right documents to update<br />
certification status.<br />
<strong>City</strong> <strong>Schools</strong> continues to employ various strategies to retain<br />
teachers. Its alternative certification programs such as the<br />
<strong>Baltimore</strong> <strong>City</strong> Teaching Residency and TFA continue to carry<br />
service obligations and provide their cohort members with<br />
mentoring support throughout their first two years in the<br />
classroom. Prior to entering the classroom, BCTR and TFA<br />
teachers participated in researched-based curriculum taught<br />
by experienced <strong>City</strong> School educators. Participants observe and<br />
teach in classroom settings during a rigorous multi-week<br />
summer training program. This intensive structured induction<br />
component has proven to improve retention in each of these<br />
alternative certification programs.<br />
In addition to these “grow your own” programs, <strong>Baltimore</strong> <strong>City</strong><br />
<strong>Schools</strong>’ current four salary step incentive for certified teachers<br />
and a six step salary step incentive for teachers who completed<br />
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High Quality Professional Development<br />
their teacher internships with the <strong>City</strong> <strong>Schools</strong> continues to<br />
provide an incentive for newly hired teachers to elect to come<br />
to <strong>City</strong> <strong>Schools</strong>, and gives new teachers a competitive edge<br />
salary-wise over newly hired teachers in neighboring<br />
jurisdictions. This incentive thereby contributes directly to<br />
retention. The step four and step six salary placement<br />
incentives were previously in-lieu of signing bonus and were<br />
implemented as a recruitment strategy to attract candidates to<br />
<strong>City</strong> <strong>Schools</strong>.<br />
Finally, the district is emphasizing the development of all<br />
teachers and the initiation of workforce planning. The newly<br />
announced collective bargaining unit contract for <strong>City</strong> <strong>Schools</strong><br />
should further serve as a retention and motivation tool for all<br />
teachers.<br />
3. Describe where challenges are evident.<br />
The success of the <strong>City</strong> <strong>Schools</strong> in retaining highly qualified<br />
teachers continues to be contingent upon several variables:<br />
the ability of <strong>City</strong> <strong>Schools</strong> to remain competitive in the<br />
compensation market, the success of school-based<br />
administration in providing valuable mentoring and<br />
professional support to new teachers (the most frequently<br />
noted reason for resignations) and the ability of <strong>City</strong> <strong>Schools</strong> to<br />
compete with other district in recruiting certified HQ-eligible<br />
teachers.<br />
4. Describe the changes or adjustments and the corresponding<br />
resource allocations that were made to ensure sufficient<br />
progress. Include timelines where appropriate.<br />
The aforementioned programs and strategies are being used to<br />
assist with the retention of highly qualified teachers (e.g.,<br />
tuition reimbursement, much of which has length of service<br />
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6.7: Percentage of Qualified<br />
Paraprofessionals Working in Title<br />
I <strong>Schools</strong><br />
High Quality Professional Development<br />
Percentage of qualified<br />
paraprofessional in Title I schools is<br />
100%<br />
requirements; the <strong>Baltimore</strong> <strong>City</strong> Teacher Residency to provide<br />
content seminars to new recruits; the TFA, which also provides<br />
a length of service commitment; local funding to support the<br />
hiring of student teachers at Step 6 on the salary scale,<br />
providing a career-long financial incentive; replication and<br />
expansion of initiatives to improve the matching of teachers to<br />
schools, thereby impacting retention. Also, significant progress<br />
has been made by Chief Academic Officer’s division to provide<br />
all teachers with professional development to ensure that the<br />
right support and development opportunities are available.<br />
Finally, in the upcoming year, the Office of Human Capital<br />
plans to incorporate other incentives and employee motivation<br />
programs such as the Employee Wellness Program that will<br />
promote work-life balance, good physical health, and stress<br />
reduction. Initiatives such as these may continue to serve as<br />
additional incentives for employees to maintain employment<br />
with the school district.<br />
1. Describe the strategies that the local school system will use<br />
to ensure that all paraprofessionals working in Title I schools<br />
continue to be qualified.<br />
In order to maintain this 100 percent rate of compliance,<br />
several measures have been taken, including the following:<br />
The job description for all Para-educators has been<br />
amended to reflect new job duties and requirements.<br />
<strong>City</strong> <strong>Schools</strong> will continue administering the Para-Pro<br />
Praxis Assessment in SY <strong>2010</strong> -2011 to ensure that a large<br />
pool of internal qualified candidates is available.<br />
<strong>City</strong> <strong>Schools</strong> will aggressively recruit externally to ensure<br />
that a large pool of qualified applicants is ready to assume<br />
any future vacancies that might occur.<br />
<strong>City</strong> <strong>Schools</strong> will continue to provide tuition<br />
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High Quality Professional Development<br />
reimbursement to those paraprofessionals seeking to<br />
complete the necessary coursework to be fully qualified.<br />
<strong>City</strong> <strong>Schools</strong> will continue to compensate fully qualified<br />
Para-educators at a higher rate of pay than noninstructional<br />
Para-professionals.<br />
These incentives, tutorial support structures, and aggressive<br />
recruitment strategies should ensure that the <strong>City</strong> <strong>Schools</strong> will<br />
maintain this level of compliance.<br />
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Overview:<br />
High Quality Professional Development<br />
Section I.D.vi<br />
High Quality Professional Development – Option 2<br />
Now in its third year of Fair Student Funding, <strong>City</strong> <strong>Schools</strong> continues to progress in its commitment to provide greater autonomy to its principals to develop their<br />
schools in a way best suited to their students and local communities. In doing so, <strong>City</strong> <strong>Schools</strong> has continued to provide central guidance for the school-based<br />
professional development of both principals and teachers, and consequently, has chosen to respond to Option 2 of the Master Plan’s professional development<br />
activities. Significant strides were made in 2009-<strong>2010</strong> in the development of school-level capacity to support teachers’ instructional expertise, and in the <strong>2010</strong>-<br />
2011 school year, previous professional development supports will be strengthened, and new programs are being established to extend the learning<br />
opportunities available to <strong>City</strong> <strong>Schools</strong>’ teachers and principals.<br />
<strong>City</strong> <strong>Schools</strong> has committed to helping its principals transform from simply transactional management to strategic school leadership. To this end, two key areas<br />
form the basis for this year’s professional development:<br />
Understanding and developing the ability to recognize good teaching and learning based on expectations set forth in <strong>City</strong> <strong>Schools</strong>’ Academic<br />
Priorities – rigor, engagement, and intervention;<br />
Engaging in leadership actions aligned to actualizing those expectations in schools; and<br />
Developing skills for long-term strategic planning for whole school improvement.<br />
Principals, with the strategic and technical assistance provided by the Chief Academic Office departments – School Support Networks, Teaching and Learning,<br />
Special Education, Student Support and Safety, and Title I, will continue to be supported in their development of professional development and guided by the<br />
Maryland Teacher Professional Development Standards, in order to effect change in teacher practice, and consequently, student outcomes.<br />
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1. Has the district integrated the teacher professional development planning framework into school improvement planning guidance?<br />
<strong>City</strong> <strong>Schools</strong> has integrated the teacher professional development planning framework into school improvement guidance. The school performance plans which<br />
are completed annually have been developed to reflect the key components of the Maryland Teacher Professional Development Planning Guide. A team<br />
composed of principals, representatives from the Chief of Staff office, the Title I office, and the School Support Network teams has worked collaboratively to<br />
support the creation of these professional development plans and to support principals in their completion. In the coming months, the guidance regarding<br />
professional development will be reviewed and updated to integrate the Maryland Teacher Professional Development Standards more fully. This revised<br />
guidance will be posted by December <strong>2010</strong>.<br />
2. Has the district implemented a program to prepare principals, other school leaders, school improvement teams, and school-based professional<br />
development staff to use the teacher professional development planning framework?<br />
The teacher professional development planning framework has been embedded in <strong>City</strong> <strong>Schools</strong>’ Professional Development Plan, which is an integral part of the<br />
School Performance Plans submitted annually. The Professional Development Plans are based on student performance data, which principals use to highlight key<br />
areas in need of improvement, and the associated professional development needed to strengthen teachers’ capacity in those areas. The PD plans also required<br />
principals to assess the resources necessary to provide the needed professional development<br />
129 principals and school level leadership staff attended the two training sessions, held on August 11, and facilitated by a team from the Office of the Chief of<br />
Staff and the Title I office. The trainings involved equipping the leaders on how to examine their data and identify one or two priority needs. Having identified<br />
their needs, leaders were supported in identifying the root causes (in the purview of the school) that contributed to those priority needs and proposing<br />
strategies that would have the greatest impact on student achievement. Finally, the training involved developing activities to support the identified key<br />
strategies and measures to monitor and evaluate the strategies.<br />
Those who attended the training found it valuable; survey results indicated that attendees were either ‘satisfied’ or ‘very satisfied’ with the session. Those<br />
schools, which were not able to attend, received support from their Networks on the completion of their PD plans. Additionally, each principal received<br />
“feedback” provided by School Performance Plan review teams comprised of staff from the Networks, Title I Office, Teaching and Learning, and Office of the<br />
Chief of Staff, and principals are currently in the process of revising those plans before they are approved by the Executive Directors for Elementary and<br />
Secondary <strong>Schools</strong>.<br />
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There is scope for <strong>City</strong> <strong>Schools</strong> to address the teacher professional development planning framework more explicitly in its trainings for principals. The district is<br />
also aiming to develop its professional development for principals in a data-driven, differentiated way that models the type of trainings we want principals to<br />
provide for their teachers.<br />
Additionally, <strong>City</strong> <strong>Schools</strong> is providing professional development for principals; these sessions are differentiated to address the needs of new and returning<br />
principals and are also open to Network leads who will be working with the school leaders to develop, implement, and evaluate their professional development<br />
plans. Both the <strong>City</strong> <strong>Schools</strong> Leadership Institute <strong>2010</strong>-2011 (for both new and returning principals) and the New Principal Development Program will be held<br />
monthly and will both model and develop principals’ knowledge and capacity to apply the six components of the Maryland Teacher Professional Development<br />
Standards. Dates are included below:<br />
<strong>City</strong> <strong>Schools</strong> Leadership Institute <strong>2010</strong>-2011 (5.5 hours)<br />
October 22, November 11, December 15, January 13, February 24, March 24, April 28, May 26 .<br />
New Principal Development Program (2 hours)<br />
October 13, , November 16, December 14, January 11, February 7, March 15, April 11, May 10<br />
These sessions will support principals as they assess the needs of their staff and prepare professional development accordingly. Specific areas of focus include:<br />
� Leadership actions associated with building teacher understanding and implementation of Common Core Standards<br />
� The appropriate use of interventions with students to develop systems and practices that support of the use of data to move instruction<br />
� Strategic planning that includes decision making processes and strategies for management allocation of resources (people, time and money)<br />
3. Has the district implemented a program to prepare district staff for reviewing and providing feedback on professional development plans?<br />
In 2009-<strong>2010</strong>, the School Support Networks took the lead on reviewing and offering feedback on professional development plans, and they received training to<br />
equip them to work with principals to develop strong plans. This year, we have changed our model slightly in order to spread the responsibility for providing<br />
feedback on professional development plans more widely across district staff.<br />
High Quality Professional Development<br />
Page 181
The training for <strong>City</strong> <strong>Schools</strong> staff on the professional development plans was embedded in the trainings on how to review the School Performance Plans held on<br />
October 6, 7, and 14. Those in attendance included principals from schools not in improvement and staff from the Title I, Chief of Staff, Teaching and Learning,<br />
and School Support Network Offices. Both the content and the process of reviewing the plans were covered in the meetings and the associated rubric was<br />
examined in depth (see attached agenda and rubric).<br />
Professional development plans that met the standard included collaborative, differentiated professional development plan that included job-embedded<br />
components, impacted every staff member, aligned with school and district-wide initiatives, articulated intended impact on student achievement, and utilized<br />
instructional coaching, mentoring, and collaboration. Additionally, the plans needed to be informed by relevant data, have a well-defined strategy for evaluating<br />
the effectiveness of the plan, and indicate how resources will support the professional development plans.<br />
4. How is the district monitoring implementation and impact of the school-based professional development activities? Has the district reviewed school<br />
improvement plans that address the new professional development planning requirements?<br />
The Executive Directors of Elementary/K-8 and Secondary <strong>Schools</strong> assume the primary responsibility for monitoring the implementation of school’s professional<br />
development activities. The Executive Directors’ continued engagement with school leaders allows them to work with principals and the student data to assess<br />
the effectiveness of their professional development plans. The Student Support Networks interact with principals consistently throughout the school year and<br />
work with school leaders and their instructional teams to analyze the data (including key systemic indicators) to develop, implement, and assess the success of<br />
their professional development activities. Additionally, the Networks gather the principals in monthly meetings which allow time for principals to discuss<br />
problems of practice and work with their peers to design appropriate professional development to address the concerns.<br />
<strong>City</strong> <strong>Schools</strong> are still in the process of developing appropriate indicators to evaluate professional development. Several key indicators currently used in surveying<br />
school leaders and teachers after training sessions include:<br />
The usefulness of the training in increasing knowledge in the subject matter<br />
The usefulness of the training in supporting principals and teachers in their key work<br />
Additionally, learning walks, conducted by the CAO, the CAO leadership team, and Network teams highlight school performance on indicators in line with the<br />
district’s academic priorities – rigor, engagement, and intervention.<br />
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Currently, the assessment of school needs has been developed inductively through qualitative data from the Networks who are in schools on a daily basis. The<br />
data from the Networks, as well as additional information from the other CAO’s Leadership Team offices – Teaching and Learning, Special Education, Title I,<br />
Student Support and Safety – is shared weekly and then used to inform quarterly professional development planning meetings. Additionally, <strong>City</strong> <strong>Schools</strong> is in<br />
the process of developing surveys that can be provided to all teachers to assess the quality of the professional development that they are receiving. This will<br />
provide an additional source of information to assess how the training happening on the principal level is being disseminated to teachers.<br />
Amongst the lessons learned regarding the need for differentiated training and support to the schools is the need to establish common goals amongst the<br />
thirteen networks and within the various offices within the Academic Office. By their very nature, the Networks, which consist of a lead, a academic liaison, a<br />
special education or school support team member, a business liaison, and a DSS case worker, provide differentiated support to the schools for which they are<br />
responsible. However, as a central office, we are working to make sure that the support provided across departments (including the Networks) is internally<br />
aligned with our three academic priorities – rigor, engagement, and intervention.<br />
5. Teacher Induction Program<br />
Over the past two years, <strong>City</strong> <strong>Schools</strong> has developed an increasingly comprehensive program to support teachers in their first few years in the classroom. At the<br />
foundation of this work is the evidence-based belief that providing targeted support to beginning teachers will help improve their skills and increase their<br />
retention rate. The program begins with the New Teacher Institute, a week-long induction program in which teachers new to the district are introduced to<br />
<strong>Baltimore</strong> (from both a geographic and socio-cultural perspective), the Academic Priorities, practical technical systems used in the district (e.g., using Power<br />
Teacher Grade book, using SMS, etc.), and several days focusing on writing lesson plans and preparing for the first weeks of schools. In addition to the<br />
educational work, the week also includes cultural outings and opportunities for new teachers to connect with each other by school, by subject area, and by<br />
grade level. In August <strong>2010</strong>, 343 teachers new to the district for <strong>2010</strong>-2011 or hired after August 10, 2009 who did not attend last Year’s Institute were<br />
welcomed to <strong>City</strong> <strong>Schools</strong> through the New Teacher Institute.<br />
The support for new teachers continues when they move to their schools. Each new teacher has a mentor in all of the city’s 198 public schools. The Office of<br />
Human Capital is currently working with schools to ensure that each mentor is highly qualified to serve as a mentor. <strong>City</strong> <strong>Schools</strong> is also working on the<br />
implementation of an electronic work log in which teacher –mentor interactions are recorded; these work logs also contain a section for teachers to provide<br />
feedback on the quality of their interaction with their mentor. Mentors receive support through quarterly trainings which focus on coaching and observation<br />
strategies, analyzing student work, instructional mentoring, and using data to inform instruction. Next year <strong>City</strong> <strong>Schools</strong> will provide pre-service professional<br />
High Quality Professional Development<br />
Page 183
development for the mentors over the summer, and there will be a higher level track to meet the needs of those who have gone through this year’s training, as<br />
well as a beginner level for those just beginning to serve as mentors.<br />
In light of the district’s commitment to giving principals autonomy in the development of their school systems, the guidance provided to schools regarding the<br />
mentoring of new teachers offers multiple options for how the provision of mentors can comply with COMAR and district guidance. Options include having a full<br />
time mentor, a shared mentor between two schools, an experienced classroom teacher, or a staff developer/department head are all suggested as potential<br />
options, with the recommendation of working a minimum of 2 hours a month with each new teacher.<br />
Beyond the school-level supports provided by mentors, new teachers also have access to professional development through the Works sessions (grassroots,<br />
teacher-led professional development sessions that take place on Saturdays across the district for all grade levels and subject areas), meeting with teacher<br />
leaders to plan lessons, visiting model classrooms around the district, and attending professional development courses. At the end of each year, each cohort of<br />
new teachers will reconvene in another Institute to share best practices, provide feedback on the support they received, and offer suggestions, lesson plans, and<br />
instructional tips to each other and to the cohort of new teachers to arrive. Rather than simply being a one year process, <strong>City</strong> <strong>Schools</strong>’ support to new teachers<br />
encompasses three years of development.<br />
Measuring outcomes for this program is not a straightforward task. Teacher evaluations of their mentoring relationships and the support provided to them<br />
through the Institute and throughout the year certainly play a significant role in how future programs are developed and how the supports are structured. While<br />
the New Teacher support framework is concerned with both teacher effectiveness and teacher retention, the complex nature of the relationship between<br />
effectiveness and retention has made developing progress measures a slow process. <strong>City</strong> <strong>Schools</strong>’ aim is not simply to increase teacher retention, but to<br />
increase the retention of those teachers who are effective. Consequently, the discussions about measuring the effectiveness of the new teacher induction have<br />
been closely tied to district conversations about assessing teacher effectiveness and developing systems to identify and counsel out the teachers who, despite<br />
significant support and targeted coaching, still remain ineffective instructors.<br />
High Quality Professional Development<br />
Page 184
I.D.vi<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conductive to Learning
I.D.vii<br />
<strong>Schools</strong> that are Safe, Drug-free, and Conducive to Learning<br />
A. Based on the Examination of Persistently Dangerous <strong>Schools</strong> Data (Table 7.1 – 7.5):<br />
� Where first-time schools are identified, what steps are being taken by the school system to reverse this trend and prevent the identified school(s)<br />
from moving into probationary status?<br />
Annually, local school systems are required to report incidents of bullying, harassment, or intimidation as mandated by the Safe <strong>Schools</strong> Reporting Act of<br />
2005. 2<br />
The <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) reviews suspension data for all <strong>City</strong> <strong>Schools</strong> weekly through the Stat process. <strong>Schools</strong> identified as<br />
persistently dangerous, probationary, or on the watch list are included in the list of focus schools for the Stat process. Emphasis is placed on the<br />
schools on the focus list when reviewing suspension data.<br />
Safety Stat meets weekly to identify schools in need of assistance based on suspension data. When the review of the data identifies a school that is<br />
experiencing difficult in the areas of student behavior and/or school climate, a team is sent to the school within one week to examine the climate of<br />
the school and management procedures in place to address student behavior. As a part of the work, the school administrator is queried to<br />
determine what is needed to support the school. A plan is developed and implemented with support from Network staff.<br />
Special Education Stat reviews suspension data for students with disabilities. The <strong>City</strong> <strong>Schools</strong> FBA/BIP Project, in cooperation with the Maryland<br />
Coalition for Inclusive Education provides training and technical assistance to schools when students with disabilities are experiencing multiple<br />
suspensions. The training includes identifying students with behavioral issues, conducting FBAs to assess the problem, and developing appropriate<br />
BIPS to address the students’ behaviors. Every school on the focus schools list receives extra attention and training at the beginning of the school<br />
year.<br />
The implementation of Fair Student Funding has empowered school communities to identify positive behavioral strategies and supports to address<br />
the schools specific needs. Budget decisions and made by the entire school community. <strong>Schools</strong> are able to purchase the services of the Community<br />
Conferencing Center, Community Mediation, substance abuse counseling, afterschool programs, and other resources to address student behavior.<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 186
B. Based on the Examination of Data on Incidents of Bullying, Harassment, or Intimidation (Table 7.6):<br />
1. How would you characterize the prevalence of bullying, harassment, and intimidation in the schools in your system? If you have seen an increase or<br />
decrease in reports over the past three school years, explain those in terms of programs and/or procedures that you have implemented.<br />
2. What methods has your school system used to make staff, parents, and students aware of the Bullying, Harassment, and Intimidation Form?<br />
In order to address parents’ concerns about their children’s safety and ability to advise the school of their concerns, the <strong>City</strong> <strong>Schools</strong> took steps to ensure<br />
parents are aware of the process for reporting incidents of bullying, harassment and intimidation to school officials. Guidance to central office and<br />
school administrators is disseminated through the <strong>City</strong> <strong>Schools</strong> communication tool, To The Principals Desk. Communication goes out each week and<br />
principals are required to read and act. The <strong>City</strong> <strong>Schools</strong> developed a new bullying, harassment and intimidation policy during the 2009-<strong>2010</strong> school<br />
year. It requires that school administrators share the policy with parents and students and to make the reporting form available in several spots around<br />
the school. The reporting form is included in the <strong>City</strong> <strong>Schools</strong> Code of Conduct booklet and the Family Information Guide for the <strong>2010</strong>-2011 school year.<br />
<strong>Schools</strong> are encouraged to make the form a part of their school handbooks as well.<br />
<strong>City</strong> <strong>Schools</strong>’ incidents of out-of-school suspensions have decreased by over 5000 incidents over the last three school years. In that same period,<br />
reported suspensions for bullying have increased from 91 during the 2007-2008 school year to 155 during the 2009-<strong>2010</strong> school year. Based on the<br />
general reduction in inappropriate and disruptive behaviors, this increase may be due in part to a better understanding of what constitutes bullying<br />
behavior and better reporting of the incidents that occur. Expansion of PBIS, implementation of the Why Try Program, Paths to PAX, and the Good<br />
Behavior Game have contributed to the reduction in inappropriate behaviors in <strong>City</strong> <strong>Schools</strong> over the last three years. <strong>Schools</strong> are required to teach the<br />
<strong>City</strong> <strong>Schools</strong> Code of Conduct to all students at the beginning of each school year. In addition, Code of Conduct lessons are available on the website for<br />
use throughout the year. The address good citizenship skills and are divided by grade level.<br />
C. Based on the Examination of Suspension and Expulsion Data for Sexual Harassment, Harassment, and Bullying (Table 7.7):<br />
1. Identify the system-wide strategies that are being used to prevent/reduce suspensions and expulsions for sexual harassment, harassment, and<br />
bullying.<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 187
The revision of the <strong>City</strong> <strong>Schools</strong> Code of Conduct put the emphasis on implementing positive interventions and strategies to address inappropriate<br />
behaviors in the classroom. The first three levels of the disciplinary responses in the Code do not include removing the student from school. Students<br />
with chronic behavior problems (5 or more disciplinary actions) are referred to the Student Support Team for more intensive intervention. Students who<br />
are sexually harassed are provided support through school counseling and mentoring programs. Parents receive a list of community resources which<br />
includes agencies that provide counseling and therapy to individuals that are victims of sexually-based offenses. Organizations such as Mentoring Male<br />
Teens in the Hood work with abusers to address the behavior.<br />
D. Based on the Examination of Suspension Data (Tables 7.8 - 7.10):<br />
1. Identify the system-wide strategies that are being used to prevent/reduce suspensions. If applicable, include the strategies that are being used to<br />
address the disproportionate suspensions among the race/ethnicity subgroups and between genders.<br />
2. Describe the changes or adjustments that will be made, along with the related resource allocations, to ensure sufficient progress. Include timelines<br />
where appropriate.<br />
The revision of the <strong>City</strong> <strong>Schools</strong> Code of Conduct for the 2008-2009 school year placed the emphasis on implementing positive interventions and strategies<br />
to address inappropriate behaviors in the classroom. Out-of-School Suspensions have been reduced from 14,744 during the 2007-2008 school year to 9,712<br />
during the 2009-<strong>2010</strong> school year, a reduction of over 5000 out-of-school suspensions. The <strong>City</strong> <strong>Schools</strong> continues to expand the number of schools<br />
implementing PBIS each school year. <strong>Schools</strong> in the persistently dangerous continuum and elementary schools with a suspension rate of 10% or over are<br />
required to implement positive behavior programs. Through fair student funding, school communities are able to select programs, such as PATHS to PAX,<br />
Why Try, the Body Shop, and the Good Behavior Game, that meet the specific needs of their students.<br />
Fair Student Funding is adjusted each year based on the school population. Vendors that provide academic and behavioral supports present to school<br />
administrators prior to the development of the school budget for the next school year. Administrators select programs that meet the needs of the school.<br />
Principals meet with parents, teachers, and community leaders to develop their budget for the coming year. This process ensures that concerns about<br />
safety are addressed in determining what programs and staff are needed to meet the individual needs of the school.<br />
E. Based on the Examination of Programs and Services Coordinated with Community Mental Health Providers and Agencies to Support Students with<br />
Emotional and Behavioral Needs:<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 188
1. Describe how the local school system coordinates programs and services with community mental health providers and agencies that provide services<br />
for students with personal and/or interpersonal needs (i.e., emotional and/or social needs) in order for these students to progress in the general<br />
curriculum.<br />
<strong>City</strong> <strong>Schools</strong> provides mental health services at 88 schools. The OMHC’s provide licensed mental health clinicians that are supervised and meet the<br />
program standards developed for <strong>City</strong> <strong>Schools</strong> expanded school mental health programs (ESMHP) and follow the comprehensive mental health<br />
guidelines. Programs were started in 1991. In the 2007 school year a comprehensive RFP process through a consortium of <strong>City</strong> <strong>Schools</strong>, the funding<br />
organizations and private foundations was used to make the opportunity for mental health services available to schools that had not been part of the<br />
historical group. BMHS as the agency responsible for children’s mental health services served as the lead agency for the RFP process and all agencies<br />
participated in the review of proposals and the award process and contributed funds to ensure the continuation of the program ESMHS provide three<br />
levels of intervention. They provide prevention/early intervention, individual and group counseling for students with more significant mental health<br />
issues and a screening referral process for seriously involved students who need ongoing medication/mental health service. All agencies provide<br />
quarterly reports that are quantitative and qualitative addressing numbers of students served, number of students seen individually and in groups,<br />
number of parent contacts, number of teacher contacts and number of professional development sessions provided.<br />
Services provided include school staff/teacher consultations, school team/committee meetings, in-service presentations, group prevention activities and<br />
family engagement activities. The clinicians spend time in classrooms observing at risk students and supporting teachers regarding classroom<br />
management issues related to individual students or to the entire classroom. They provide crisis intervention as needed. Finally when the need for<br />
mental health treatment is identified, assure that treatment is provided by a Mental Health Professional authorized by an applicable practice act in<br />
accordance with Mental Hygiene Administration policy.<br />
F. Based on the number of schools in the LSS currently implementing PBIS, please describe the district’s capacity to provide ongoing support and training to<br />
the school teams and coaches in your system. Where does responsibility for PBIS sit in your system? Is there an FTE (or a portion of an FTE) assigned to<br />
provide local support, sustain the initiative and attend statewide activities.<br />
<strong>Baltimore</strong> <strong>City</strong> had five elementary schools with suspension rates exceeding 10% for SY 2009-<strong>2010</strong>, according to preliminary data. Those schools are: Sharp<br />
Leadenhall #314 (60.34%), Inner Harbor East Academy #329 (14.74%), Eutaw Marshburn #11 (13.39%), East <strong>Baltimore</strong> Community School #368 (12.98%) and<br />
Westside #24 (10.91%). Sharp Leadenhall, Eutaw Marshburn, and Westside are previously-trained PBIS schools, and East <strong>Baltimore</strong> Community School was<br />
trained as a new school during the summer of <strong>2010</strong>.<br />
Below are a list of strategies to support and improve implementation of PBIS at the four suspension targeted schools and other <strong>Baltimore</strong> <strong>City</strong> PBIS schools for SY<br />
<strong>2010</strong>-2011. Since PBIS is a framework that schools adapt and individualize, Central Office provides homogeneous and heterogeneous supports to the schools to<br />
support them in their implementation.<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 189
Initiative Timeframe Key Points/Highlights<br />
Additional<br />
Staff<br />
Dedicated to<br />
PBIS<br />
PBIS Coaches<br />
and Team<br />
Leader<br />
Meetings<br />
<strong>City</strong> <strong>Schools</strong><br />
PBIS<br />
Newsletter<br />
PBIS Grant<br />
Matching<br />
Program<br />
Beginning July<br />
1<br />
The Office of Student Support and Safety in the process of finalizing its reorganization<br />
for SY <strong>2010</strong>-2011 and will initiate the hiring process to ensure positions are filled to<br />
support schools in the PBIS initiative<br />
Monthly Due to discussions with coaches, team leaders and other PBIS team members, the new<br />
format will be geared towards including both coaches and team leaders<br />
Delineate the roles between coach and team leader<br />
Provide guidance and assistance to coaches and team leaders so that they can better<br />
support their teams and schools<br />
Monthly Continue dissemination of the PBIS newsletter to provide timely information to schools<br />
around PBIS<br />
Funds<br />
Disseminated<br />
in December<br />
<strong>Schools</strong> will be asked to commit to budgeting incentives in their yearly budgets<br />
The Office of Prevention and Intervention will match funding up to a certain amount,<br />
based on a per pupil funding model and documentation of implementation<br />
SWIS Training July – October SWIS training will be offered at the <strong>Baltimore</strong> <strong>City</strong> Summer Training and in September<br />
and October so schools can make data based decisions around climate<br />
School Three Visits The Office of Student Support and Safety will visit schools three times per year and<br />
Visitations per Year<br />
provide feedback around climate, safety and PBIS implementation<br />
Staff/ Team As requested Continue to support schools through presentations/meetings as requested or deemed<br />
Meeting and<br />
necessary<br />
Professional<br />
Development<br />
Presentations<br />
Email<br />
Distributions<br />
and Updates<br />
As Needed Continue dissemination of frequent emails to schools to provide timely information<br />
Collaborative Ongoing The Office of Prevention and Intervention has made two substantial presentations to<br />
Support with<br />
Student Support Liaisons this spring to acquaint them with PBIS and engage them in<br />
School<br />
Support<br />
Networks<br />
the support of its implementation<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 190
According to this suspension mandate, only one school (Inner Harbor East Academy #329) will be required to implement PBIS for the 2011-2012 school year.<br />
G. Based on the examination of Suspension data:<br />
1. Identify how many elementary schools have a suspension rate of 10% or higher, how many of those schools have already been formally trained in<br />
PBIS, and how many have not.<br />
<strong>Baltimore</strong> <strong>City</strong> had nine elementary schools with habitually truant rates exceeding 6% for SY 2009-<strong>2010</strong>, according to preliminary data. Those schools are:<br />
Sharp Leadenhall #314 (22.41%), William S. Baer #301 (14.22%), Matthew A. Henson #29 (9.39%), Mary E. Rodman #204 (9.02%), Harford Heights #37<br />
(8.05%), Callaway Elementary #251 (7.33%), Lakewood #86 (6.80%), Lockerman Bundy #261 (6.45%), and Dr. Bernard Harris Sr. #250 (6.23%). Three of these<br />
schools (Sharp Leadenhall, Harford Heights and Dr. Bernard Harris Sr.) are currently PBIS schools and three more schools (Mary E. Rodman. Lakewood,<br />
Lockerman Bundy) are newly trained as of July <strong>2010</strong>.<br />
2. For those schools previously trained, please describe strategies to support/improve the implementation of the PBIS framework in those schools.<br />
Finally, please project the number of elementary schools that will require New Team PBIS Training in the summer of 2011 based on this regulation.<br />
Below are a list of strategies to support and improve implementation of PBIS at the attendance targeted schools and other <strong>Baltimore</strong> <strong>City</strong> PBIS schools for SY<br />
<strong>2010</strong>-2011. Since PBIS is a framework that schools adapt and individualize, Central Office provides homogeneous and heterogeneous supports to the schools to<br />
support them in their implementation.<br />
Initiative Timeframe Key Points/Highlights<br />
Additional<br />
Staff<br />
Dedicated to<br />
PBIS<br />
PBIS Coaches<br />
and Team<br />
Leader<br />
Meetings<br />
<strong>City</strong> <strong>Schools</strong><br />
PBIS<br />
Newsletter<br />
PBIS Grant<br />
Matching<br />
Beginning July<br />
1<br />
The Office of Student Support and Safety in the process of finalizing its reorganization for SY <strong>2010</strong>-<br />
2011 and will initiate the hiring process to ensure positions are filled to support schools in the PBIS<br />
initiative<br />
Monthly Due to discussions with coaches, team leaders and other PBIS team members, the new format will be<br />
geared towards including both coaches and team leaders<br />
Delineate the roles between coach and team leader<br />
Provide guidance and assistance to coaches and team leaders so that they can better support their<br />
teams and schools<br />
Monthly Continue dissemination of the PBIS newsletter to provide timely information to schools around PBIS<br />
Funds<br />
Disseminated<br />
<strong>Schools</strong> will be asked to commit to budgeting incentives in their yearly budgets<br />
The Office of Prevention and Intervention will match funding up to a certain amount, based on a per<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 191
Program in December pupil funding model and documentation of implementation<br />
SWIS Training July – October SWIS training will be offered at the <strong>Baltimore</strong> <strong>City</strong> Summer Training and in September and October<br />
so schools can make data based decisions around climate<br />
School Three Visits The Office of Student Support and Safety will visit schools three times per year and provide feedback<br />
Visitations per Year<br />
around climate, safety and PBIS implementation<br />
Staff/ Team As requested Continue to support schools through presentations/meetings as requested or deemed necessary<br />
Meeting and<br />
Professional<br />
Development<br />
Presentations<br />
Email<br />
Distributions<br />
and Updates<br />
Collaborative<br />
Support with<br />
School<br />
Support<br />
Networks<br />
As Needed Continue dissemination of frequent emails to schools to provide timely information<br />
Ongoing The Office of Prevention and Intervention has made two substantial presentations to Student<br />
Support Liaisons this spring to acquaint them with PBIS and engage them in the support of its<br />
implementation<br />
3. Please identify other district level strategies to address the needs of schools that meet the target for suspension. Do they need additional training? Are<br />
there Technical Assistance needs to ensure fidelity of implementation?<br />
H. Based on the examination of Habitual Truancy 10 data:<br />
1. Identify how many schools have a habitual truancy rate of 6% or higher, how many of those schools have already been formally trained in PBIS, and<br />
how many have not.<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 192
School<br />
# Name Type<br />
# of<br />
Students<br />
Official<br />
Enrollment<br />
Habitual Truant<br />
Rate (%)<br />
365 <strong>Baltimore</strong> Liberation Diploma Plus High S 131 170 77% x<br />
366 <strong>Baltimore</strong> Antioch Diploma Plus High S 111 172 65% x<br />
345 New Hope Academy @ #451 Briscoe S 72 169 43% x<br />
413 Achievement Academy (Harbor <strong>City</strong>) S 113 352 32% x<br />
367 <strong>Baltimore</strong> Community High (One Bright Ray) S 45 159 28% x<br />
422 New Era Academy S 59 378 16% x<br />
416 Digital Harbor High School S 157 1061 15% x<br />
301 301 William S. Baer School E 32 225 14% x<br />
307 Claremont School S 8 61 13% x<br />
177 George W.F. McMechen Middle/High S 11 117 9% x<br />
29 Matthew A. Henson Elementary E 37 394 9% x<br />
164 Arundel Elementary/Middle K8 24 286 8% x<br />
343 Civitas Middle/High S 22 263 8% x<br />
421 National Academy Foundation S 31 382 8% x<br />
341 The Reach Middle/High S 19 288 7% x<br />
NOT PBIS<br />
School<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 193
2. For those schools previously trained, please describe strategies to support/improve the implementation of the PBIS framework in those schools.<br />
Finally, please project the number of schools that will require New Team PBIS Training in the summer of 2011, based on this regulation.<br />
According to this truancy mandate, three schools school (William S. Baer, Matthew A. Henson, and Callaway) will be required to implement PBIS for the<br />
2011-2012 school year.<br />
3. Please identify other district level strategies to address the needs of schools that meet the target for Truancy. Do they need additional training? Are<br />
there Technical Assistance needs to ensure fidelity of implementation?<br />
Attendance:<br />
1. Connecting student attendance to achievement and academic outcomes<br />
2. Making attendance data accessible to Principals and school staff including the five measures of chronic absences, habitual truancy, high attendees,<br />
average daily attendance, and suspensions<br />
3. Investigating reasons for high rates of school absence as well as identifying policies and resources necessary to increase the number of students who<br />
attend school through the work of Student Attendance Work Group (SAWG)<br />
4. Studying local and national best practices and trends of urban school districts similar to <strong>City</strong> <strong>Schools</strong><br />
5. Targeting efforts on identification of students with chronic absences and those in transition grades (students transitioning from elementary to middle<br />
grades and middle to high school grades)<br />
6. Increasing early and consistent communication to parents through Global Connect automated system, sending letters regarding the number of student<br />
absences, scheduling conferences to discuss strategies and interventions, and increasing the numbers of visits to student homes<br />
7. Changing focus from monitoring only truant students to monitoring students with chronic absences as a means to increase student achievement<br />
8. Utilizing the Student Support and IEP teams to provide interventions, strategies and community resources<br />
9. Training teachers on effective engagement strategies and early academic intervention<br />
10. Increasing partnerships with faith based organizations, local businesses, community groups and organizations<br />
11. Developing incentives programs in every school on a monthly, quarterly, and semester basis to promote academic success and regular<br />
school attendance<br />
12. Utilization of joint Attendance and Safety STAT process<br />
13. Parent Attendance Meetings to assist parents with central and community resources and strategies<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 194
Dropouts:<br />
1. School and District Level<br />
o Attendance by period at the secondary level<br />
o Attendance Strategies at the school level including utilization of Global Connect for phone calls, DSS network staff visiting student homes,<br />
and improved processes for early identification<br />
o Monthly spot audit of withdrawal data to ensure that schools are in compliance with protocol of student/parent meeting, phone call,<br />
registered mail, and home visit documentation.<br />
o Utilization of joint Attendance and Safety STAT process.<br />
o Referral of students to Student Support Teams (SST) due to chronic absences.<br />
o Referrals to State’s Attorney office for parents of chronically truant students under 16<br />
o Monthly spot audit of withdrawal and drop-out data to ensure that schools are in compliance with protocol of student/parent meeting,<br />
phone call, registered mail, and home visit documentation<br />
<strong>Schools</strong> that are Safe, Drug Free, and Conducive to Learning Page 195
I.E<br />
Addressing Specific Student Groups
Career and Technology Education<br />
Career and Technology Education<br />
1. Describe the school system’s progress on the implementation and expansion of CTE Programs of Study within Career Clusters and the strategies<br />
for increasing CTE enrollees to become completers. Data points should include the number of enrollees, the number of concentrators and<br />
completers.<br />
a. Curriculum/Program<br />
Recommendations were made by the local advisory committee (LAC) to add programs that meet workforce needs in the <strong>Baltimore</strong> area. CTE programs<br />
were added to create or expand offerings as follows: The Academy of Health Professions is being offered at Patterson High School, The REACH<br />
Middle/High School and Mergenthaler Vocational Technical High School; Careers in Cosmetology was expanded at Carver Vocational- Technical High<br />
School; the Construction Trades pathway was expanded at Carver to include HVAC (Heating, Ventilation and Air Conditioning) and added at the REACH<br />
School; Project Lead The Way (PLTW) was added at the MATHS School; and, the Teaching Academy of Maryland was added at Heritage High School and<br />
KASA. Transportation Technology cluster programs were upgraded: Automotive Technician and Autobody Collision Technician programs were approved<br />
by MSDE. Students sit for the NATEF (National Automotive Tech Education Foundation) or the Automotive Youth Educational Systems (AYES) end-ofcourse<br />
exam to earn certification. Teachers for these pathways are required to have passed either exam and maintain current industry certification.<br />
CTE partnered with several organizations and businesses to increase opportunities to engage students in work-based learning. A variety of systemic<br />
experiences were developed to increase the number of opportunities available for students to work. The After School Supper Program is a special work<br />
experience project for students in the Food and Beverage ProStart Management career Pathway. The After School Meal Program provides nutritious<br />
meals for students throughout <strong>Baltimore</strong> <strong>City</strong> who participate in after school enrichment activities. Students in four CTE centers each prepared 400 meals<br />
per week that were delivered to after school meal program sites. In addition to earning a wage, students accumulated hours toward the required hours<br />
for ProStart certification. <strong>City</strong> <strong>Schools</strong>’ PrintEd program partners provided internships for 12 senior students in the program. To address the need to<br />
increase the number of work experiences for students in the construction careers pathway programs partnerships with local apprenticeship programs,<br />
unions and construction companies are being developed. Six students, recent graduates and rising seniors in the Construction Trades pathway programs,<br />
were hired to work for a construction contractor on a <strong>City</strong> <strong>Schools</strong> project this summer. In partnership with the Coppin Academy for Pre-nursing Success<br />
(CAPS), students in the Allied Health Career Pathway programs are benefitting from two summer initiatives: (1) a two week Summer Academy program at<br />
Coppin State University which engages students in math, reading and cultural enrichment activities that prepares them for entrance into the Nursing<br />
program at Coppin; and, (2) a four week clinical internship in an area hospital for students to gain experience in a clinical environment. The summer 2009<br />
cohort of BACH Fellows visited CCBC Essex during the spring semester to receive information about the Allied Health programs and getting prepared for<br />
post-secondary programs and tour the campus. The <strong>2010</strong> BACH Fellows Summer internship program will begin June 28, <strong>2010</strong> through August 6, <strong>2010</strong> for<br />
six weeks. Sixty students are registered to participate in paid summer jobs at area hospitals. In addition to acquiring work experiences in a hospital<br />
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environment, students will receive health career information and mentoring from health care professionals. The <strong>Baltimore</strong> Alliance for Careers in Health<br />
Care (BACH) organization received the MSDE <strong>2010</strong> Award for Excellence in recognition of their partnership with <strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong>.<br />
Some members of the LAC provided experiences for students at their place of business. Maryland Office of Employment Development (MOED) continues<br />
to provide summer work experiences and training opportunities for CTE students. Students were involved in school based activities to prepare for<br />
placement in work experiences. Business partners conducted informational sessions to discuss expectations of the workplace, career information and to<br />
conduct mock interviews. Several schools sponsored industry field trips and developed job shadowing experiences for students to acquire exposure to<br />
work place environments. The partnership continues with Humanim, Inc., to assist developmentally disabled youth to participate in a supported workbased<br />
learning experience and ultimately support them in transitioning to post-secondary training or obtaining employment. Humanim staff held<br />
interviews for students to participate in the Start on Success (SOS) program on March 9, <strong>2010</strong>. Fifty students began internships at University of Maryland<br />
Medical Center and Johns Hopkins Hospital in April <strong>2010</strong>. Humanim has begun developing employment opportunities for the SOS students to be placed<br />
permanently.<br />
The Tech Prep specialist will continue to establish and renew relationships with local postsecondary institutions. Currently, there are articulation<br />
agreements (8) in place with the <strong>Baltimore</strong> <strong>City</strong> Community College (BCCC), (13) with the Community College of <strong>Baltimore</strong> County (CCBC) and (1) with<br />
Towson University (TU). The goal is to develop agreements for every pathway program with as many two- and four-year institutions as possible. This will<br />
continue to increase the number of students who enter post secondary education, employment, or military within two quarters of graduation.<br />
Challenges<br />
Although Perkins funding may be used to upgrade programs and to implement new programs, it cannot be used to maintain existing programs. It is<br />
an on-going task to develop partnerships and search for additional funding sources to support and expand programs.<br />
Perkins law places a strong focus on active advisory committees. The LTW Office held its end of year meeting with the Local Advisory Committee on<br />
June 17, <strong>2010</strong>. Members in attendance discussed the current state and future direction of LTW and CTE in <strong>City</strong> <strong>Schools</strong>. Staff presented data and<br />
information and, received feedback from industry partners that will be reviewed and considered for improving CTE programs. The meeting at the<br />
beginning of the ensuing school year is scheduled for Thursday, October 28, <strong>2010</strong>.<br />
Attracting and retaining qualified industry people’ willing to teach pathway courses continues to be of great concern. Qualified applicants are<br />
required to have viable work experience in the industry as well as industry certification; and, must meet state teaching certification requirements<br />
within time of being hired. In collaboration with <strong>City</strong> <strong>Schools</strong>’ Human Resources Office, LTW continues efforts in recruiting and seeking qualified<br />
industry professionals to teach CTE courses. Job descriptions for CTE teachers in each career pathway were loaded on the <strong>City</strong> <strong>Schools</strong> website to<br />
provide information about qualifications and opportunities for CTE positions.<br />
Students who are engaged in interventions that assist them with being successful on the high school assessments are often not able to begin the<br />
sequence of CTE courses in the 10 th grade. LTW continues with exploring ways to expand course offerings to provide opportunities for more students<br />
to participate in CTE. A consideration is to schedule additional classes during hours outside of the regular school day. Likewise, sessions may be<br />
scheduled to offer assistance to students who need additional time to prepare for state exams, licenses, and to receive the required hours for<br />
certification.<br />
Career and Technology Education<br />
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. Professional Development<br />
As of June 30, <strong>2010</strong>, one grant position funded through Perkins ended. For the <strong>2010</strong> SY, the Office of Learning to Work will have one Educational Specialist. The<br />
specialist will continue to provide technical assistance to teachers and schools through visitations, observations, and professional development training with a<br />
special focus on industry-related professional development and support. Additionally, the specialist will continue to monitor the implementation of strategies<br />
from the various training sessions and systemic professional development. In this year’s Perkins Plan, <strong>City</strong> <strong>Schools</strong> has requested two new positions for Career<br />
and College Readiness Specialists.<br />
During the 2009-<strong>2010</strong> school year, Educational Specialists provided guidance and additional support with those strategies and initiatives that enhanced<br />
professional development and new initiatives. CTE teachers received professional development addressing the Learning Environment, Planning and<br />
Preparation, Instructional Strategies, Differentiated Instruction, Critical and Creative Thinking, Incorporation of Literacy and Numeracy in Daily Instruction and<br />
Rigor in CTE Classroom.<br />
To ensure access to CTE programs and success for all students in CTE programs, including students who are members of special populations, CTE instructors are<br />
provided with professional development opportunities in literacy that support diverse learners. These students are provided with high school graduation<br />
requirements and job placement information.<br />
LTW-CTE understands the unique challenges faced by many of our newest teachers due to the fact that many are coming to “<strong>City</strong> <strong>Schools</strong>” from industry. In an<br />
effort to diversify and enhance CTE professional development, The Office of Learning to Work encouraged our newest CTE teachers to participate in “<strong>City</strong><br />
<strong>Schools</strong>”: New Teachers Institute. This initiative helped new CTE teachers develop the basic skills needed to become successful teachers by providing summer as<br />
well as on-going training throughout the academic year.<br />
Additionally, LTW-CTE collaborated with The Office of School Support Networks. This office houses “Academic Liaisons” which are charged to go to the school<br />
house to offer guidance and support in the areas of instruction, achievement, business and student support services. This office is also the resource for the<br />
instructional and operational needs of all schools which of course includes all CTE programs.<br />
With assistance from principals, LTW-CTE staff will recommend seasoned CTE teachers to not only facilitate summer professional development but all serve as<br />
teacher mentors throughout the academic year.<br />
Our Educational Specialist will continue to work with the Office of Teaching and Learning to ensure that new teachers are provided with professional<br />
development to enhance their skills and improve instructional outcomes.<br />
LTW will continue to collaborate with the Southern Regional Education Board/High <strong>Schools</strong> That Work (SREB/HSTW) for professional development. Currently,<br />
SREB/HSTW is in three schools: M.A.T.H.S., Patterson and Vivian T. Thomas high schools. Two coaches from SREB/HSTW are assigned to <strong>City</strong> <strong>Schools</strong> to provide<br />
technical support, professional development, and coaching. The coaches reported significant gains in teachers using new strategies. Discussions with<br />
Career and Technology Education<br />
Page 199
SREB/HSTW revealed that providing dedicated coaches and a grant-funded HSTW literacy coach made the difference in implementation. In SY 2009-<strong>2010</strong>,<br />
coaches supported staff development by providing additional instructional strategies to increase the level of rigor and expectation in student performance,<br />
developing formal assessments to assess students’ mastery of literacy skills embedded in CTE assignments; and, assisting school leadership teams with planning<br />
and using data to increase student achievement.<br />
Career and Technology Education<br />
Page 200
<strong>2010</strong> Summer Trainings include:<br />
• Interactive Media Production: Four teachers attended sessions at University of <strong>Baltimore</strong><br />
• Food and Beverage ProStart: The Maryland Restaurant Association provides on-going support and assistance with curriculum and professional<br />
development for teachers. Three teachers attended sessions the Maryland Restaurant Association.<br />
• Project Lead the Way (PLTW): Pre-engineering professional development summer sessions. Twelve teachers attended the certification course at the<br />
University of Maryland.<br />
• Project Lead the Way (PLTW): Gateway to Technology professional development summer sessions. Six teachers attended the certification course at the<br />
University of Maryland<br />
• Project Lead the Way- Biomedical: Two teachers participated in summer course to earn certification to teach biomedical pathway courses both<br />
foundation and advanced courses in the sequence. Stevenson University provided the training.<br />
• CISCO: Fourteen teachers received training to teach this pathway and to prepare students to sit for and pass end of course industry assessments at<br />
Towson University Veteran CISCO pathway teachers were provided with on-going support and professional development with industry partners during<br />
the school year.<br />
• Teacher Academy of Maryland: Three new teachers earned certification to teach the courses, and two veteran teachers received updated curricular<br />
instruction and program support at the training at Towson University.<br />
• Graphic Communication Print ED. Three teachers attended the industry training in Harford County.<br />
• Virtual Resume. Eight teachers attended the three day industry training to learn how to prepare students to create electronic resumes and send them in<br />
the correct formatting so that students are prepared for their job searches. Carver Vocational Technical High School hosted the training.<br />
• Automotive. One teacher attended an advanced training course at the Community College of <strong>Baltimore</strong> County.<br />
• Career Research and Development. Five teachers attended training new teacher training sponsored by the Maryland State Department of Education in<br />
Owings Mills Maryland.<br />
• Avid Summer Institute. Eight teachers attended training in Chicago, Illinois to learn more about preparing students to enroll in a college preparatory<br />
AVID course where students will receive the academic and motivational support to succeed.<br />
• BACH. Six teachers supervised and mentored the <strong>Baltimore</strong> Alliance for Careers in Healthcare (BACH) students who participated in allied health work<br />
based learning experiences at six local hospitals.<br />
• Curriculum for Agricultural Science Education (CASE) is a program that is designed and written by agriculture educators for agriculture educators. One<br />
teacher attended CASE training at Barton Community College in Great Bend, Kansas to prepare to implement the agriculture program in <strong>2010</strong>-2011. The<br />
training will help the teacher to elevate the rigor and relevance of agriculture education courses as new students enroll in the program.<br />
• National Association of Agricultural Educators (NAAE) Summer Conference and Maryland Agricultural Educators’ Technical Update in Rockville,<br />
Maryland. Teachers received updates on Greenhouse management and animal and plant science.<br />
Career and Technology Education<br />
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c. Assessments<br />
The Perkins Grant and Maryland State Department of Education have established a number of outcome measures that the Office of Learning To Work uses to<br />
establish benchmarks against which progress is evaluated. As noted below, there are areas where CTE has made great strides and others where progress is<br />
needed.<br />
1S1-Academic Attainment<br />
This outcome measures the number of CTE concentrators meeting standards on HSA English II<br />
In school year 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> exceeded their local target in Academic Attainment - HSA English II by 32.91 percentage points. <strong>City</strong> schools average was<br />
77.58 percent and the local target was 44.67 percent. Additionally, <strong>City</strong> <strong>Schools</strong> increased its performance percentage from 38.84 to 77.58, an increase of 38.74<br />
percentage points.<br />
1S2-Academic Attainment<br />
This outcome measures the number of CTE concentrators meeting standards on HSA Algebra.<br />
In school year 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> exceeded their local target in Academic Attainment - HSA Algebra by 51.50 percentage points. <strong>City</strong> schools average was<br />
77.62 percent and the local target was 26.12 percent. Additionally, <strong>City</strong> <strong>Schools</strong> increased its performance percentage from 22.71 to 77.62, an increase of 54.91<br />
percentage points.<br />
1S3-Dual Completion<br />
This outcome measures the number of CTE completers who meet the State of Maryland requirements.<br />
<strong>City</strong> <strong>Schools</strong> has a track record of performing higher than the statewide average on the percentage of CTE Completers who meet USM requirements. In the<br />
2009-<strong>2010</strong> school year, <strong>City</strong> <strong>Schools</strong> exceeded the statewide average in this outcome measure by 22.48 percentage points. <strong>City</strong> <strong>Schools</strong> average was 70.80<br />
percent and the statewide average was 48.32 percent. <strong>City</strong> <strong>Schools</strong> slightly decreased its performance percentage from 73.10 percent to 70.80 percent, a<br />
decrease of 2.30 percentage points<br />
Challenges<br />
Although <strong>Baltimore</strong> <strong>City</strong> has made progress on several objectives, there were a few outcome measures for which established benchmarks were not met.<br />
2S1- Technical Skill Attainment<br />
Career and Technology Education<br />
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This outcome measures the number of CTE concentrators who met industry standards and receive a certification.<br />
In school year 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> did not meet their local target for Technical Skill Attainment by 14.60 percentage points. <strong>City</strong> <strong>Schools</strong> percentage<br />
performance was 12.10 percent and the local target was 26.70 percent. This is a new outcome measure and the percentage performance for <strong>City</strong> <strong>Schools</strong> is<br />
expected to increase.<br />
3S1- Completion/High School Diploma or Certificate<br />
This outcome measures the number of CTE concentrators who receive a Maryland High School diploma or certificate.<br />
In school year 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> did not meet their local target for High School Completion by 4.38 percentage points. <strong>City</strong> <strong>Schools</strong> percentage<br />
performance was 90.63 percent and the local target was 95.01 percent. <strong>City</strong> <strong>Schools</strong> decreased its performance percentage from 93.60 to 90.63, a decrease of<br />
2.97 percentage points.<br />
4S1- Graduation Rate<br />
This outcome measures the number of CTE concentrators who were defined as Graduates based on ESEA standards.<br />
In school year 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> did not meet their local target for Graduation Rate by 2.25 percentage points. <strong>City</strong> <strong>Schools</strong> percentage performance was<br />
96.92 percent and the local target was 99.17 percent. <strong>City</strong> <strong>Schools</strong> decreased its performance percentage from 98.68 to 96.92, a decrease of 1.76 percentage<br />
points.<br />
5S1- Placement<br />
This outcome measures the number of CTE completers who enter post secondary education, employment, or the military, two quarters after graduation.<br />
In School Year 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> did not meet their local target for Placement by 2.93 percentage points. <strong>City</strong> <strong>Schools</strong> average was 75.51 percent and the<br />
local target was 78.44 percent. Also, <strong>City</strong> <strong>Schools</strong> decreased its performance percentage from 77.67 to 75.51, a decrease of 2.16 percentage points.<br />
Career and Technology Education<br />
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6S1- Non-Traditional Participation<br />
This outcome measures the number of underrepresented students enrolled in non-traditional CTE programs.<br />
In school year 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> did not meet their local target for Non-Traditional Participation by 1.97 percentage points. <strong>City</strong> <strong>Schools</strong> performance<br />
percentage was 26.43 percent and the local target was 28.40 percent. <strong>City</strong> <strong>Schools</strong> decreased its performance percentage from 27.71 to 26.43, a decrease of<br />
1.28 percentage points.<br />
6S2- Non-Traditional Completion<br />
This outcome measures the number of underrepresented students completing the non-traditional CTE programs.<br />
In school year 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> did not meet their local target for Non-Traditional Completion by 1.02 percentage points. <strong>City</strong> <strong>Schools</strong> performance<br />
percentage was 28.30 percent and the local target was 29.32 percent. Additionally, <strong>City</strong> <strong>Schools</strong> increased its performance percentage from 25.82 to 28.30, an<br />
increase of 2.48 percentage points.<br />
d. Interventions<br />
Saturday, March 13, <strong>2010</strong> the CTE office partnered with the Community College of <strong>Baltimore</strong> County- Essex (CCBC), Coppin State University Helene Fuld<br />
School of Nursing, ABC 2 and Radio One for a third Health Careers fair that was held at Security Square Mall in <strong>Baltimore</strong> County. Middle and high school<br />
students received career-related information, as well as information about secondary and postsecondary health careers programs. There were<br />
approximately 800 participants, 500 students attending this event.<br />
A part of the process of organizing the Office of Learning to Work in SY 2009-<strong>2010</strong> involved conducting a review of all CTE pathway programs offered in the<br />
district. To develop consistency in data collection and to incorporate the expansion of CTE program offerings, <strong>City</strong> <strong>Schools</strong> adopted the MSDE clusters to create<br />
a total of ten clusters. Status updates are noted in the chart below. Unless otherwise noted, all program offerings indicated are fully implemented.<br />
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Pathway MSDE Approved Program MSDE Approved Program Offerings<br />
I. Arts, Media and Communication Cluster<br />
1. Interactive Media Production Internet and Multimedia Technology Pathway implemented at Edmondson-Westside,<br />
Frederick Douglass, Digital Harbor, and<br />
Northwestern High <strong>Schools</strong>.<br />
STATUS: Foundation courses fully implemented<br />
in all schools. Curriculum under development for<br />
the gaming and simulation advanced courses.<br />
2. Printing Printing Technologies Implementing at Patterson, Carver,<br />
Mergenthaler (Print-Ed Certified), Edmondson-<br />
Westside.<br />
STATUS:<br />
Patterson achieved National Print Ed<br />
Certification for Advertising and Design.<br />
II. Business, Management and Finance Cluster<br />
1. Business Management Business Management Implementing at Patterson, Mergenthaler,<br />
2. Finance and Accounting Finance and Accounting<br />
Heritage, Edmondson-Westside, Institute for<br />
Business and Entrepreneurship, Carver and<br />
Reginald F. Lewis.<br />
Implementing at National Academy Foundation,<br />
Patterson, Mergenthaler, Heritage, Edmondson-<br />
Westside, Institute for Business and<br />
Entrepreneurship, and Carver.<br />
3. Marketing Marketing Implementing at Patterson, Mergenthaler,<br />
Entrepreneurship and Carver.<br />
4. Business Administrative<br />
Services<br />
Career and Technology Education<br />
Administrative Services Implementing at Patterson, Mergenthaler,<br />
Heritage, Frederick Douglass, Edmondson-<br />
Westside, Entrepreneurship, Carver and Digital.<br />
5. Financial Services Finance Academy (NAF) Implementing at NAF High School and Patterson.<br />
III. Consumer Services, Hospitality and Tourism Cluster<br />
1. Sales: Customer Service Careers in Cosmetology Implementing at Edmondson/Westside; Carver,<br />
and Mergenthaler.<br />
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Pathway MSDE Approved Program MSDE Approved Program Offerings<br />
1. Food and Beverage Food and Beverage Mgt in ProStart Implementation at Edmondson-Westside,<br />
2. Lodging Management Hotel Management<br />
Mergenthaler, Forest Park, Carver and the<br />
National Academy Foundation High School.<br />
New Program being developed<br />
STATUS: Under development for NAF<br />
3. Attractions and<br />
Recreation<br />
1. Law Enforcement and<br />
Emergency Services<br />
2. Education and Training<br />
Services<br />
Career and Technology Education<br />
Hospitality and Tourism A related course, Hospitality and Recreation<br />
Marketing, is in place at the NAF High School.<br />
IV. Human Resource Services Cluster<br />
Protective and Emergency Services Law and Leadership is being offered at Doris M.<br />
Johnson, Mergenthaler, Northwestern,<br />
Maryland Academy for Teacher Education<br />
Patterson, Reginald F. Lewis and the National<br />
Academy Foundation high schools.<br />
Implementing at Western, Southside Academy,<br />
Patterson High School, Heritage and KASA high<br />
schools.<br />
V. Health and Biosciences Cluster<br />
1. Therapeutic Services Academy of Health Professions (AOHP) Full implementation at Patterson and REACH 2009-<br />
2. Diagnostic Services<br />
<strong>2010</strong>.<br />
3. Informatics<br />
STATUS: Also adding Mergenthaler and Vivien T.<br />
Thomas high schools pending MSDE approval.<br />
Biomedical Sciences Implementing at Dunbar and the Friendship Academy<br />
of Science and Technology High School.<br />
Biotechnology Implementing at Dunbar, Vivien T. Thomas and<br />
MATHS.<br />
VI. Information Technology Cluster<br />
1. Software<br />
Engineering/Development<br />
Academy of Information Technology Implementing at NAF High School.<br />
STATUS: Being developed.<br />
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2. Software Operations Database Academy (Oracle) Implementing at Digital Harbor.<br />
3. Hardware Development IT Networking Academy (CISCO) Implementing at Carver, Digital Harbor, Edmondson-<br />
Westside, Mergenthaler, and Northwestern.<br />
Career and Technology Education<br />
VII. Manufacturing, Engineering, and Technology Cluster<br />
1. Product Engineering Project Lead The Way In place at Patterson, Mergenthaler, and Friendship<br />
School of Science and Technology.<br />
VIII. Construction and Development Cluster<br />
1. Construction Construction Maintenance (NCCER<br />
Certifications)<br />
IX. Transportation Technologies Cluster<br />
Implementing at Carver, Edmonson-Westside,<br />
Mergenthaler and the REACH school.<br />
1. Transportation Operations Automotive Technology (NATEF) Implementing at Edmondson-Westside and<br />
Mergenthaler.<br />
Collision Repair and Refinishing (NATEF) Implementing at Mergenthaler<br />
X. Environmental, Agricultural, and Natural Resources Systems Cluster<br />
(The pathway programs for the Environmental, Agricultural, and Natural Resources Systems cluster are being developed for implementation)<br />
A high priority for LTW is to increase opportunities for CTE enrollees to not only become CTE program completers but to also graduate from high school with<br />
industry recognized certifications. In an effort to increase CTE industry work experiences for students enrolled in our programs, the office convened an<br />
exploratory panel of key stakeholders. The key stakeholders included school administrators, key industry leaders as well as local and state government<br />
personnel that had an interest in serving our target populations. The panel brainstormed and discussed viable options for expanding CTE programs and<br />
implementing the Learning to Work Initiative (LTWI). LTWI is an in-depth job readiness and career exploration program for middle and high school students<br />
designed to provide a work experience for all “<strong>City</strong> School” students.<br />
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LTWI is designed to help students stay engaged in school by developing the skills they need to complete high school, gain employment and succeed in postsecondary<br />
options. This program promises to expand CTE program options for students by establishing after school access to CTE courses to interested students.<br />
This initiative will provide:<br />
1. CTE program options for industry certification;<br />
2. Academic and student support;<br />
3. Career and educational exploration;<br />
4. Work preparation, job readiness development;<br />
5. And subsidized work experiences.<br />
The panel was successful in that our office crafted a dynamic list of industry partners who are dedicated to either hosting a student for a work experience, giving<br />
money or other in-kind contributions.<br />
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Addressing Specific Student Groups<br />
Early Learning<br />
A. Based on the examination of 2009-<strong>2010</strong> MMSR Kindergarten Assessment Data (Tables 8.1 and 8.2):<br />
1. Describe the school system’s plans, including any changes or adjustments that will be made, for ensuring the progress of students who begin kindergarten<br />
either not ready or approaching readiness as determined by the Maryland Model for School Readiness Kindergarten Assessment. Please include a<br />
discussion of the corresponding resource allocations and include timelines for use of allocations where appropriate.<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) readiness data reveal that 64 percent of the children entering kindergarten (4,977) were fully ready for school<br />
in SY 2009-<strong>2010</strong>, up by 36 percentage points since 2001-2002. 33% (1,643 children) were approaching readiness in all seven areas of learning, and 3%<br />
(150) were developing, indicating that they needed considerable support to do kindergarten work. 53% of kindergarteners were fully ready for school in<br />
Language and Literacy, up from 21 percent in 2001-2002. 60% of kindergarteners were fully ready for school in mathematics, up from 18 percent in 2001-<br />
2002, and 39% of kindergartners were fully ready for school in science, the lowest percentage rate for all learning domains.<br />
<strong>City</strong> <strong>Schools</strong> has identified several key initiatives to increase the amount of students entering kindergarten fully ready for school and to support students<br />
who are entering kindergarten less than fully ready in the <strong>2010</strong>-2011 school year:<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> pre-kindergarten classroom conversion and movement.<br />
Pre-kindergarten and kindergarten Curriculum Development.<br />
Professional development on the Maryland Model for School Readiness.<br />
Professional development consistent with the Office of the Chief Academic Officer’s (CAO) academic goals of academic rigor, student<br />
engagement, and interventions/supports.<br />
The creation of a pre-kindergarten and kindergarten behavioral response framework that supports classroom management and<br />
social/emotional development.<br />
Pre-kindergarten and kindergarten field trip initiative.<br />
Pre-kindergarten and Kindergarten Teacher Literacy Academy.<br />
Rising Kindergarten summer school.<br />
Improvement of the pre-kindergarten and kindergarten registration and eligibility procedures.<br />
Upgrade of the Early Learning Office website.<br />
Development of “lab classrooms.”<br />
Pre-kindergarten classroom conversion and movement<br />
In SY 2009-<strong>2010</strong>, <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> offered full- and half-day pre-kindergarten programs in 111 elementary schools and early learning centers.<br />
However, not all available seats were filled by the end of the year, as some schools continued to operate with vacancies within their classrooms<br />
throughout the entire year. An analysis of the registration data showed that certain areas of the city were experiencing a higher demand for pre-<br />
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kindergarten programs than were others. In addition, half-day programs tended to operate at a lower capacity than did full-day programs. In response to<br />
these data, the Early Learning Office (ELO) has launched an initiative to move classrooms in order to meet needs of the high-demand areas. So far, ELO<br />
has moved five classrooms from schools with vacancies in SY 2009-<strong>2010</strong> to schools with waiting lists during SY 2009-<strong>2010</strong>. The ELO plans to continue to<br />
monitor pre-kindergarten enrollment over the summer and will move additional classes if some schools continue to have low enrollment numbers. The<br />
ELO has also converted 10 half-day classes that did not fill all of their seats in SY 2009-<strong>2010</strong> to full-day classes that will better meet the needs of the<br />
parents in the school communities. The ELO predicts that the pre-kindergarten classroom conversion and movement initiative will increase kindergarten<br />
readiness by allowing <strong>Baltimore</strong> <strong>City</strong> to better serve all eligible 4 year-olds through the <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> School pre-kindergarten programs. This<br />
initiative will ensure that more children receive placements in <strong>City</strong> <strong>Schools</strong> pre-kindergarten classrooms by eliminating waiting lists at high-demand<br />
schools.<br />
Pre-kindergarten and kindergarten curriculum development<br />
As stated previously, 53% of kindergarteners were fully ready for school in Language and Literacy, up from 21% in 2001-2002. 57% of kindergarteners<br />
were fully ready for school in mathematics, up from 18% in 2001-2002. 39% of kindergarteners were fully ready for school in science, up from 12% in<br />
2001-2002. This summer, the ELO has begun a comprehensive revision of pre-kindergarten and kindergarten curriculum in all learning domains. The ELO<br />
is working with the Children’s Literacy Initiative (CLI), curriculum specialist Dr. Barbara Wasik from Johns Hopkins University, as well as a group of<br />
outstanding <strong>Baltimore</strong> <strong>City</strong> pre-kindergarten and kindergarten teachers to design theme-based pre-kindergarten and kindergarten curricula in the four<br />
academic areas of science, language arts, mathematics, and social studies. In response to the CAO’s three initiatives of academic rigor, student<br />
engagement, and intervention/supports, the curricula will promote higher level thinking skills, be aligned with the new Common Core standards, and help<br />
to build the foundational skills that are necessary for later academic success.<br />
Professional development on the Maryland Model for School Readiness (MMSR).<br />
Professional development on the MMSR will be provided to all pre-kindergarten and kindergarten teachers who are new to the state of Maryland, all<br />
second and third year pre-kindergarten and kindergarten teachers, and all teachers who are transferring to the pre-kindergarten and kindergarten grades.<br />
MMSR training will focus on instruction that supports the seven MMSR domains of learning.<br />
Professional development consistent with the Office of the Chief Academic Officer’s (CAO) academic goals<br />
The ELO is offering a series of August professional development sessions for pre-kindergarten and kindergarten teachers and paras that focus on a variety<br />
of foundational and higher level skills. Topics for professional development include building oral language, learning centers that are linked to instruction,<br />
and multicultural awareness. These high-quality PD sessions will help pre-kindergarten and kindergarten teachers and paras start the school year with<br />
content-rich ideas for supporting their students’ learning.<br />
Pre-kindergarten and Kindergarten Bright from the Start field trip initiative<br />
Recognizing the importance of prior knowledge to learning literacy skills, the ELO is undertaking a new initiative to expose pre-kindergarten and<br />
kindergarten students to the rich cultural resources of <strong>Baltimore</strong> <strong>City</strong> by sending them on field trips to arts and cultural institutions throughout the city.<br />
Since transportation is often a barrier to students going on field trips, the ELO is currently working in partnership with organizations throughout <strong>Baltimore</strong><br />
to provide the funds necessary to transport students. In addition, the ELO is developing a document that will help to guide teachers in using field trips as<br />
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an instructional tool that enriches their already existing curriculum. The document will contain a list of potential field trip destinations with explanations<br />
of the developmentally appropriate programming they provide for pre-kindergarten- and kindergarten-aged students, as well as ideas for building<br />
background knowledge prior to the field trip and follow-up activities to extend the learning experience within the classroom. This field trip resource<br />
document will be posted on the Teacher Support System (TSS) internal website to be easily accessible to teachers. Parents will be encouraged to attend<br />
the field trips so that they can partake in their child’s learning experience.<br />
Pre-kindergarten/kindergarten behavioral response framework<br />
The ELO is convening a group of seasoned pre-kindergarten and kindergarten teachers to develop a behavioral response framework and set of protocols<br />
that teachers can implement in the classroom as a step before calling the Office of Student Support. The framework is being developed in response to<br />
expressed needs of pre-kindergarten and kindergarten teachers for additional support and guidance on how to respond to persistently challenging<br />
students. The ELO sent two kindergarten teachers to be trained in the Social Emotional Foundations in Early Learning (SEFEL) model and will work with a<br />
small group, including these teachers, to create new behavioral response protocols.<br />
Rising Kindergarten Summer School<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> is currently offering summer school to students who completed pre-kindergarten and will be entering kindergarten in the fall.<br />
This July, rising kindergarteners are participating in summer school classes at targeted schools. Teachers are expected to extend literacy and math skills<br />
beyond the curriculum from the regular school year. To monitor the academic progress made by students attending summer school, the ELO developed<br />
pre- and post-assessments in literacy and math for teachers to administer to students at the beginning and close of the summer school session.<br />
Achievement data collected will be analyzed to determine the effectiveness of summer school programming.<br />
Pre-kindergarten and Kindergarten Teacher Literacy Academy<br />
The ELO contracted with instructors from Jemicy School to offer a six-part literacy academy that focused on enhancing phonological awareness for prekindergarten<br />
and kindergarten students. The Academy was held on six consecutive Monday evenings at Jemicy School, in which 156 teachers and paras<br />
received training on a variety of instructional techniques and tools that are key to creating a foundation for later reading success. Based on the<br />
overwhelming demand for the training, the ELO is offering a second opportunity for teachers and paras to attend the Literacy Academy over the summer<br />
and will offer the series again in the fall with the goal of having all pre-kindergarten and kindergarten teachers and paras in <strong>Baltimore</strong> <strong>City</strong> participate in<br />
the Academy. The Jemicy School trainers will also provide a follow-up session to check in on how teachers are implementing the strategies they learned<br />
and to provide technical assistance to enhance instruction in phonological awareness.<br />
Improvement of the pre-kindergarten and kindergarten registration and eligibility procedures<br />
The ELO has designed and implemented new registration and eligibility procedures for pre-kindergarten and kindergarten registration that have<br />
streamlined the registration process and allow for more expedient registration with fewer hurdles for parents and schools. In the past, <strong>City</strong> <strong>Schools</strong> has<br />
used six priority categories for pre-kindergarten registration, which have now been simplified into three categories to allow for further ease of registration.<br />
In addition, the ELO has revised the early admission process for pre-kindergarten and the kindergarten families to ensure that the policy is in compliance<br />
with COMAR and best supports pre-kindergarten and kindergarten students. The ELO has opened the window for early admission to pre-kindergarten by<br />
extending the cut-off date for qualifying for early admission to turning 4 by October 15 th of the school year. In addition, the ELO has eliminated the<br />
assessment requirement for pre-kindergarten early admissions and replaced it with a checklist that parents can use to demonstrate their child’s<br />
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educational need. This change in procedure allows more needy children to take advantage of the early admission option so that they will have a stronger<br />
foundation before entering kindergarten.<br />
To ensure that students do not start kindergarten before they are ready, the ELO has closed the window for early admission to kindergarten by moving the<br />
cut-off for turning five to September 15 th of the school year. In addition, to ensure that schools support early admission decisions, the ELO has designed a<br />
new early admission process that starts at the school level and gives schools an opportunity to recommend students to the ELO to be assessed for<br />
eligibility for early admission. Applications sent from schools are reviewed by the new Early Admissions Team, a team consisting of exemplary prekindergarten<br />
and kindergarten teachers who are trained to perform an early admissions assessment the covers all learning domains. The ELO has also<br />
changed the test used to assess early admission eligibility from a screener assessment to an assessment that focuses on achievement. This change helps<br />
to ensure rigorous standards for entering into kindergarten early so that only truly exceptional students enter kindergarten before their same-aged peers.<br />
Upgrade of the Early Learning Office website<br />
In order to become more accessible to parents, the ELO has redesigned its website to include information about all registration and eligibility procedures<br />
for pre-kindergarten and kindergarten written in parent-friendly language. In addition, the website contains links to the COMAR regulations that support<br />
our policies, all forms necessary for registering or applying for early admissions for pre-kindergarten an kindergarten, and parent resource pages for<br />
parents of children who are not age-eligible for pre-kindergarten and for parents who are interested in learning new ways of supporting their child’s<br />
learning at home. The website also contains information about what children learn in pre-kindergarten and kindergarten so that parents can understand<br />
the academic foundation their children receive in the early grades. To help support the large English Language Learner population in <strong>Baltimore</strong> <strong>City</strong>, the<br />
ELO website provides all forms translated into Spanish, including a list of the documents and materials that are required for school registration.<br />
Development of “Lab Classrooms”<br />
The ELO is developing lab school opportunities by identifying pre-kindergarten and kindergarten teachers who are exemplary in their field and designating<br />
them as master teachers who will function as resources for other teachers. Master teacher classrooms will give other teachers the opportunity to observe<br />
best practices first hand through classroom visits. In addition, master teachers will lead high-quality professional development sessions that will help<br />
further the instructional ability of all pre-kindergarten and kindergarten teachers and paras. The lab classroom initiative will further the goal of academic<br />
excellence within <strong>Baltimore</strong> <strong>City</strong> by building teacher capacity in the early grades.<br />
2. What are the school system’s plans to work with other early childhood partners/programs (i.e., Preschool Special Education; Head Start; Child Care<br />
Programs) to ensure that children are entering school ready to learn?<br />
<strong>Baltimore</strong> <strong>City</strong> Head Start<br />
<strong>City</strong> <strong>Schools</strong>/<strong>Baltimore</strong> <strong>City</strong> Head Start Memorandum of Understanding. A Memorandum of Understanding (MOU) between the agencies outlines three<br />
major goals: (1) curricular consistency, (2) effective transition, and (3) coordinated space planning to maximize citywide access to preschool programs for<br />
three- and four-year-old children. There was a need for <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> and the <strong>Baltimore</strong> <strong>City</strong> Head Start to enter a formal agreement after<br />
many years of collaborating informally. <strong>City</strong> <strong>Schools</strong> partners with Head Start to provide 14 collaboration sites that allow <strong>Baltimore</strong> <strong>City</strong> to serve an<br />
additional 280 children. In addition, the Early Learning Director, Charlene Iannone-Campbell, will be serving on the <strong>Baltimore</strong> <strong>City</strong> Head Start Board,<br />
constituting the first time that a <strong>City</strong> <strong>Schools</strong> employee will serve on the Board.<br />
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The Former <strong>Baltimore</strong> Leadership in Action Program (B-LAP) Initiatives<br />
The <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> continues to work collaboratively with the B-LAP partners to help foster more young children entering school ready to<br />
learn. B-Lap’s funding ended spring 2009, however the committee work continues with collaborative partner organizations to ensure that children in<br />
<strong>Baltimore</strong> enter school ready to learn. Countdown to K. Countdown to Kindergarten will continue to provide information to parents, early childhood<br />
programs, churches, schools and community organizations on what can be done to improve children’s school readiness.<br />
Sandi’s Learning Center Even Start Program<br />
Even Start Family Literacy Programs are school-community partnerships that help break the cycle of poverty and illiteracy by integrating early childhood<br />
education, adult literacy or adult basic education, and parenting education into a unified family literacy program. Even Start is implemented nationally<br />
through cooperative projects that build on high-quality existing community resources, creating a new range of services for children, families and adults.<br />
Programs help children and families achieve the academic standards set forth by the states and use instructional programs that are based on scientifically-<br />
based reading research. These include the following goals:<br />
Enrich language development, extend learning, and support high levels of educational success for children, birth to age seven, and their parents.<br />
Provide literacy services of sufficient hours and duration to make sustainable changes in a family.<br />
Provide integrated instructional services for families, where children and their parents learn together to develop habits of life-long learning.<br />
Support families committed to education and to economic independence.<br />
Early Learning Leadership Advisory Board<br />
The ELO has developed an Advisory Board consisting of individuals from prominent community organizations involved with early childhood educational<br />
issues to provide guidance and input on ELO initiatives. Advisory Board members include representatives from the Maryland Family Network, the Annie<br />
E. Casey Foundation, Count-down to Kindergarten, and Ready At Five. The Advisory Board meets quarterly to discuss ELO initiatives and brief the Early<br />
Learning Director on developments within the greater <strong>Baltimore</strong> community.<br />
B. Based on the examination of the 2008-2009 <strong>Public</strong> Prekindergarten Enrollment Data (Table 8:3)<br />
1. Please verify the accuracy of the <strong>Public</strong> Prekindergarten enrollment data for school year 2008-2009.<br />
The <strong>Public</strong> Pre-kindergarten Enrollment Data, Table 8:3, is accurate.<br />
2. Describe the policies and practices put in place to ensure the enrollment of all eligible children into the <strong>Public</strong> Prekindergarten Program as described in<br />
COMAR 13A.6.02.<br />
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<strong>City</strong> <strong>Schools</strong> has revised its pre-kindergarten registration policies to ensure that all eligible children are enrolled in public prekindergarten programs, in<br />
compliance with COMAR 13A.6.02. These include:<br />
Streamlining priority codes by moving from six priorities to three. This change was instituted in an effort to simplify the pre-kindergarten<br />
registration process so that:<br />
- <strong>Schools</strong> and parents more easily understand what priority code their children fall under and what the concomitant responsibilities are for<br />
the school and the parents.<br />
- There are fewer barriers to registration, as parents have fewer requirements for demonstrating the priority code that their children fall<br />
under.<br />
Revising the pre-kindergarten early admission procedures and requirements so that our policy is in compliance with state regulations and is more<br />
inclusive toward academically needy children.<br />
- <strong>City</strong> <strong>Schools</strong> opened the window for early admission to pre-kindergarten by extending the deadline for turning 4 to October 15 th . In<br />
addition, <strong>City</strong> <strong>Schools</strong> eliminated the testing requirement for early admission and replaced it with a checklist that parents can use to<br />
demonstrate academic need.<br />
The development of new tools that will allow the ELO to track pre-kindergarten registration and assist parents and schools with finding placements<br />
for eligible children.<br />
- The ELO has created an online vacancy list that is connected to the <strong>City</strong> <strong>Schools</strong> Student Management System so that it counts the number<br />
of pre-kindergarten registrations to date. Refreshed nightly, the vacancy list provides an updated count of the number of students<br />
registered at each school. The vacancy list serves two important purposes:<br />
� It allows registration to be monitored so that <strong>City</strong> <strong>Schools</strong> can target areas with vacancies for marketing efforts.<br />
� It assists schools that are full with finding a school nearby with vacancies to send any additional parents who live in the zone.<br />
- The ELO has also created a pre-kindergarten school locator that is available to the public on the <strong>City</strong> <strong>Schools</strong> website. This locator lists the<br />
three closest schools with pre-kindergarten programs to all the elementary schools within <strong>Baltimore</strong> <strong>City</strong>. This tool can be used by parents<br />
and secretaries who are trying to find an alternate placement when pre-kindergarten classes begin to fill up.<br />
<strong>City</strong> <strong>Schools</strong> has moved pre-kindergarten registration and marketing from the ELO to the Office of Student Placement in recognition of the Office<br />
of Student Placement’s expertise in the area or registration. This move is expected to result in an increased pace of filling pre-kindergarten seats<br />
for the <strong>2010</strong>-2011 School Year.<br />
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Gifted and Talented Programs<br />
A. List the goals, objectives, and strategies for the Gifted and Talented Program student identification and services along with the progress made in 2009-<br />
<strong>2010</strong> toward meeting those goals, objectives, and strategies. Include supporting data as needed to document progress.<br />
The <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) continues to make progress in meeting the needs of more gifted and talented students through a number of<br />
challenging programs and services. The programs and services include Primary Talent Development (PTD), The School wide Enrichment Model, The Ingenuity<br />
Project, Advanced Placement (AP), and the International Baccalaureate (IB) Programmes.<br />
A. Primary Talent Development<br />
Goal: Implementing Primary Talent Development as a part of the <strong>City</strong> <strong>Schools</strong> Systemic Gifted and Talented Education Program.<br />
Primary Talent Development (PTD) is provided to all primary students (Pre-K - 2). It provides all primary (includes special education and ESOL) students with<br />
opportunities to demonstrate potential and/or advanced learning capabilities. Teachers must complete two PTD Cumulative Behavioral REPI Scales each year to<br />
identify student strengths and potential. The PTD Cumulative Behavioral REPI Scales are used at the end of grade two along with other criteria for identifying<br />
students for the gifted program.<br />
Professional Development<br />
Four professional development sessions were held for primary teachers in Primary Talent Development in SY 2009-<strong>2010</strong>. The first training was held on<br />
Wednesday, August 26, 2009, for all pre-kindergarten and kindergarten teachers. The second training was held on Saturday, September 26, 2009, for all first<br />
grade, and second grade teachers. The third training was held on Thursday, January 28, <strong>2010</strong>, for all primary teachers. The fourth training was held on Saturday,<br />
March 20, <strong>2010</strong>. On each of the four occasions, two types of trainings were provided. The first training was provided for teachers who had never been trained<br />
in PTD. The second was provided for teachers who had previously been trained but who needed an introduction to the implementation of the newly-revised<br />
Primary Talent Development Guide.<br />
The sessions on August 26 th , September 26 th , and March 20 th were held at the Loyola Conference Center. The session on January 28 th was held at Moravia Park<br />
Elementary/Middle School #105. The Power Point presentations used for the trainings were posted on the Teacher Support System (TSS) for teachers to review.<br />
Teachers were given a variety of resource materials which included a newly revised guide, a CD with the program elements, a DVD, and selected books identified<br />
for use in the program.<br />
Curriculum/Program<br />
100% of the teachers trained received the newly revised Primary Talent Development Guide and/or the CD with the contents of the guide and a DVD<br />
demonstrating the importance of the implementation of the program.<br />
Teachers were given a variety of resource materials which included Teaching Young Gifted Children in the Regular Classroom.<br />
Gifted and Talented Page 215
Lessons related to each PTD lesson module were posted on the Teacher Support System, TSS for teachers’ use in implementing the lessons.<br />
Assessment<br />
The teachers of students in pre-kindergarten (Pre-K) through grade 2 completed the assessment results for their students based on observations of the Primary<br />
Talent Development (PTD) indicators. They posted results in November and again in April on the same set of indicators. The results were captured online via the<br />
Online Assessment Reporting System (OARS).<br />
There are seven indicators for the Primary Talent Development Cumulative Behavioral REPI Scale. Teachers assess the level of progress for those indicators that<br />
are selected for the grade level of the student. Over the four years of development, the results of all seven indicators are captured. Overall improvement from<br />
the fall assessment period to the spring assessment period was recorded for all assessed levels.<br />
Pre-K students showed improved levels of development for the Perceptive and the Communicative behavioral indicators increasing those in the<br />
independent levels by 16.8% and 17.2% respectively from the fall assessment period to the spring assessment period.<br />
Kindergarten students showed improved levels of development for indicators for Perceptive (12.3% growth), Inquisitive (12.9% growth), Communicative<br />
(12.4% growth), and Persistence (12.5% growth) behaviors.<br />
First grade students showed improved levels of development for the indicators for Perceptive (6.8% growth), Creative (8.4% growth), Resourceful (8.5%<br />
growth), and Persistence (7.8% growth) behaviors.<br />
Second grade students showed improved levels of development for the indicators for Inquisitive (10.2% growth), Creative (8.6% growth), Resourceful<br />
(7.9% growth), and Leadership (10.1% growth) behaviors.<br />
Pre-Kindergarten<br />
Spring results of the Cumulative Behavioral REPI Scales for the Pre-K students seem to indicate that 26.3% are at an independent level (transfers patterns and<br />
relationships to new situations), 32.9% are at a progressing level (seeks and examines novel patterns), and 40.8% are at a readiness or emergent level<br />
(recognizes basic patterns in the environment or applies an understanding of similarities and differences) for the Perceptive indicator.<br />
The Communicative indicator results for Pre-K students seem to show that 26.9% are at an independent level (transfers patterns and relationships to new<br />
situations), 33% are at a progressing level (expands on ideas and compares and contrasts), and 40.1% are at a readiness or emergent level (expresses ideas and<br />
provides additional information or expresses ideas simply but clearly).<br />
Kindergarten<br />
Spring results of the Cumulative Behavioral REPI Scales for kindergarten students seem to indicate that 24.9% are at an independent level (transfers patterns and<br />
relationships to new situations), 36.9% are at the progressing level, and 32% are at the emergent or readiness levels for the Perceptive indicator.<br />
The Inquisitive indicator results for kindergarten students seem to show that 24.1% are at the independent level (asks complex questions to initiate and<br />
complete investigations), 34.4% are at the progressing level (asks complex questions to initiate investigations), and 41.5% are at the emergent or readiness levels<br />
(asks questions on topics of interest or demonstrates curiosity and actively seeks new ideas).<br />
Gifted and Talented Page 216
The Communicative indicator results for kindergarten students seem to show that 24.8% are at the independent level (transfers patterns and relationship to new<br />
situations), 35.4% are at the progressing level (expands on ideas and compares and contrasts), and 39.7% are at the readiness or emergent levels (expresses<br />
ideas simply but clearly and expands on ideas and provides additional information).<br />
The Persistence indicator results seem to show that 23.2% are at the independent level (analyzes, tests, and verifies conclusions), 34.7% are at the progressing<br />
level (analyzes the situation and continues to search for information), and 42.1% are at the emergent or readiness levels (stays on task for a reasonable period of<br />
time and looks for more than one way to accomplish a task).<br />
First Grade<br />
Spring results of Cumulative Behavioral REPI Scales for first grade students seem to indicate that 20.6 are at an independent level (transfers patterns and<br />
relationships to new situations), 41.9% are at the progressing level (seeks and examines novel patterns and relationships), and 37.5% are at the readiness or<br />
emergent levels (recognizes basic patterns in the environment or applies an understanding of similarities and differences) for the Perceptive indicator.<br />
The Creative indicator results for first grade students seem to show that 20.7% are at the independent level (synthesizes materials/ideas to create original uses<br />
and relationships), 41.3% are at the progressing level (uses fluency and flexibility to view ideas in new and unusual ways), 38% are at the emergent or readiness<br />
levels (explores materials and ideas freely and expands on materials/ideas and adds details).<br />
The Resourceful indicator results for first grade seem to show that 20.2% are at the independent level (experiments and improvises to solve problems<br />
effectively), 40.2 are at the progressing level (initiates adaptations and adjustments to be more effective), and 39.6% are at the readiness and emergent levels<br />
(recognizes and uses available materials to complete a task or adapts to new uses and situations).<br />
The Persistence indicator results for first grade students seem to show that 19.8% are at the independent level (analyzes, tests, and verifies conclusions), 41.4%<br />
are at the progressing level (analyzes the situation and continues to search for information), 38.7% are at the readiness or emergent levels (stays on task for a<br />
reasonable period of time or looks for more than one way to accomplish a task).<br />
Second Grade<br />
Spring results of the Cumulative Behavioral REPI Scales for second grade students seem to indicate that 25.8% are at the independent level, 37.1% are the<br />
progressing levels and 37.1% are at the emergent or readiness levels for the Inquisitive indicator.<br />
The Creative indicator results seem to show that 24.6% are at the independent level (synthesizes materials/ideas to create original uses and relationships),<br />
41.1% are at the progressing level (uses flexibility to view materials and ideas in new and unusual ways), and 34.3% are at the readiness or emergent levels<br />
(explores materials and ideas freely or expands on materials/ideas and adds details).<br />
The Resourceful indicator results seem to show that 23.8% are at the independent level (experiments and improvises to solve problems effectively), 39.8% are at<br />
the progressing level (initiates adaptation and adjustments to be more effective), and 36.4% are at the readiness or emergent levels (recognizes and uses<br />
available material to complete a task or adapts material to new uses and situations).<br />
Gifted and Talented Page 217
The Leadership indicator results for second grade students seem to show that 25.6% are at the independent level (organizes a group to implement a plan of<br />
action), 35.1% are at the progressing level (influences others to participate in a task or adopt a plan), and 39.3% are at the readiness or emergent levels<br />
(interacts effectively with group on assigned tasks or initiates ideas and listens to ideas and concerns of others).<br />
School wide Enrichment Model<br />
Goal: Implementing the School wide Enrichment Model as a part of the <strong>City</strong> <strong>Schools</strong> Systemic Gifted and Talented Education Programs and Services in order<br />
to identify and provide gifted and talented students with appropriately challenging programs.<br />
Curriculum/Program<br />
For the <strong>2010</strong>-2011 school year, <strong>City</strong> <strong>Schools</strong> will continue to use the School wide Enrichment Model (SEM) as its systemic model for gifted learners. This model<br />
addresses the educational needs of all students ranging from struggling learners to advanced students. The School wide Enrichment Model is also designed to<br />
promote diversity among fellow students, while promoting high levels of achievement, creative productivity, motivation, and respect for each student.<br />
<strong>City</strong> School teachers and administrators attended professional development sessions on Saturdays throughout the school year. All program managers for the<br />
first-year schools mentioned the value of professional development in helping them implement the SEM program. During these professional development<br />
sessions, teachers were taught to incorporate a variety of differentiation strategies into their instructional practices. According to the reports from first-year<br />
SEM schools (n=29) that submitted data, if the principal and program manager work well together, the first-year progress is substantial.<br />
The Evaluation focus was in two parts: first-year SEM schools and second to sixth year schools with SEM programs. Practices and outcomes of SEM program<br />
implementation in 29 elementary and middle schools designated as first-year SEM schools in 2009-<strong>2010</strong> were examined. These schools did not participate in the<br />
initial rollouts of the GATE systemic plan during SY2004 through SY2009. The primary purpose of the SY2009-<strong>2010</strong> evaluation was to examine the steps taken<br />
and progress made by the 29 first-year SEM schools in development of programming for gifted and talented students. The evaluation questions for the first-year<br />
SEM schools included:<br />
1. Did the “1 st Year” school identify and put in place key personnel and resources for the education of gifted and talented students? (i.e. Program manager,<br />
SEM team, budget)<br />
2. Did the “1 st Year” school faculty participate in professional development opportunities related to SEM program implementation?<br />
3. Did the “1 st Year” school establish procedures for the identification of academically gifted and talented students?<br />
4. Did the “1 st Year” school provide differentiated curriculum and instruction for identified gifted and talented students?<br />
Invitations to participate in formal interviews were extended to the 29 first-year SEM program managers. Five of the program managers (17%) agreed to<br />
participate. The formal interviews were conducted at the program managers’ schools and at their convenience. Individual sessions ranged in length from 40<br />
minutes to 3 hours. A common interview guide (set of questions) was used for each the sessions. All interviews were recorded, transcribed for analysis, and<br />
were supplemented with field notes. Informal interviews with three additional first year SEM program managers were conducted at the GATE Culminating<br />
Gifted and Talented Page 218
Activity held on May 22, <strong>2010</strong>. The informal interviews were 10-15 minutes in duration and field notes of responses were taken. Anonymity of all informants<br />
was assured. Those who participated in interviews represented 28% of all first-year SEM program managers.<br />
Progress in implementation of SEM program elements is uneven among first-year schools. There are several program elements that are critical to the<br />
implementation of the School wide Enrichment Model. These include identification of a program manager, the creation of an SEM school team, participation in<br />
professional development to learn about gifted education, and designated school funds for program operation.<br />
The majority of first-year schools (80%) had teachers, media specialists, and/or school counselors in the role of SEM program manager. All of the first-year<br />
schools reported participation in professional SEM development sessions provided by the school district. Program managers reported that they regularly<br />
communicated with their administrators about the SEM program (80%). SEM first-year schools have made moderate progress in the identification of gifted<br />
students. Processes for identification of academically gifted and talented students in the first-year schools was informal (80%) and driven by the program<br />
manager. The domains for identification were based largely on availability of advanced options already in place within the school—science units, reading<br />
activities, math.<br />
Second to sixth year SEM schools were part of the initial rollouts of the GATE systemic plan. Indications in these schools are that the majority of these schools<br />
have improved in both identification of and services for children with high academic potential. The evaluation questions for the SY 2009-<strong>2010</strong> for second to sixth<br />
year SEM schools included:<br />
1. Did the second to sixth year SEM school systematically identify academically gifted and talented students for the purpose of matching student learning<br />
needs to programming options?<br />
2. Did the second to sixth year SEM school systematically provide differentiated curricular and instructional opportunities designed to meet the specific<br />
needs of identified gifted and talented students?<br />
3. Did implementation of the SEM program in the second to sixth year school have a quantitative and qualitative impact on the learning and achievement<br />
of gifted and regular students?<br />
4. Did the second to sixth year SEM school maintain or make progress in providing appropriate education for academically gifted and talented students.<br />
Overall progress for schools with pre-existing SEM programs (n=10)<br />
Gifted and Talented Page 219
Table 1 - Responses for SEM Program Feature/Implementation (n=10)<br />
Program Feature In Place Not in Place<br />
Designated Program<br />
Manager<br />
90% 10%<br />
Designated GATE budget 80% 20%<br />
Professional Development<br />
Attendance<br />
80% 20%<br />
Designated SEM Team 60% 40%<br />
Regular program<br />
communication with school<br />
administration<br />
90% 10%<br />
Gifted and Talented Page 220
Table 2 - Responses for Identification of SEM “Talent Pool” Students (n=10)<br />
Table 3 - Differentiation/ Enrichment Activities (n=10)<br />
SEM Program Feature In Place Not in Place<br />
Formal identification of<br />
“Talent Pool”<br />
Informal identification of G/T<br />
students, others for<br />
enrichment<br />
70% 30%<br />
30% 70%<br />
Use of multiple criteria 60% 40%<br />
Formal documentation<br />
and/or record keeping<br />
40% 60%<br />
SEM Program Feature Yes No<br />
Provided regular<br />
differentiated instruction<br />
90% 10%<br />
Type 1 Enrichment 80% 20%<br />
Type 2 Enrichment 90% 10%<br />
Type 3 Enrichment 40% 60%<br />
Overall<br />
Advanced/Accelerated<br />
Academic Classes for “Talent<br />
Pool Students”<br />
SEM Program Feature Range of “Yes”<br />
Responses<br />
Specific Special Classes,<br />
Grouping for Advanced<br />
Instruction<br />
70% 30%<br />
Range of “No”<br />
Responses<br />
20-60% 40-80%<br />
Gifted and Talented Page 221
Table 4 - Impact on SEM General Student Learning (n=10)<br />
Table 5 - Impact on SEM “Talent Pool” (n=4)<br />
Area of Impact Positive impact<br />
Academic Performance 100%<br />
Behavior/Attitude 100%<br />
Attendance/Participation 100%<br />
Area of Impact Positive impact No, little impact<br />
Academic Performance 80% 20%<br />
Behavior/Attitude 80% 20%<br />
Attendance/Participation 80% 20%<br />
All schools indicated progress during SY 2009-<strong>2010</strong> compared to previous years. One third (33.3%) reported moderate or mixed progress during SY 2009-<strong>2010</strong><br />
compared to previous years. One third (33.3%) reported good progress during SY 2009-<strong>2010</strong> compared to previous years. One third (33.3%) reported great<br />
progress during SY 2009-<strong>2010</strong> compared to previous years.<br />
Professional Development<br />
A variety of informational meetings and professional development sessions were held for administrators and teachers who were implementing the School wide<br />
Enrichment Model for the SY 2009-<strong>2010</strong>. These informational meetings and trainings are listed below:<br />
Six School wide Enrichment Model sessions were held from September 2009 to March <strong>2010</strong>. Administrators and teachers were provided with<br />
information about how to implement the SEM at all grade levels, including specific training and awareness of Advanced Placement opportunities. A<br />
variety of resource materials were distributed to participants.<br />
Site-based SEM training provided by consultants and central office staff – From October 2009 to May <strong>2010</strong>, staff of SEM schools were provided with<br />
information regarding the implementation of the SEM.<br />
The Maryland State Conference on Gifted and Talented Education – Central office staff as well as staff from SEM schools participated in the state<br />
conference in October, 2009, entitled: I 3 Invention, Innovation, and Ingenuity.<br />
NAGC (National Association for Gifted Children) – In November 2009, central office staff and staff members from several participating schools<br />
attended the national conference in St. Louis, Missouri.<br />
Gifted and Talented Page 222
Assessment<br />
The chart represents the available data of students receiving gifted and talented services. This data was entered into the Student Management System (SMS) in<br />
June of <strong>2010</strong>. Based on reports from 170 schools, 5,070 students received gifted and talented services. Of the total students, 2,979 students were enrolled in<br />
Elementary or Pre-k – 8 schools and 2,091 students were enrolled in middle or high schools.<br />
Across all students who received gifted and talented services, the most common areas which students received gifted and talented services were MTLA-<br />
Mathematics/Language Arts (n=1302), followed by MTRD-Mathematics/Reading (n=1000) and MTSC-Mathematic/Sciences (n=519). Table 2 displays the number<br />
of students receiving gifted services across 19 areas of giftedness.<br />
Table 2 - Number of students receiving gifted services across 19 areas of giftedness during the 2009-<strong>2010</strong> school year (n=5,070).<br />
AREA OF GIFTEDNESS TOTAL<br />
LA-Language Arts 344<br />
LASC-Language Arts/Science 94<br />
LASS-Language Arts/Social Studies 130<br />
LATE-Language Arts/Technology 7<br />
LAVA-Language Arts/Visual/Performing Arts 99<br />
MT-Mathematics 749<br />
MTLA-Mathematics/ Language Arts 1302<br />
MTRD-Mathematics/Reading 1000<br />
MTSC-Mathematics/Science 519<br />
MTSS-Mathematics/Social Studies 18<br />
MTTE-Mathematics/Technology 13<br />
MTVA-Mathematics/Visual/Performing Arts 42<br />
RD-Reading 288<br />
RDSC-Reading/Science 7<br />
RDSS - Reading Social Studies 9<br />
SC-Science 87<br />
SS-Social Studies 21<br />
TE-Technology 13<br />
VA-Visual/Performing Arts 328<br />
Total # of students 5,070<br />
Gifted and Talented Page 223
B. The Ingenuity Project<br />
Goal: Implementing the Ingenuity Program as a part of the <strong>City</strong> <strong>Schools</strong> Systemic Gifted and Talented Education Programs and Services in order to provide<br />
gifted and talented students with appropriately challenging programs.<br />
The Ingenuity Project continues to provide an advanced mathematics and science program to students who qualify for the rigorous program. The Ingenuity<br />
Project, a non-profit organization, is a multi-year program designed to give selected <strong>Baltimore</strong> <strong>City</strong> students a rigorous and enriched program of studies.<br />
Ingenuity has been a joint effort of the <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong>, the Abell Foundation and <strong>Baltimore</strong>’s philanthropic community. Enrollment is citywide,<br />
serving a diverse population, with programming for middle and high school students. Once admitted, assuming standards are met, students automatically<br />
advance through the grades at the school level of admittance.<br />
Gifted and Talented Page 224
PARTICIPANT RECRUITMENT AND SELECTION<br />
Ingenuity will serve a projected 495 students in grades six through twelve in the <strong>2010</strong>-2011 school year, an increase of 6% over last year. Ingenuity continues to<br />
grow at Hamilton Elementary/Middle School with the addition of the eighth grade class and at Mt. Royal where there will be two Ingenuity sixth grade classes.<br />
Table 3 – Enrollment by School and Grade Level<br />
School<br />
Name<br />
<strong>Baltimore</strong><br />
Polytechnic<br />
Institute<br />
Currently, 50% of the students are male and 50% female.<br />
Grades<br />
Served<br />
2008-2009<br />
# of<br />
Regular<br />
Education<br />
Students<br />
2008-2009 #<br />
of Special<br />
Education<br />
Students<br />
2009-<strong>2010</strong><br />
# of<br />
Regular<br />
Education<br />
Students<br />
Increase<br />
in # of<br />
Students<br />
9-12 139 0 137 -2<br />
Roland Park 6-8 181 2 182 + 1<br />
Mt. Royal 6-8 81 3 88 +7<br />
Hamilton 6-8 33 0 58 +25<br />
Totals 434 5 521 +31<br />
Ingenuity will continue to introduce strategies to prepare students for admission to the selective high school programs. The Ingenuity program will continue the<br />
summer prep courses and homework clubs. The dean of students will continue to work with academically fragile students and their families, an initiative to help<br />
students meet the academic standards.<br />
Gifted and Talented Page 225
Curriculum/Program<br />
The Ingenuity Project uses an accelerated and enriched curriculum developed by master teachers, emphasizing applied learning in the areas of mathematics,<br />
science, and research skills. The specific objectives are to:<br />
Conduct classes in enhanced mathematics and science education in conjunction with basic skill building;<br />
Design classrooms capable of supporting student research and participation in national competitions;<br />
Develop comprehensive after school and summer enrichment programs for Ingenuity students;<br />
Provide a learning environment capable of responding to the heterogeneous strengths of each class and individual; and<br />
Develop relationships with mentors at universities, medical institutions and biotechnology research centers to provide students access to professional<br />
networking relationships.<br />
C. Advanced Placement (AP)<br />
Goal: Implementing Advanced Placement (AP) as a part of the <strong>City</strong> <strong>Schools</strong> Systemic Gifted and Talented Education Programs and Services<br />
Curriculum<br />
The School wide Enrichment Model’s central goal for high schools is to increase the number of students enrolled in Advanced Placement courses and to increase<br />
the number of AP courses by one each year until a substantial number of AP courses are in place at each school. The focus is to use Type I, Type II and Type III<br />
strategies from the School wide Enrichment Model to accomplish this goal.<br />
Gifted and Talented Page 226
Listed below are two tables. Table 4 reflects the number of Advanced Placement courses offered in the <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> from 2004-2005 through<br />
2008-2009. Table 8 reflects the Advanced Placement courses and enrollment in 2009-<strong>2010</strong>.Table 4 -Number of Advanced Placement Courses Offered in the<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong>: 2004-2005 through 2009-<strong>2010</strong><br />
School Name Code 2004-05 2005-06 2006-07 2007-08 2008-09 2009-<strong>2010</strong><br />
Academy for College and<br />
Career Exploration<br />
Augusta Fells Savage<br />
Institute of Visual Arts<br />
Academy<br />
427 2<br />
430 1<br />
<strong>Baltimore</strong> <strong>City</strong> College 480 8 5 7 5 10 7<br />
<strong>Baltimore</strong> Polytechnic<br />
Institute<br />
<strong>Baltimore</strong> School for the<br />
Arts<br />
Carver Vocational-Technical<br />
High School<br />
ConneXions Community<br />
Leadership Academy<br />
403 10 12 14 15 14 16<br />
415 4 2 2 2 1<br />
454 3<br />
325 1<br />
Coppin Academy 432 2<br />
Digital Harbor High School 416 3 4 7 6<br />
Doris M. Johnson High 426 2<br />
Dr .W.E.B Dubois High 418 1 1 2 4 5 6<br />
Edmondson-Westside High 400 0 1 1 1 2 2<br />
Forest Park High 406 0 0 1 2 0 3<br />
Frederick Douglass High 450 0 0 0 2 5 7<br />
Friendship Academy of<br />
Science & Technology<br />
Friendship Academy of<br />
Engineering & Technology<br />
338 1<br />
339 1<br />
Gifted and Talented Page 227
School Name Code 2004-05 2005-06 2006-07 2007-08 2008-09 2009-<strong>2010</strong><br />
Heritage High 425 3 6<br />
Institute of Business &<br />
Entrepreneurship<br />
435 3<br />
MD Acad. of Tech. & Health 331 1 1<br />
Maritime Industries<br />
Academy<br />
431 3<br />
Mergenthaler Voc. Tech. 410 1 2<br />
New Era Academy 422 1 2 4 4<br />
Northwestern High 401 3 5 3 3 3 5<br />
Patterson High 405 7 7 7 8 8 8<br />
Paul Laurence Dunbar High 414 4 4 6 5 6 7<br />
Reginald F. Lewis High 419 1<br />
Renaissance Academy High 433 1 4<br />
Southside Academy 181 3 4 4 4<br />
<strong>Baltimore</strong> Talent<br />
Development High<br />
Vivien T. Thomas Medical<br />
Arts Academy<br />
428 2 0 0<br />
429 2<br />
W.E.B. DuBois High 418 6<br />
Western High 407 6 9 8 6 7 11<br />
District Totals 47 48 52 65 83 122<br />
The number of AP courses offered increased by 32 percent. There were 122 courses offered during the 2009-<strong>2010</strong> school year compared to 83 offered during<br />
the 2008-2009 school year.<br />
Gifted and Talented Page 228
Table 5 – Current Advanced Placement Courses Offered and Enrollment (2009 – <strong>2010</strong>)<br />
School Name Code<br />
Academy for College and<br />
Career Exploration<br />
Augusta Fells Savage<br />
Institute of Visual Arts<br />
Academy<br />
Number<br />
of Courses<br />
Offered<br />
427 2<br />
430 1<br />
Number<br />
of<br />
Students<br />
<strong>Baltimore</strong> <strong>City</strong> College 480 7 285<br />
<strong>Baltimore</strong> Polytechnic<br />
Institute<br />
<strong>Baltimore</strong> School for the<br />
Arts<br />
Carver Vocational-Technical<br />
High<br />
ConneXions Community<br />
Leadership Academy<br />
403 16<br />
415 1<br />
454 3<br />
325 1<br />
Gifted and Talented Page 229<br />
31<br />
40<br />
410<br />
Coppin Academy 432 2 33<br />
Digital Harbor High 416 6 76<br />
Doris M. Johnson High 426 2 40<br />
Dr .W.E.B Dubois High 418 6 95<br />
Edmondson-Westside High 400 2<br />
Friendship Academy of<br />
Science & Technology<br />
Friendship Academy of<br />
Engineering & Technology<br />
338 1<br />
339 1<br />
Forest Park High 406 3 51<br />
Frederick Douglass High 450 7 69<br />
Heritage High 425 6 76<br />
18<br />
31<br />
15<br />
25<br />
24<br />
23
School Name Code<br />
Institute of Business &<br />
Entrepreneurship<br />
Maritime Industries<br />
Academy<br />
Number<br />
of Courses<br />
Offered<br />
435 3<br />
431 3<br />
Number<br />
of<br />
Students<br />
MD Acad. of Tech. & Health 331 1 12<br />
Mergenthaler Voc. Tech.<br />
High<br />
410 2<br />
New Era Academy 422 4 53<br />
Northwestern High 401 5 156<br />
Patterson High 405 8 119<br />
Paul Laurence Dunbar High 414 7 100<br />
Reginald F. Lewis High 419 1 16<br />
Renaissance Academy High 433 4 69<br />
Southside Academy 181 4 48<br />
Vivien T. Thomas Medical<br />
Arts Academy<br />
429 2<br />
Western High 407 11 403<br />
District Totals 122 2,487<br />
Thirty (30) schools offered AP courses in 2009-10 compared to 16 schools in 2008-2009. The number of schools offering AP courses increased by 46.7<br />
percent. A total of 2,487 students participated in AP courses in the 2009-<strong>2010</strong> school year. AP enrollment increased 57.1 percent from the previous 2008-<br />
2009 school year.<br />
Gifted and Talented Page 230<br />
37<br />
79<br />
22<br />
31
D. International Baccalaureate<br />
Goal: Implementing the International Baccalaureate Program as a part of the <strong>City</strong> <strong>Schools</strong> Systemic Gifted and Talented Education Program.<br />
Primary Years Programme (PYP)<br />
Curriculum and Program<br />
As an International Baccalaureate World School, Thomas Jefferson Elementary/Middle School #232 continues to implement the guidelines of the International<br />
Baccalaureate Programme (IBO). All of the elementary students who attend Thomas Jefferson Elementary/Middle School #232 participate in the IBO<br />
Programme.<br />
Using the <strong>City</strong> <strong>Schools</strong> curriculum, Thomas Jefferson continues to implement the IBO framework to instruct students. Thomas Jefferson is utilizing the<br />
technology program Rubicon by Atlas to ensure that the IBO units are aligned with the Voluntary State Curriculum (VSC).<br />
Thomas Jefferson is currently preparing for its reauthorization visit in November by completing the self study for the International Baccalaureate Programme.<br />
This study is used to review the progress of the school as it relates to the IB standards. All elementary students participate in the PYP. This number is currently<br />
343.<br />
Professional Development<br />
Two teachers attended New Teacher Orientation at Thomas Jefferson. One teacher attended an IB sponsored Level III Early Childhood workshop in <strong>Baltimore</strong>,<br />
Maryland. Three teachers attended an IB sponsored Level II Inquiry workshop in <strong>Baltimore</strong>, Maryland. One teacher attended an IB sponsored Level III Science<br />
and Social Studies workshop in <strong>Baltimore</strong>, Maryland. The librarian attended an IB sponsored Level II Pedagogical Leadership workshop in <strong>Baltimore</strong>, Maryland.<br />
Two teachers attended the IBMA Network Session in Paul Burbank, Virginia. Two teachers attended the IBMA Network Session in Washington, D. C. The IB<br />
Coordinator attended the IBMA General Meeting at Anne Arundel Community College, the IBMA PYP Coordinators Round Table in Arlington, Virginia, the IBMA<br />
Network Session in Burbank, Virginia, the IBMA Network Session in Washington, D.C., Solution Tree Professional Learning Communities at Work Summit in<br />
Phoenix, Arizona, and the IBMA Coordinators Meeting in Fredericksburg, Virginia. The principal attended the IBMA Network Session in Paul Burbank, Virginia<br />
and the Solution Tree Professional Learning Communities at Work Summit in Phoenix, Arizona. Five teachers attended a School Based Professional Development<br />
– Planner & VSC Articulation.<br />
Four staff members are scheduled to attend the National Conference on Differentiated Instruction in Las Vegas in July.<br />
Gifted and Talented Page 231
Middle Years Programme (MYP)<br />
The Middle Years Programme (MYP) continues to provide instruction for identified students from grades 6 through 10. For SY 2009-<strong>2010</strong>, 30 students were<br />
enrolled at each grade level at William C. March Middle School #263. Students must apply for entrance into the Middle Years Programme at William C. March<br />
Middle School. Students are selected by high test scores and grades of 80 or above. All 30 eighth grade students successfully completed the eighth grade<br />
program. Students who qualify may continue the Middle Years Programme in grades nine and ten at <strong>Baltimore</strong> <strong>City</strong> College High School #480. For SY <strong>2010</strong>-2011,<br />
30 sixth graders will enter the school.<br />
William C. March Middle School #263 and <strong>Baltimore</strong> <strong>City</strong> College High School are pending authorization as an International Baccalaureate World School for the<br />
Middle Years Programme. All recommendations submitted during the visit by the authorization team were addressed and resolved. William C. March Middle<br />
School and <strong>Baltimore</strong> <strong>City</strong> College High School are now authorized as MYP <strong>Schools</strong>.<br />
Diploma Programme<br />
<strong>Baltimore</strong> <strong>City</strong> College High School #480 continues to be the only school in the <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> that offers the Diploma Programme. For SY 2009-<br />
<strong>2010</strong> the school underwent the IB Five-Year Self Study Evaluation. The self-study questionnaire is used for the evaluation of the IB program. It is used to<br />
measure the school’s progress towards achieving the required standards and practices in its implementation of the programme. The school must make a<br />
commitment to work towards meeting each standard and practice. The school’s Mission and Belief statements were reviewed and revised by all stakeholders.<br />
In grades 9 and 10, students participated in the IB Middle Years Programme that incorporates an interdisciplinary approach to learning and teaching. Students<br />
who committed to the full two-year IB curriculum will continue to be candidates for the IB Diploma. Students who elect to take up to five IB courses over a twoyear<br />
period are candidates for the IB certificate. Of the 28 International Baccalaureate Diploma courses that were offered at <strong>City</strong> College, 10 courses were<br />
taught at higher level expectancies. The IB Diploma participation increased from 40% of the junior and senior class to 45%, inclusive of students enrolled in one<br />
to seven Diploma level standard and higher level courses.<br />
Three hundred sixty-seven students were enrolled in the Diploma Programme, of which one hundred forty-seven were seniors who took four hundred twentynine<br />
exams.<br />
Identified teachers continue to attend workshops sponsored by IB.<br />
Professional Development<br />
Assessment<br />
IB students will continue to take final examinations that are provided by the International Baccalaureate Organization.<br />
Identify the strategies, including resource allocations that appear related to the 2009-<strong>2010</strong> progress.<br />
Gifted and Talented Page 232
<strong>City</strong> <strong>Schools</strong>’ Fair Student Funding Plan provides schools with a base allocation determined by projected enrollment, and additional per pupil allocations that are<br />
determined by student needs. Additional per public allocations are provided to Elementary/K-8 schools for students who have scored at the basic level on MSA,<br />
for students scoring at the advanced level, for students with disabilities, and for incoming kindergarten students who have been evaluated as not ready on<br />
MMSR.<br />
The chart represents the strategies and resources allocated that appear related to the progress. Supporting data has been provided.<br />
Table 6 – Strategies, resources, and supporting data for GATE programs<br />
Primary Talent Development<br />
Strategies Resources Supporting Data<br />
1. Disseminate and use the PTD lessons by <strong>City</strong> <strong>Schools</strong><br />
teachers.<br />
2. Provide training and technical assistance to Pre-k - 2<br />
teachers.<br />
3. Analyze student performance using the Cumulative<br />
Behavioral REPI Scale in order to differentiate instruction.<br />
4. Provide instructional materials that focus on incorporating<br />
rigorous teaching and learning practices.<br />
School wide Enrichment Model (SEM)<br />
1. Conduct professional development training sessions on the<br />
implementation of the School wide Enrichment Mode for<br />
all <strong>City</strong> <strong>Schools</strong>.<br />
2. Conduct professional development sessions for program<br />
mangers on the SEM and the systemic identification<br />
procedure.<br />
3. Provide instructional materials that focus on incorporating<br />
rigorous teaching and learning practices.<br />
Ingenuity Project<br />
Lessons to<br />
supplement<br />
identified modules<br />
Revised PTD Guide<br />
PTD Guide CD<br />
Resource materials/<br />
Books<br />
Technical support<br />
Central Office<br />
Support<br />
Resource materials/<br />
Books<br />
Technical support<br />
Incentives for<br />
teachers<br />
Central Office<br />
Support<br />
Consultants<br />
Lessons posted on TSS<br />
Teacher attendance sheets from<br />
professional development sessions<br />
Data compiled by SMS based on the teacher<br />
completed student Cumulative Behavioral<br />
REPI Scales<br />
Teacher attendance sheets from<br />
professional development training<br />
Evaluation forms from teachers<br />
participating in professional<br />
development training<br />
Data compiled by SMS on gifted<br />
identification<br />
Evaluation forms from principals and<br />
teachers on the site-based professional<br />
development sessions conducted by<br />
GATE staff and outside evaluator<br />
Gifted and Talented Page 233
Strategies Resources Supporting Data<br />
1. Continue to implement the communication plan To<br />
increase student participation in the Ingenuity Project.<br />
2. Continue to publicize the Ingenuity program and<br />
requirements through a variety of mediums as well as Open<br />
House events.<br />
3. Identify and review student acceptance by analyzing multicriteria<br />
such as report card scores, standardized test scores<br />
and teacher recommendations.<br />
Thomas Jefferson Elementary/Middle School (Primary Years<br />
Programme)<br />
Ensure high levels of program rigor as Thomas Jefferson<br />
continues to implement the required phases of the<br />
Primary Years Programme<br />
Teachers will continue to analyze students’<br />
performance by using formal and informal assessments<br />
William C. March Middle School (Middle Years Programme)<br />
Ensure high levels of program rigor as William C. March<br />
continues to implement the required phases of the<br />
Middle Years Programme.<br />
Teachers will continue to analyze students’<br />
performance<br />
assessments.<br />
by using formal and informal<br />
<strong>Baltimore</strong> <strong>City</strong> College High School (Diploma Programme)<br />
Ensure high levels of program rigor as <strong>Baltimore</strong> <strong>City</strong><br />
College continues to implement the required phases of<br />
the Diploma Programme.<br />
Contract to fund<br />
Ingenuity Project<br />
Central Office Support<br />
Central Office<br />
Support<br />
Fair Student Funding<br />
Title II, Part A Grant<br />
Funds<br />
Central Office<br />
Support<br />
Fair Student Funding<br />
Central Office<br />
Support<br />
Fair Student Funding<br />
Brochures mailed to parents and<br />
students informing them about<br />
Ingenuity<br />
Applications and letters mailed to<br />
eligible students/parents<br />
Information about the Ingenuity<br />
Program on the <strong>City</strong> <strong>Schools</strong> website<br />
Data compiled to review student<br />
acceptance into the Ingenuity Program<br />
Acceptance letters mailed to<br />
parents/students<br />
Certification as a World International<br />
Baccalaureate School<br />
Certification as a MYP school<br />
Commendations submitted by the IBO<br />
site evaluators<br />
Authorized as an MYP School<br />
5 year evaluation was successfully met<br />
Gifted and Talented Page 234
4. Describe where challenges are evident in meeting the Gifted and Talented Program goals, objectives, and strategies.<br />
Primary Talent Development<br />
In <strong>2010</strong>-2011 the major challenge will be to have Pre-k - 2 teachers select participation in the Primary Talent Development sessions over other required<br />
professional development.<br />
School wide Enrichment Model<br />
In <strong>2010</strong>-2011 one of the major challenges continues to be in having principals to support, implement, and move forward with the systemic gifted program in<br />
their schools. Another challenge will be to encourage principals to pay stipends from their budgets for the GATE professional development sessions.<br />
The Ingenuity Project<br />
In <strong>2010</strong>-2011 the major challenge will be to continue to provide financial support for the Ingenuity Program and to work within the parameters of the<br />
challenging economy to secure adequate funding.<br />
In <strong>2010</strong>-2011 the major challenge will be to continue to fund the programs.<br />
International Baccalaureate Programme<br />
Advanced Placement<br />
In <strong>2010</strong>-2011 the major challenge will be to continue to increase both the number of AP courses being offered and the enrollment in AP courses. Funding plays a<br />
major role in the scheduling of the courses. The 3 + 3 Grant has provided a start and the state has written a variety of grants to assist, but we are still trying to<br />
increase the number of students taking courses and sitting for exams. A proposal has been made for more on-line courses.<br />
5. Describe the changes or adjustments that will be made, along with the corresponding resource allocations to ensure sufficient progress. Include timelines<br />
where appropriate.<br />
In the 2009-2011 school year, schools throughout the district received support from The Networks. The network teams are groups of skilled generalists with<br />
specialization in academic achievement, operations and finance, student support, and special education. The network teams assisted the schools and will<br />
continue in sourcing services from within <strong>City</strong> <strong>Schools</strong> and from third parties. The network teams continue to work closely together to support principals. Roles<br />
Gifted and Talented Page 235
are clearly defined. Per the Guidance Document, all schools must implement a GATE program and should consider a per pupil allocation to support instructional<br />
resources for implementation of enrichment and/or gifted and talented programs. Suggested amounts are as follows:<br />
1. Elementary - $8 per student<br />
2. Middle Grades - $8 per student<br />
3. High School - $15-$20 per student<br />
There is still no GATE specialist position in the staffing model. The Director of Enrichment, along with support staff, will continue to provide professional<br />
development, guidance, and support to the network teams and to schools in order to provide appropriately challenging programs to gifted and talented<br />
students.<br />
The Chief Academic Officer has established an Advanced Academics Program Work Team to focus on assessing and reviewing the GATE program and its<br />
continuum of services. Specific goals of the team include the following:<br />
Providing appropriately challenging programs throughout the district to meet the needs of all students, including gifted students.<br />
Examining the fidelity of the implementation of the advanced academic programs, receiving periodic progress reports.<br />
Reviewing the admissions criteria for identifying students for the various advanced programs.<br />
Ensuring that differentiated instructional strategies are used to meet the unique needs of gifted students.<br />
Reviewing student data, ensuring that eligible students are participating in the appropriate programs and sitting for tests that encourage participation in<br />
programs that promote rigorous academic achievement such as Johns Hopkins University Center for Talented Youth (CTY), the Ingenuity Project and<br />
other advanced academic programs.<br />
Discussing and reviewing policy implications, accountability and support to the various advanced academic programs in <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong><br />
(<strong>City</strong> <strong>Schools</strong>).<br />
Examining the method of retrieving data from schools.<br />
Gifted and Talented Page 236
I.F.<br />
Cross-Cutting Themes
Educational Technology<br />
1. Identify the major technology goals that were addressed by the school system during the 2009-<strong>2010</strong> academic year. Include a description of:<br />
the progress that was made toward meeting these goals and a timeline for meeting them.<br />
the programs, practices, strategies, or initiatives that were implemented related to the goals to which you attribute the progress.<br />
supporting data and evaluation results as appropriate.<br />
Education Technology: <strong>City</strong> <strong>Schools</strong> has provided equipment, web-applications, and professional development in support of instructional technology<br />
activities and teacher retention. Information Technology Department (ITD) staff also continued to develop courses for teacher professional development<br />
to ensure that all <strong>City</strong> <strong>Schools</strong> teachers are able to integrate technology into daily instructional activities. Staff conducted both face-to-face and online<br />
workshops for teachers to demonstrate and model uses of technology and to disseminate information regarding technology literacy standards and <strong>City</strong><br />
<strong>Schools</strong> curriculum.<br />
Library Media: Teaching and Learning recognized the need to integrate technology into the curriculum and has begun the process of integrating<br />
technology into the subject area curriculum guides so that it appears seamless to teachers and students. Staff conducted professional development<br />
sessions for curriculum writers to model how to integrate technology into their writing. Through Title II Part D funds school libraries are being<br />
transformed into 21 st century information resource centers as well as to create an online to support High School social studies.<br />
Education Technology met the following MSDE Maryland Plan for Technology goals:<br />
Curriculum/Program<br />
Objective 1: Improve student learning through technology<br />
a. Library Media: Library Media began the process of cross walking the technology and information literacy standards with subject area curriculum so<br />
that the information literacy and technology curriculum are not standalone curricula.<br />
b. Library Media: Library Media continues to provide students equal access to online databases that support the curriculum.<br />
c. Library Media: School libraries are being converted to 21 st century information resources centers where students and teachers have access to<br />
resources and materials.<br />
d. Education Technology: ITD continues to collaborate with the Office of Teaching and Learning to post curriculum documents and curriculum<br />
resources into master courses that can be replicated to each teacher’s TSS course in order to provide a level set of resources for all teachers and<br />
students.<br />
e. Education Technology: ITD continues to support the Office of Teaching and Learning as they post curricular resources that support the home-school<br />
connection and enhance parent collaboration.<br />
Educational Technology P a g e | 238
f. Education Technology: ITD created 44,966 hybrid (online and face-to-face) courses in the TSS to be used by teachers to enhance instruction. These<br />
courses include resources created by the Office of Teaching and Learning for Mathematics. Also included are specific courses for Technology<br />
Literacy and Foundations of Technology and other Advanced Technology Courses.<br />
g. Education Technology: ITD continues to provide guidance and support to schools as they make decisions regarding the purchase of classroom,<br />
library and lab technologies as well as instructional software.<br />
h. Education Technology: Educational technologies continue to be supported throughout the district. Monthly meetings are held throughout the<br />
school year to provide teachers and school staff an opportunity to share what they are doing and to ask questions regarding how to better integrate<br />
technologies into instruction. Additionally, courses are have been developed and will be offered during the summer to provide teachers with a<br />
better understanding of the pedagogy of instructional technology.<br />
i. Education Technology: ITD has received resources from the Office of Teaching and Learning that allows the creation of the initial resource posting<br />
to the Master courses for the core subject areas in grades 1-8 and in the HSA tested courses for high school.<br />
j. Education Technology: ITD continues to ensure that all professional development activities are aligned to state and national education technology<br />
standards.<br />
Objective 3: Improve decision-making, productivity, and efficiency at all levels of the organization through the use of technology<br />
a. Library Media: The central open source library management system(LMS) continues to provide all schools access to school resources as well as<br />
resources available in other schools. This LMS provides librarians access to tools for circulation and organization of library resources.<br />
b. Education Technology: ITD continues to collaborate with various offices to provide school administrators quick access to vital school information via<br />
<strong>City</strong> <strong>Schools</strong> Principal’s Dashboard application.<br />
c. Education Technology: The Student Management System was expanded to include the entry of attendance and grade data by teachers districtwide.<br />
The PowerTeacher Gradebook, a companion application, was launched with limited teacher use in February <strong>2010</strong>. This application, an online<br />
gradebook tool for teachers, synchronize grade information with the SMS.<br />
Professional Development<br />
a. Library Media: Library Media continues to offer school librarians monthly professional development meetings to support the new technologies<br />
purchased through the Title II Part D allocations as well as other technologies used in school libraries.<br />
b. Education Technology: ITD continues to ensure that all professional development activities are aligned to state and national education technology<br />
standards.<br />
c. Education Technology: ITD staff has created and offered several face-to-face MSDE accredited professional development opportunities that focus<br />
on the use of district technology to increase student achievement. These include, Digital Storytelling, Integrating Digital Media, Microsoft Office<br />
Tools, Technology in the Classroom, Customizing Your TSS Course, and Interactive Whiteboards in the Classroom.<br />
Educational Technology P a g e | 239
d. Education Technology: ITD staff provided professional development opportunities to teachers and school staff to support the use of online courses<br />
and district applications. These sessions were offered at the school level as well as at the Technology Training Center. ITD staff provided face-toface<br />
instructional technology staff development to 1,355 teachers during the 2009/<strong>2010</strong> school year. Additionally, online support and training was<br />
provided to 2,205 teachers through online courses and organizations housed on the TSS.<br />
e. Education Technology: ITD staff has created and offered several online professional development activities for teacher professional development.<br />
These include an updated SMS course, Digital Awareness, Technology Literacy by Grade 8, and Cyberbullying. Other online professional<br />
development offerings are provided for Central Office and School staff to ensure comfort with enterprise business applications. These include<br />
Employee Self-Service, K12 Buy, Change Management, Command Center Training for Voice Over IP (VoIP), HEAT, and the Call Center, iRecruitment,<br />
eTR, and iLearn.<br />
f. Education Technology: ITD staff meets with principal designated “Technology Leaders” monthly to provide professional development and support<br />
for district applications and initiatives.<br />
Objective 2: Improve staff’s knowledge and skills to integrate technology into instruction<br />
a. Library media: <strong>City</strong> <strong>Schools</strong> librarians are provided opportunities to attend professional development that are follow up sessions to the intitial<br />
professional development for the use of laptop computers, LCD projectors, video cameras and other technologies.<br />
b. Library media: <strong>City</strong> <strong>Schools</strong> librarians and teachers are provided opportunities to attend professional development activities to further knowledge<br />
and expertise in the use of the 32 electronic databases provided through Library Media.<br />
c. Education Technology: ITD staff continued to provide professional development activities, guidance and support to ensure teachers who received<br />
education technologies were provided the knowledge and support necessary to effectively integrate the technology into instruction.<br />
d. Education Technology: ITD continued to provide support for teachers engaged in the instruction for the Foundations of Technology and Advanced<br />
Technology High School courses and the TL8 Middle Grade course. Each of these courses has a presence on the TSS in the form of a Master Course<br />
that is duplicated for every section being taught in a school. All of the curriculum and resources for these courses is housed in the online TSS course.<br />
As materials and resources are added to the courses, they are updated and made available.<br />
e. Education Technology: Parent and Community involvement continued to be a priority for ITD as the Parent Portal and Global Connect applications<br />
were more widely used, and the Parent Connect application launch is planned. Professional development and support continued to be provided to<br />
school staff and staff from the Office of Parent and Community engagement. Resources were created to ensure that school staff understand how to<br />
fully utilize TSS resources in order to make data and information more available to parents.<br />
Objective 5: Improve the instructional use of technology through research and evaluation<br />
a. Library Media: <strong>City</strong> <strong>Schools</strong> has partnered with other LSS on the TL8 grant and other ETT grants. The research and evaluation that is shared through<br />
the grants are shared and used in making decisions concerning instruction.<br />
b. Education Technology: K12-Insight was used for evaluation for and registration for Education Technology professional development offerings. In<br />
addition, a locally created application, iLearn was developed to serve as both the professional development catalog and course registration tool.<br />
c. Education Technology: ITD continues to stay current with new and emerging technologies through conference attendance, webinars, and research.<br />
Educational Technology P a g e | 240
Identify the key practices, programs, or strategies to which you attribute the progress. Include supporting data and evaluation results as appropriate.<br />
a. Library Media: Library media services are part of Teaching and Learning, this provides collaboration and the opportunity for information literacy and<br />
technology literacy standards to be integrated into all subject areas.<br />
b. Education Technology: Collaboration among departments and communication regarding district projects was consistent and ongoing, enabling the<br />
Information Technology Department (ITD) to provide the appropriate support to all organizations to ensure academic success.<br />
c. Education Technology: Data analysis tools indicate that usage of the district’s Learning Management System, the Teacher Support System (TSS),<br />
increased 44.72% from 80,810,816 page views between July 2008 and June 2009 to 116,951,369 page views between July 2009 and June <strong>2010</strong>. ITD<br />
also created 44,966 hybrid courses in the TSS to be used by teachers to enhance instruction.<br />
g. Education Technology: ITD staff provided face-to-face instructional technology staff development to 1,355 teachers during the 2009/<strong>2010</strong> school<br />
year. Additionally, online support and training was provided to 2,205 teachers through online courses and organizations housed on the TSS.<br />
<strong>City</strong> <strong>Schools</strong> is constantly examining and analyzing data to make effective decisions regarding the technology uses and needs in the district. Data from the<br />
Maryland State Department of Education Annual Technology Inventory in conjunction with <strong>City</strong> <strong>Schools</strong> Technology Plan provides the district with the<br />
supportive information about using allocated funds to purchase technologies. Additionally, the district has a high level of participation with the NetDay<br />
Speak Up Survey and the results reflect the direction and needs of district users. These data points help the district plan for professional development and<br />
support are made based upon the results of these surveys and data.<br />
<strong>City</strong> <strong>Schools</strong> examines and analyzes the data from the technology literacy assessment that all seventh graders took in school years 2008/09 and 2009/10.<br />
This analysis provided <strong>City</strong> <strong>Schools</strong> the information needed to begin to make curriculum changes. Additionally, the results from the Administrators and<br />
Teachers technology inventory were analyzed and the information is being used to guide the introduction of technology into curriculum.<br />
All decisions regarding the purchases of instructional technology, including new and emerging technologies continue to be made by schools with guidance<br />
and support of the Information Technology Department and related Departments. Standards for technology specifications are set for both hardware and<br />
software to ensure that the integrity of the network and district infrastructure is maintained at their highest level. The numbers of uses for the TSS, the<br />
district’s Blackboard tool, have grown over the years to the extent that we use it as a main means of distributing information throughout the district. The<br />
people involved in the review and decision making around the use of our Teacher Support System, as an eLearning and eCommunity development tool, were<br />
the head of the Instructional Technology Department, teachers, principals and ITD staff.<br />
Educational Technology P a g e | 241
2. Describe where challenges in making progress toward meeting the major technology goals are evident and the plans for addressing those challenges.<br />
Include a description of the adjustments that will be made to the Master Plan and local Technology Plan and timelines where appropriate.<br />
While much progress was made in meeting the Maryland Plan for Technology objectives, there remains significant work to be done. Funding has historically<br />
been difficult to obtain for instructional technology activities and continues to be the case. Additionally, facing the challenge of reluctant teachers who are<br />
hesitant to employ instructional technology strategies has been difficult to overcome. School leaders lack the training to fully understand the benefits of<br />
instructional technologies, thereby reducing the support for related activities and professional development. Finally, having a limited amount of staff to<br />
develop, create, and maintain digital curricula and resources has slowed the growth in the number of resources made available to students and teachers.<br />
Curriculum/Program<br />
a. Education Technology: With school-based decision making, individual schools make all purchasing and staff development decisions. This has led to<br />
spotty and inconsistent adoption of technology professional development programs and instructional applications.<br />
Professional Development<br />
a. Education Technology: Limited responses from school administrators concerning MSDE-required Annual Technology Inventory.<br />
b. Education Technology: Limited release time for Technology Leaders had a negative impact on meeting attendance.<br />
Educational Technology P a g e | 242
Challenge Plan Timeline<br />
With school-based decision making, all purchasing and<br />
staff development decisions are made by individual<br />
schools. This has led to spotty and inconsistent adoption<br />
of technology professional development programs and<br />
instructional applications.<br />
Limited responses from school administrators concerning<br />
MSDE-required Annual Technology Inventory.<br />
Limited release time for Technology Leaders had a<br />
negative impact on meeting attendance.<br />
ITD will continue to provide opportunities for<br />
professional development and will post all opportunities<br />
in the iLearn Professional Development catalog. ITD will<br />
also disseminate information about professional<br />
development programs and applications on the home<br />
page of the Teacher Support System.<br />
ITD staff will provide ongoing professional development<br />
to school administrators that will include information<br />
about the impact of educational technologies.<br />
Additional guidance and support will be provided to<br />
school administrators as the Annual Inventory task is<br />
administered at the school level.<br />
ITD will continue to provide monthly face-to-face<br />
professional development opportunities for Technology<br />
Leaders in conjunction with increased online “webinar”<br />
style meetings for those that are unable to leave the<br />
building to attend a meeting.<br />
July <strong>2010</strong> – June 2011<br />
July <strong>2010</strong> – June 2011<br />
July <strong>2010</strong> – June 2011<br />
3. Describe how the local school system is incorporating research-based instructional methods and the Maryland technology literacy standards for students,<br />
teachers, and school administrators into professional development to support teaching, learning, and technology leadership.<br />
Include a description of how the results of the student, teacher, and school administrator measurements have been used to inform professional<br />
development.<br />
All technology professional development decisions and opportunities are driven by data and current research. Data collected through the NetDay SpeakUp<br />
Survey and the TL8 assessment, along with solicited assistance from the district’s Office of Achievement and Accountability and recommendations provided<br />
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y leading instructional technology research groups such as The Gartner Group and InfoTech, provide help to determine how best to support the<br />
instructional programs using education technologies.<br />
Using research and current best practices, recommendations regarding equipment such as document cameras, interactive whiteboards, and mobile devices<br />
are provided to schools as they seek advice regarding technology purchasing. The district also incorporates these recommendations when advising schools<br />
on how best to incorporate Web 2.0 tools, student response systems, online assessment tools, and data analysis tools that are being used by teachers<br />
throughout the instructional program in order to provide authentic opportunities for student collaboration and communication as well as for data collection.<br />
Online and hybrid learning opportunities is an example of a district-wide project that was implemented based on data and feedback from teachers along<br />
with research about 21 st Century Learners. Teachers have the ability to work in a blended environment with their students. Every teacher and student has<br />
access to the district’s Blackboard © Learning Management System, aptly named the Teacher Student Support (TSS) System, in which courses are created that<br />
correspond to teachers’ scheduled courses and sections. Students are pre-populated into the courses and parents are given access to view the course<br />
materials and resources via the district’s Parent Portal. The TSS courses provide students the opportunity to access and interact with content during and<br />
outside of the school day, and gives access to the activities a student might have missed due to absence. Further, it provides parents an opportunity to get a<br />
view into what is happening in the classroom on a daily basis.<br />
In conjunction, the district’s instructional technology professional development programs are data driven and designed around current best practices. One<br />
such example is The Technology Leaders program, which was initiated in August of 2009 to offer schools the opportunity to provide leadership development<br />
to teachers while ensuring that the school leadership is aware of current instructional technology initiatives. Participating schools have designated a staff<br />
member to attend monthly meetings at which they receive the training and materials necessary to provide professional development to teachers at the<br />
school level, thereby ensuring that all teachers at participating schools are aware of the initiatives and projects while also allowing the designated staff to<br />
serve in a leadership role. In addition to the school-based training provided by Technology Leaders, other professional development opportunities are<br />
offered to schools in face-to-face, hybrid, and online models to ensure that staff has a high degree of comfort using the equipment, tools, and resources, as<br />
well as the competency necessary to effectively integrate it into instruction and to work in a hybrid environment. Courses are offered for MSDE credit along<br />
with non-credit courses and workshops both at the district and school levels.<br />
The district has also created a program called the Infinity Tech Team in which students provide professional development to teachers around instructional<br />
technology. The Infinity Tech Team project has been implemented at several schools, with more scheduled to be including in the upcoming school year.<br />
<strong>Schools</strong> participating in this program are provided the resources and professional development necessary to train a cadre of students who then use this<br />
newly acquired knowledge to train and support teachers as they utilize instructional technology resources.<br />
4. Describe how the local school system is ensuring the effective integration of technology into curriculum and instruction to support student achievement,<br />
technology/information literacy, and the elimination of the digital divide.<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> has a well-defined Instructional Technology Plan that outlines various strategies to provide the resources and professional<br />
development necessary to ensuring that all students have access to high-performance technologies as well as to content that supports 21 st Century<br />
technology skills.<br />
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With the knowledge that all teachers are not yet capable of fully integrating technology, the district has created several professional development programs<br />
that offer teachers the opportunity to learn how to better utilize technology as a component of daily instruction. The Technology Leaders program provides<br />
the opportunity for schools to designate a staff member to attend monthly meetings at which they receive the training and materials necessary to provide<br />
professional development to teachers at the school level. The Information Technology Department has dedicated staff to work with schools as they work to<br />
better utilize technologies for instruction. These staff members visit schools to assess instructional technology needs and then design professional<br />
development opportunities based upon these needs. Additionally, courses for MSDE credit related to the use of education technologies are offered to all<br />
teachers along with non-credit courses and workshops both at the district and school levels.<br />
In addition to professional development, the district has pushed many technology resources to teachers. All teachers have access to a dedicated teacher<br />
computer and the district’s student to computer ratio 3.7:1, with many schools dedicating funds for the purchasing of additional instructional technology<br />
equipment. Mobile laptop carts, classroom and lab computers, student response systems, interactive whiteboards, document cameras, graphing<br />
calculators, robotic programs, video distribution systems, and thin-client computing devices are examples of technologies available to students throughout<br />
the district.<br />
As curriculum is revised, and aligned with Common Core standards technology literacy standards are being integrated into all subject area curriculum.<br />
Technology literacy and information literacy curriculum for grades Kindergarten through grade 5 is not written as a standalone curriculum. The curriculum<br />
supports subject area curriculum by using topics, themes and essential questions from the subjects as the bases for all projects and products.<br />
5. Discuss how the local school system is using technology to support low-performing schools.<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> recognizes that not all schools are performing at the desired levels, and has been working to implement strategies that include<br />
technology to ensure that these schools have the opportunity to improve. The district has implemented an online benchmark tool that enables teachers to<br />
scan assessments and receive immediate feedback, thereby giving them the opportunity to make just-in-time decisions about instruction for all students.<br />
Additionally, the district is in the process of implementing a Data Warehouse project that will give teachers and administrators access to all relevant student<br />
data to further enhance the information necessary for data-driven instruction. Teachers also have access to a web-based gradebook that is enables them to<br />
quickly analyze grades and to map assignments to standards.<br />
The district is also using technology to further involve parents and guardians in the instructional process as well. Parents will have access to the online<br />
gradebook as well as to discipline and attendance information so that they can work with school staff to ensure that their children are on task and fully<br />
engaged with instruction.<br />
In addition to these resources that are provided to all schools, when additional resources become available, school need is a prime factor in determining<br />
how they are deployed and supported.<br />
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School Year <strong>2010</strong>-2011<br />
Educational Technology<br />
Priority 1: Providing information and educational technology support to ensure equitable access to all teachers and students in support of the<br />
instructional program.<br />
Objective 1a: Provide online and hybrid courses for students.<br />
Objective 1b: Provide professional development to instructional and administrative staff as related to information and education technologies.<br />
Strategies Grade Level Timeline<br />
Person/s<br />
Evaluation/<br />
Status Report<br />
Provide guidance and support<br />
for the implantation of the<br />
PowerTeacher Gradebook,<br />
Parent Portal and Parent<br />
Connect applications.<br />
Develop and implement online<br />
course resources for students.<br />
Develop and implement online<br />
courses for staff.<br />
Mo/Yr<br />
Responsible<br />
PreK-12 7/10-6/11 Office of Teaching<br />
and Learning<br />
Information<br />
Technology<br />
9-12 7/10-6/11 Office of Teaching<br />
and Learning<br />
Information<br />
Technology<br />
PreK-12 7/10-6/11 Office of Teaching<br />
and Learning<br />
Information<br />
Technology<br />
Evidence<br />
Online courses and resources developed<br />
and deployed via the TSS.<br />
Face-to-face refresher courses and<br />
online webinars offered monthly to<br />
teachers and school staff.<br />
Course enrollments and use of resources<br />
tracked via system administration tools.<br />
Utilize resources created by the Office of<br />
Teaching and Learning to create TSS<br />
Master Courses for each subject area to<br />
enable students to access course<br />
materials online.<br />
Track resource and course usage via<br />
system administration tools.<br />
Develop and deploy online courses for<br />
teachers as related to education<br />
technology.<br />
Post available courses in iLearn and use<br />
iLearn system tools to monitor<br />
registration and track enrollment.<br />
Monitor participant evaluations to<br />
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Develop and implement the<br />
Technology Leaders Program in<br />
order to provide professional<br />
development to school-based<br />
staff.<br />
Provide instructional and<br />
administrative technology<br />
support to the Network<br />
Associates.<br />
Provide face-to-face and hybrid<br />
professional development for<br />
staff.<br />
Develop and implement the<br />
“Infinity Tech Team” project in<br />
which student teams deliver<br />
professional development to<br />
teachers in the area of<br />
educational technology.<br />
PreK-12 7/10-6/11 Information<br />
Technology<br />
PreK-12 7/10-6/11 Network<br />
Leadership<br />
Information<br />
Technology<br />
PreK-12 7/10-6/11 Information<br />
Technology<br />
PreK-12 7/10-6/11 Information<br />
Technology<br />
ensure topics are meeting participant<br />
needs.<br />
Analysis of TSS usage data indicates a<br />
growth in usage of the TSS in schools<br />
that send a representative to training.<br />
Monitor participant evaluations to<br />
ensure topics are meeting participant<br />
needs.<br />
Monitor participant evaluations to<br />
ensure topics are meeting participant<br />
needs.<br />
Develop and deploy professional<br />
development courses for teachers and<br />
staff as related to education technology.<br />
Monitor participant evaluations to<br />
ensure topics are meeting participant<br />
needs.<br />
<strong>Schools</strong> and student teams selected.<br />
Provide student teams with training and<br />
resources.<br />
Collect and analyze program data to<br />
ensure success.<br />
Use data analysis and proven research to<br />
build a program implementation<br />
framework that can be put in place<br />
across the district.<br />
Provide school library media PreK-12 7/10-6/11 Office of Teaching Monitor participant evaluations to<br />
specialist professional<br />
and Learning ensure topics are meeting participants’<br />
development opportunities to<br />
make school libraries a learning<br />
hub for the school.<br />
needs.<br />
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Provide classroom teachers<br />
responsible for technology<br />
classes professional<br />
development opportunities to<br />
integrate technology into the<br />
curriculum<br />
PreK -8 7/10-6/11 Office of Teaching<br />
and Learning<br />
Monitor participant evaluations to<br />
ensure topics are meeting participants’<br />
needs.<br />
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Education That Is Multicultural<br />
Discuss the progress toward meeting Education That Is Multicultural (ETM) goals as outlined in the Education That Is Multicultural regulation COMAR<br />
13A.04.05 by responding to the following questions:<br />
1. Identify the major ETM goals that were addressed by the school system during the 2009-<strong>2010</strong> academic year. Describe the progress that was made<br />
toward meeting these goals, and the programs, practices, strategies, or initiatives that were implemented related to the goals. In your response be sure to<br />
address the following areas:<br />
Curriculum. Explain how your curriculum enables students to demonstrate an understanding of and an appreciation for cultural groups in the United<br />
States as an integral part of education for a culturally pluralistic society.<br />
The ETM priorities assisted educators in attaining cultural proficiency and in possessing the ability and will to: (1) increase student achievement toward the<br />
standards across all diverse learning groups; (2) ensure equitable access and support for all students to participate in the highest level of teaching and<br />
learning programs; (3) prepare students academically and socially to participate successfully in a diverse society; (4) strengthen students’ pride in<br />
themselves and their cultural identities and achievements; (5) and increase awareness and understanding of commonality and diversity among individuals<br />
and groups.<br />
Developing culturally knowledgeable educators has had positive outcomes for <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) students. The MSDE document,<br />
A Guide to Competencies for Accelerating Student Achievement Across Cultures: Strategies for Administrators, Teachers, Students, and Parents, provided a<br />
means towards this end. A second publication, from the State of Maryland, Action Plan for the Report of the Task Force on the Education of Maryland’s<br />
African-American Males, was used to focus study on eliminating the implementation gap imposed on this student population. <strong>City</strong> <strong>Schools</strong> has continued<br />
to implement recommendations and has updated these recommendations based on the more recent publication. Core to this study has been the<br />
identification of African-American males with learning disabilities.<br />
<strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> ETM Program collaborated with other local school districts and MSDE to revise and create multicultural awareness<br />
competency courses; which will be available for all districts within the State of Maryland to access. These courses were designed to share strategies<br />
to infuse Education That Is Multicultural into curriculum, instruction, professional development, assessment, school climate, and<br />
instructional materials in order to ensure that all students will achieve. <strong>City</strong> <strong>Schools</strong>’ ETM program was responsible for re-creating two<br />
courses; Session 4: Some Factors Affecting African American Male Achievement and Session 5: Hidden Rules of Culture.<br />
Instruction. Identify how you ensure that students are not denied access to equally rigorous academic instruction on the basis of cultural background.<br />
To ensure that students were not denied access to equally rigorous academic instruction on the basis of cultural background; strategies were identified to<br />
address the learning needs of students in underachieving NCLB sub-groups. Strategies were infused into instructional programs that eliminate bias,<br />
stereotypes, prejudice, and discrimination and that communicate the expectation for all students to achieve at high levels of academic performance.<br />
Protocols were established for assessing effective, culturally supportive learning environments, with focus on African-American males and females,<br />
especially students identified as having learning disabilities.<br />
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Developing a culturally proficient workforce has had positive outcomes for the student population of the State of Maryland. Educators gained an<br />
understanding of the learning needs of African-American students and students from poverty, as well as how to address those needs. Additionally, cultural<br />
proficiency aids in identifying underachieving students per NCLB sub-groups and in providing professional development modules related to the work of<br />
data teams to eliminate the implementation gap.<br />
Staff Development. Include descriptions of ETM course and workshop offerings and disaggregated enrollment data for these staff development<br />
programs.<br />
November 14, 2009 – Keynote Speaker Barbara Dunn- Executive Director of Kiamsha Youth Empowerment Organization of <strong>Baltimore</strong>, Maryland<br />
o The three and a half hour session focused on exploring the effectiveness of culturally responsive teaching and its affect on inner city youth. The<br />
participants interactively looked at historical events and current trends that help shape how different cultures are viewed and treated. Mrs. Dunn<br />
also introduced to some and brought to the attention of others, a movement that the Kiamsha youth and youth around the country were currently<br />
engaged in entitled Pen or Pencil (pen standing for penitentiary and pencil for education). By the end of the session participants were able to<br />
analyze the techniques and strategies that the Pen or Pencil Movement has been taking in order to be successful. Participants also thought of<br />
ways that they could infuse cultural awareness or cultural programs into the curriculum and schools.<br />
February 27, <strong>2010</strong> – Recruiting and Retaining Urban African- American Males in Gifted and Talented Programs<br />
o The three and a half hour session, Recruiting and Retaining Urban African-American Males in gifted and Talented Programs, delivered by James L.<br />
Moore III, Ph.D. and a concurrent breakout session by Malik S. Henfield, Ph.D., presented a forum for educators to recognize the gifts and talents<br />
of inner city African American students and observe how school social/community, family/cultural and individual factors impact the<br />
underachievement and low achievement of African American students. By the end of the session, educators were able to identify factors in<br />
recruiting and retaining African American students, detect how millennial students are different from other generations of students, apply<br />
appropriate assessments for gifted learners, implement strategies to focus on higher level questioning skills, and differentiate instruction for<br />
assessment, compacting, and enrichment.<br />
March 20, <strong>2010</strong> – A Framework for Understanding Poverty<br />
o The three and a half hour session, A framework for Understanding Poverty through aha! Process, Inc. provided participants with useful tools that<br />
will assist in identifying gifted learners living in poverty. The session presenter, Paul D. Slocumb, Ed.D focused on addressing poverty and the<br />
underlying factors that perpetuate it, implementing rigorous and meaningful independent investigations, applying strategies of early childhood<br />
and gifted education and identifying a number of effective instructional methods for gifted learners. The presentation was designed to guide<br />
educators through the difficulties and barriers faced by all classes, especially the poor. The presentation was carefully researched and packed with<br />
charts and tables that addressed the issues of teaching those in poverty.<br />
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April 17, <strong>2010</strong> – Maryland Multicultural Coalition State Conference at Montgomery Blair High School<br />
o The hour and fifteen minute presentation, Cultural Proficiency and Accelerating Student Achievement for the 21st Century: Some factors Affecting<br />
African American Male Achievement, (a condensed version from the original revised course that <strong>City</strong> <strong>Schools</strong>’ collaborated on with MSDE)<br />
presented by Bertha Knight and Brandi Bell provided a forum for examining and discussing some factors affecting African American male<br />
achievement and how enhancing the understanding of knowledge, learning and teaching styles, multiple intelligences, and the importance of<br />
building relationships impact teaching and learning. The sessions’ content included MSDE’s 2009 report on African American males testing scores,<br />
the dropout rate for African American males, resources that support African American male achievement and rationale, and a cores belief test. At<br />
the end of the session participants were able to identify some stereotype threats, some in-school dynamics such as teacher expectations and lack<br />
of culturally responsive instruction and resources, and factors related to family and cultural environment.<br />
June 18, <strong>2010</strong>- New Teachers Institute II at Harford Heights Elementary School<br />
o The three thirty-five minute choice sessions entitled, “Cultural Proficiency and Accelerating Student Achievement for the 21st Century, presented<br />
by Brandi Bell, focused on discussing "cultural competency" and strategies to promote learning with understanding for all within the classroom.<br />
Teachers were able to find strategies that will help them to identify and nurture the gifts and talents of exceptional (underserved/ endangered)<br />
students in order to increase academic achievement for the upcoming school year. New Teachers explored the terms cultural competency and<br />
cultural tendencies, the hidden rules of culture, and varies ideas, strategies, and materials in order to keep the students engaged. Teachers were<br />
also given the opportunity to sign up for upcoming ETM Professional Development Opportunities, as well as to receive a notification of upcoming<br />
ETM events and activities.<br />
June 29, <strong>2010</strong>- Cultural Proficiency and Accelerating Student Achievement for the 21st Century: Some Factors Affecting African American Males -<br />
Professional Development Workshop at Loyola Graduate Center<br />
o This was Part One, day one of a two-day workshop entitled, Cultural Proficiency and Accelerating Student Achievement for the 21st Century. This<br />
session, Some factors Affecting African American Male Achievement, presented by Bertha Knight and Brandi Bell and approved by MSDE, provided<br />
a forum for examining and discussing some factors affecting African American male achievement and how enhancing the understanding of<br />
knowledge, learning and teaching styles, multiple intelligences, and the importance of building relationships impact teaching and learning. The<br />
sessions’ content included cores belief test, MSDE’s 2009 report on African American males test scores, the dropout rate for African American<br />
males, national reports on the achievement of African American males, local school data, videos and news articles of African American male<br />
achievement, hands-on activities, resources and programs that support African American male achievement and rationale, and video and post<br />
assessment and a journal assignment. At the end of the session participants were able to provide a synthesis of the research in order to accelerate<br />
African American Male Achievement and understand some characteristics of successful teachers of African American Males and the importance of<br />
building relationships.<br />
June 30, <strong>2010</strong>- Cultural Proficiency and Accelerating Student Achievement for the 21st Century: Hidden Rules of Culture, African American Cultural<br />
Patterns- Professional Development at Loyola Graduate Center<br />
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o This was Part two, final day of a two-day workshop entitled, Cultural Proficiency and Accelerating Student Achievement for the 21st Century. This<br />
session, Hidden Rules of Culture, African American Cultural Patterns, presented by Bertha Knight and Brandi Bell and approved by MSDE, provided<br />
a forum for teachers to understand and discuss cultural competency and cultural tendencies. The sessions content included cultural tendencies<br />
pre-assessment, various self evaluation activities, the transformation process of cultural competence, examples of African American cultural<br />
expressions and its dimensions, videos and news excerpts pertaining to cultural awareness, cool pose and its implications, implications and<br />
strategies for the classroom, understanding the hidden rules of culture, curriculum considerations, post assessment and various culturally relevant<br />
resources and programs.<br />
Instructional Resources. Explain your process for reviewing materials that avoid stereotyping, discrimination, bias and prejudice, as well as materials<br />
that reflect the diverse experiences relating to cultural groups and individuals.<br />
ETM strategies for reviewing materials that avoided cultural bias were accomplished by utilizing a culturally supportive learning environment supported by<br />
MSDE’s core competencies and established in Teacher Support System (TSS) Blackboard that facilitates culturally supportive learning environments.<br />
Multicultural resources were recommended and published via TSS/Blackboard and <strong>City</strong> <strong>Schools</strong> website where book studies, in-service training, and action<br />
research were conducted. Additionally, strategies were blended into instruction to aid in eliminating bias, stereotypes, prejudice, and discrimination. The<br />
goal was expectation for all students to become aware of and to accept cultural differences of their peers.<br />
� School Climate. Explain how your school climate reflects the diversity of your community and encourages respect for different cultures.<br />
January 2009 – Present (Pen or Pencil Program)<br />
The Pen or Pencil Program was implemented in two <strong>Baltimore</strong> <strong>City</strong> schools, Frederick Douglass and Forest Park High <strong>Schools</strong> in January of 2009.<br />
Working in collaboration with the National Alliance of Faith and Justice and The Association for the Study of African American Life and History, the<br />
program is designed to eliminate or avoid academic difficulties, violence, delinquency, and alcohol, tobacco, and drug use. The program teaches civic<br />
literacy skills identified in the National Standards of Civics and Government and is endorsed by the National Council for the Social Studies. The Pen or<br />
Pencil Program addresses media literacy, experiential learning, reading comprehension, and service learning. The program’s intent is to end the<br />
disproportionate minority contact within the Juvenile Justice System. 0n January 22,<strong>2010</strong> some students from Frederick Douglass high were scheduled to<br />
attend and participate on a March on Washington in D.C. at the Lincoln Memorial (along with students from surrounding counties, PG county, Raleigh,<br />
N.C., and the original SNCC members). The march was to call for mentors and non-violence; just as Dr. King did. Due to inclement weather, the students’<br />
participation got cancelled. Currently ETM and Frederick Douglass High school is working on trying to increase student participation in The Pen or Pencil<br />
Program for the upcoming school year.<br />
May <strong>2010</strong>- Asian Pacific American Heritage Month Celebration<br />
On May 26, <strong>2010</strong> from 5:30 to 7:30 p.m. the Education That is Multicultural Program (ETM) participated in Asian-Pacific American Heritage Month<br />
Celebration located at Patterson High School. This event celebrated the Asian Culture and the successes and contributions of the Asian students and<br />
community members. ETM’s participation in the monthly meetings as well as the setting up of a cultural awareness table during the celebration<br />
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ought diversity to the celebration. ETM offered literature about its program and upcoming events for the educators and parents, cultural books for<br />
the students, supplemental books for educators and pencils, pens, rulers, and bookmarks for everyone.<br />
April <strong>2010</strong>- Present Mix It Up At Lunch Day<br />
Mix it Up at Lunch Day is a multicultural awareness activity that allows students to intermingle with peers, with whom they don’t usually associate,<br />
during their lunch period. The students will not only eat together but complete a “Get to Know Me” activity with a partner. This involvement<br />
primarily focuses on addressing social and cultural barriers. Engaging in this activity will promote unity and build new diverse relationships within the<br />
school. This school year, ETM partnered with the ESOL department and the guidance counselor at Patterson High School to launch this program.<br />
However, due to the rapid increase of refugee students, Patterson High School was unable to host the event this school year. Planning for this event<br />
to be held next year is currently in effect for participation from Patterson High School and possible Moravia Park Elementary School.<br />
2. Describe where challenges in meeting ETM goals are evident.<br />
Priorities are based on the Professional Development Competencies for Enhancing Teacher Efficacy in Implementing Education That Is Multicultural and<br />
Accelerating Minority Achievement and the Maryland Teacher Professional Development Standards. As we continue to ensure that all teachers have the<br />
“knowledge, skills and dispositions to meet the diverse learning needs of all their students” (MSDE, Maryland Teacher Professional Development<br />
Standards), we are faced with minimal challenges.<br />
Sustained academic achievement and support for professional development to focus on student groups identified in No Child Left Behind will have to be<br />
determined on a long-term basis by the <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong>.<br />
3. Describe the changes, adjustments, or revisions that will be made to programs or strategies for 2009-<strong>2010</strong> to address the identified challenges.<br />
An adjustment for Multicultural Education is reflected in professional development efforts and other systemic initiatives. The adjustments have resulted<br />
in an increase in student achievement and a systemic dialog around issues of poverty within the district. Additionally, instruction in some classrooms<br />
within the <strong>City</strong> <strong>Schools</strong> has begun to institutionalize the strategies learned through the Bridges Network professional development series. Utilization of<br />
those strategies is a direct result of:<br />
The establishment of an electronic resource database for schools to conduct book studies, in-service courses, and action research around various<br />
aspects of culturally relevant pedagogy.<br />
Collaborative dialogs around methods to propel minority achievement and eliminate the gap between minority students and the State established<br />
standards.<br />
Knowledge-based for teachers and administrators, as they determine school-based curriculum delivery models and differentiated instructional<br />
programs at their individual sites.<br />
The establishment of pilot programs to focus on dis-proportionality of minority contact in the Juvenile Justice System and experiential student-based<br />
research initiatives, and provided a means to replicate such programs across the district.<br />
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One change, due to the reorganization structure of <strong>City</strong> <strong>Schools</strong>, is the infusion of Multicultural Education and the Gifted and Talented Education (GATE)<br />
Program. Multicultural Education/GATE will offer all day professional development opportunities on Saturdays for teachers and administrators. Because<br />
of this change, the Director of Enrichment will provide guidance and support to schools as there is no Specialist for Multicultural Education. Sustained<br />
academic achievement and support for professional development to focus on student groups identified in No Child Left Behind will have to be determined<br />
on a long-term basis by <strong>City</strong> <strong>Schools</strong>.<br />
Another change is the offering of MSDE approved courses to teachers. Participants will have the opportunity to attend a yearlong class focused on cultural<br />
competency. The course will share strategies to infuse Education That Is Multicultural into curriculum, instruction, professional development, assessment,<br />
school climate, and instructional materials. Teacher will complete reflective response logs incorporating content from each session, a personal action plan<br />
for eliminating bias, prejudice, and discrimination in the classroom, evaluations of instructional materials, and an instructional activity or lesson (or unit)<br />
plan. The lesson/unit plan would include strategies that support the tenets of an education that is multicultural, diverse learning styles, multiple<br />
intelligences, and multiple perspectives. At the end of the class, teachers will receive three (3) certification credits for this continuing education<br />
professional development experience.<br />
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I.G.<br />
Local Goals and Indicators<br />
Page 255
IG<br />
Local Goals and Indicators<br />
Goal 6 - Technology<br />
1. Describe the progress that was made in 2008-2009 toward local goals.<br />
The Information Technology Department (ITD) has made great strides in meeting the objective of providing support for administrative and business functions<br />
throughout the district in order to ensure that school operations and functions can move forward in support of student achievement. Projects and applications<br />
for data collection, curriculum delivery, operational management, and asset management have been implemented and are continuing.<br />
Specifically, ITD has accomplished the following:<br />
a) The Student Management System (SMS) deployment and implementation is continuing as scheduled. The Phase II activities are on schedule and<br />
ready for the 2009-<strong>2010</strong> school year.<br />
b) ITD has collaborated with various departments and offices to create and/or update and revise applications to support the <strong>City</strong> <strong>Schools</strong> operational<br />
practices. These include:<br />
o eForms has been enhanced to include the User ID Form, the Budget Amendment Form and the School-based Position Action Request<br />
o Principal’s Dashboard continues to provide alerts and reports to principals and central office staff<br />
o Principals’ Budget system has been updated and is ready to be used for School Year 09-10<br />
o Central Office Budget System has gone live and is being used by central office cost centers to build budgets for School Year 09-10<br />
o HSA Recovery Tracking System is available and in use. Professional development is being provided to schools by the Chief of Staff’s office.<br />
o School Profile Entry System reports have been integrated with the Principal’s Dashboard.<br />
o K12Buy Integration – Receipt Processing has been completed and data regarding outstanding receipts for purchase orders is being pushed to<br />
the Principal’s Dashboard. Data synchronization between Oracle and K12Buy has been completed.<br />
o Back of House has been implemented and is currently in configuration mode. Training will commence over the remainder of the year with a<br />
planned go-live scheduled for September 2009.<br />
o HEAT Database has been further developed to increase accuracy of information and range of reporting.<br />
o Prevention Plan and Compensatory Services enhancements have been completed.<br />
o Graduation Tracking Application went live in February 2009. Principals are able to enter student data that can be viewed and tracked by<br />
central office staff.<br />
o Bridge Project Tracking Application went live in January 2009, enabling the Chief of Staff’s office to enter project status and report data to<br />
schools.<br />
o Applications are updated as requested.<br />
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o Electronic Board PEP system was implemented to streamline the PEP recommendation process. The system is currently used by all officers to<br />
recommend appointments.<br />
o ERP Forgot Password/User Name Utility allows all users of the ERP System to reset Password and request User name. This Utility allows the<br />
end-users now have the ability to securely reset their own ERP passwords without having to call the command center.<br />
o All employees can now update their home addresses and view paycheck information online via the Employee Self Service System. The system<br />
is available via the internet and intranet.<br />
o The HRMS system is now configured to track and report contingent worker information (Contractor information) and new HR data entry<br />
templates are available to streamline the data entry bottle necks and significantly reduce the data input time for HR transactions.<br />
o Re-engineered Position management process to enable more efficient processing and balanced transaction approach<br />
o Implemented following eForms: Non Renewal for Teachers; Local Travel Reimbursement; Web Content Filter Request; Educational Services<br />
Reimbursement; Temporary Employee authorization; Contract Monitoring<br />
o Developed reports to submit Evaluated Receipts Settlement implementation for Daly<br />
c) ITD provided Interactive Whiteboards to schools in order to provide enhanced access to technology and to positively impact instructional practice.<br />
d) ITD staff created online professional development to ensure teachers and staff had access to ongoing opportunities for training and support.<br />
2. Identify the programs, practices, or strategies and the corresponding resource allocations to which you attribute the progress. Include supporting data as<br />
needed.<br />
In order to provide effective management systems in support of academic achievement, ITD collaborated with all departments to provide a holistic approach to<br />
technology support and integration throughout the district. This approach enabled ITD staff to create, develop and support applications to better manage staff<br />
and student data, as well as to then provide the training and professional development support necessary to ensure end-users are comfortable using the<br />
technology appropriately.<br />
Activities that ensured success with this approach include:<br />
a) Weekly status reports for project goals were provided to Directors and the Technology Officer to ensure projects moved forward and issues were<br />
addressed in a timely fashion.<br />
b) Contracts were evaluated and awarded to provide the district with high-quality services and optimal pricing.<br />
c) Processes to track change requests for the Internet and intranet sites are being continued.<br />
d) Support was provided for all mission-critical applications to ensure all were functioning properly. Support included maintenance, upgrades when<br />
necessary, and training for appropriate staff.<br />
e) ITD implemented new business processes to allow for enhanced tracking and reporting of school requests.<br />
f) The re-engineering of ITD and its operations enabled the department to better support and serve district staff and stakeholders.<br />
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3. Describe where challenges in making progress toward meeting local goals are evident.<br />
a) The district operates many disparate technology systems, creating silos of data and inefficient business practices.<br />
b) The district lacks an ERP system that is fully functional and integrated among Finance, HR, and Operations.<br />
c) The Information Technology Department is faced with a large number of initiatives aligned in support of the Master Plan, and with changes in<br />
Technology the ability to maintain compliant software and hardware with reduced funding request becomes difficult.<br />
d) The Information Technology Department requires experienced technical skills in implementing and maintaining the improved Local-Area-Network at<br />
schools and offices and the Wide-Area-Network. ITD has struggled in obtaining experience qualified staff via the normal recruiting process. ITD has<br />
requested the ability to utilize firms experience in recruiting skilled technical IT staff to assist with filling IT vacancies and releasing contractors who<br />
supplement staffing of vacant positions.<br />
4. Describe the adjustments or changes that will be made along with the corresponding resource allocations to ensure sufficient progress. Include timelines<br />
where appropriate.<br />
Challenge Plan Timeline<br />
The district operates many disparate technology systems,<br />
creating silos of data and inefficient business practices.<br />
The district lacks an ERP system that is fully functional and<br />
integrated among Finance, HR, and Operations.<br />
The Information Technology Department is faced with a<br />
large number of initiatives aligned in support of the Master<br />
Plan, and with changes in Technology the ability to maintain<br />
compliant software and hardware with reduced funding<br />
request becomes difficult.<br />
Site based school autonomy provides schools the<br />
opportunity to make purchases that are outside of system<br />
recommended and supported technical configurations.<br />
The district is seeking to implement a Data Warehouse<br />
system, which will consolidate all data and make it easily<br />
available to district staff. This will be an overall<br />
improved and integrated business technology solution.<br />
ITD will implement a 3 month implementation plan to<br />
address the initial shortcomings of these systems to<br />
create the seamless integration of Finance, HR, and<br />
Operations<br />
ITD will continue to align staff skill sets with projects and<br />
will share resources across teams in order to maximize<br />
operations.<br />
ITD will continue to provide guidance and support to<br />
schools and district staff as purchases are planned and<br />
implemented. Guidance documents will be updated<br />
and made available to all staff.<br />
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School Year 2009-<strong>2010</strong><br />
Technology<br />
Priority 1: Improving management systems to improve support to student achievement<br />
Objective 1a: By June <strong>2010</strong>, Information Technology Department (ITD) will increase the readiness of service levels of existing information infrastructures to<br />
decrease service level request resolution times from 2 days to 1.5 days and to increase the reliability of information systems from 95% to 97%.<br />
Objective 1b: By June <strong>2010</strong>, the <strong>City</strong> <strong>Schools</strong> will move toward universal access to technology by increasing the 1:1 teacher to computer ratio from 43% to 50%,<br />
completing 100% of the Wide Area Network (WAN) upgrade, and by completing 50% of the enterprise server upgrade.<br />
Objective 1c: By June <strong>2010</strong> the percentage of staff that will be highly skilled and capable of effectively using technology tools and digital content will increase<br />
from 60% to 70%.<br />
Objective 1d: Increase technology effectiveness and reliability from 95% to 97% in order to improve school administrative functions and system-wide<br />
operational processes.<br />
Strategies Grade Level Timeline<br />
Person/s<br />
Evaluation/<br />
Status Report<br />
Implement a data warehouse project in<br />
order to better manage data and make it<br />
available to stakeholders.<br />
Integrate the ERP Business Suite into daily<br />
operations, including business systems<br />
processes.<br />
Upgrade the Wide Area Network (WAN)<br />
in order to ensure a fast and reliable data<br />
transfer to schools.<br />
Update enterprise instructional and<br />
administrative software applications<br />
Mo/Yr<br />
Responsible<br />
PreK-12 7/10 – 6/11 Information<br />
Technology<br />
PreK-12 7/10 – 6/11 Information<br />
Technology<br />
PreK-12 7/10 – 6/11 Information<br />
Technology<br />
PreK-12 7/10 – 6/11 Information<br />
Technology<br />
Evidence<br />
Project plan in place.<br />
100% of historical data migrated<br />
to the data warehouse.<br />
Training provided to 100% of end<br />
users.<br />
100% of required applications<br />
developed, tested and made<br />
available through the ERP Portal.<br />
Provide ongoing guidance, support<br />
and training for the use of district<br />
applications.<br />
Use data tools to evaluate and<br />
monitor the upgraded capability<br />
of the WAN.<br />
Analyze and evaluate the<br />
enterprise applications to<br />
determine those that need<br />
updates.<br />
Secure the required application<br />
updates.<br />
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School Year 2009-<strong>2010</strong><br />
Technology<br />
Priority 1: Improving management systems to improve support to student achievement<br />
Objective 1a: By June <strong>2010</strong>, Information Technology Department (ITD) will increase the readiness of service levels of existing information infrastructures to<br />
decrease service level request resolution times from 2 days to 1.5 days and to increase the reliability of information systems from 95% to 97%.<br />
Objective 1b: By June <strong>2010</strong>, the <strong>City</strong> <strong>Schools</strong> will move toward universal access to technology by increasing the 1:1 teacher to computer ratio from 43% to 50%,<br />
completing 100% of the Wide Area Network (WAN) upgrade, and by completing 50% of the enterprise server upgrade.<br />
Objective 1c: By June <strong>2010</strong> the percentage of staff that will be highly skilled and capable of effectively using technology tools and digital content will increase<br />
from 60% to 70%.<br />
Objective 1d: Increase technology effectiveness and reliability from 95% to 97% in order to improve school administrative functions and system-wide<br />
operational processes.<br />
Strategies Grade Level Timeline<br />
Mo/Yr<br />
Update and implement district<br />
transactional systems (SMS, EData,<br />
Reporting Tools)<br />
Support the acquisition of equipment in<br />
order to provide staff with access to<br />
computers, connectivity, and technology<br />
tools.<br />
Provide face-to-face and e-Learning<br />
opportunities for staff.<br />
Person/s<br />
Responsible<br />
PreK-12 7/10 – 6/11 Information<br />
Technology<br />
PreK-12 7/10 – 6/11 Information<br />
Technology<br />
PreK-12 7/10 – 6/11 Information<br />
Technology<br />
Evaluation/<br />
Evidence<br />
Secure additional hardware if<br />
needed.<br />
Deploy the updates to appropriate<br />
end users.<br />
Monitor the implementation of all<br />
systems to ensure end user<br />
compliance<br />
functionality.<br />
and system<br />
Update and deploy any updates to<br />
systems.<br />
Guidance documents updated and<br />
available on the TSS that reflect<br />
equipment standards and<br />
purchasing processes.<br />
Monitor participant sign-in sheets<br />
to analyze attendance trends.<br />
Monitor participant evaluations to<br />
ensure topics are meeting<br />
participant needs.<br />
Status Report<br />
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Local Goals and Indicators<br />
Partnerships, Communications and Community Engagement<br />
This section is intended to provide school systems with an opportunity to discuss the progress that they are making toward local goals that have<br />
not been addressed in the preceding sections.<br />
Instructions<br />
Provide data from any relevant source. In the local school system’s response, address the following questions:<br />
1. Describe the progress that was made in 2008-2009 toward local goals.<br />
The Office of Partnerships, Communications and Community Engagement’s Master Plan priorities for SY 2008-2009 were met as a result of implemented<br />
strategies and activities that supported the following objectives: 1)Implement the Family and Community Engagement Policy; 2) Develop and support<br />
families, school, and community partnerships for academic achievement; 3) Review communication materials and formats to ensure that all students and<br />
parents can receive timely information on school and students’ progress; 4) Provide regular opportunities for parents, families, and community members to<br />
participate in the dialogue and decision-making related to district-wide and school-based issues; and 5) Support the Parent and Community Advisory Board<br />
(PCAB) and the Special Education Citizens Advisory Committee (SECAC).<br />
The Office of Partnerships, Communications and Community Engagement Parent Involvement and School, Family, Community Connections provided<br />
support to schools and to the school system for the development of a goal-oriented, comprehensive program of family and community engagement that<br />
supports the academic achievement of all students and that meets local, state, and federal mandates. In alignment with the <strong>City</strong> <strong>Schools</strong> Master Plan, the<br />
technical assistance provided strategies and activities to schools to ensure parental involvement in the education of children. The following priorities were<br />
identified: 1) Developing and implementing the <strong>City</strong> <strong>Schools</strong> education policies and procedures to support increased community involvement and outreach<br />
in support of schools, and 2) Ensuring increased community involvement and outreach in support of schools through school partnerships with families and<br />
communities. Objectives and strategies reflect the implementation of the Family and Community Engagement Policy which was revised and adopted on<br />
February 10, 2009.Through professional development activities and increased staff to assist schools, the awareness of the policy strategies and activities by<br />
school administrators has increased. Strategies for the reporting of policy implementation have also been developed and are being assessed for their<br />
effectiveness.<br />
During SY 2008-2009, the Office of Communications made significant progress and met all objectives related to enhancing communications with internal<br />
and external stakeholders. To keep internal stakeholders abreast of district news, <strong>City</strong> <strong>Schools</strong> sent out a weekly electronic communication to the entire<br />
agency, To The Principals Desk (Formerly <strong>Schools</strong> Monthly), and the CEO sent out regular e-blasts to all staff and employees. To keep internal and external<br />
audiences apprised of what students are doing and what is happening day in and day out in schools, <strong>City</strong> <strong>Schools</strong> also launched a new web site, Great Kids Up<br />
Close. In terms of external communications, the CEO sent out regular e-blasts to partners and friends of the school system, and throughout the year <strong>City</strong><br />
<strong>Schools</strong> communicated with students and families through print materials, Global Connect calls and Channel 77, its cable TV education channel.<br />
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Education Channel 77 provides an important opportunity, now increasingly supplemented by <strong>City</strong> <strong>Schools</strong>’ web site, to share information with parents and<br />
community members. This year’s Channel 77 programming, supported and overseen by the Gary I. Strausberg Children’s Cable Education Fund’s Board of<br />
Directors, reflects <strong>City</strong> <strong>Schools</strong>’ growing emphasis on original, locally developed material with participation by students. The following signature programs<br />
and summaries were developed:<br />
Your News: This news program about <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> is produced and worked on by students. Nine new 30-minute shows in 2008-<br />
09 covered a range of topics, including after-school programs, student activities, student accomplishments, etc.<br />
Our School: This newsmagazine show (60 Minutes-style, hosted by teachers Evon Hewwitt Jr. and Quinn Conyers) has recently covered teacher of<br />
the year, super students and the <strong>Baltimore</strong> Urban Debate League. Six new 30-minute shows were produced during the school year.<br />
Teen Talk: Teens come together to talk about relevant issues they face in and out of school. This 30-minute show features various <strong>City</strong> <strong>Schools</strong><br />
teen hosts and deals with teen topics like dropping out of school, pregnancy, fashion and more. Four new 30-minute shows were produced in the<br />
2008-09 school year.<br />
Parent Page: Hosted by Zy Richardson from the Office of Partnerships, Communications and Community Engagement, Parent Page talks features<br />
parents talking about issues relevant to raising children and helping them succeed in school. Two new 30-minute shows were produced in SY<br />
2008-09.<br />
Board Talk: Hosted by the Board Chair, the show discusses district-wide initiatives and/or policies in support of student achievement and effective<br />
management of quality instruction. Four new 30-minute shows were produced in SY 2008-09.<br />
School Board Meetings: Channel 77 airs live each Board of School Commissioners public meeting. Ranging from two to four hours in duration, the<br />
recorded meetings repeat weekly on the station.<br />
Over the course of the 2008-09 school year, the number of hours of original programming on Channel 77—programming that highlights our kids and<br />
schools—rose significantly from eight hours in January 2009 to 13 hours in May, 2009.<br />
The Office of Partnerships, Communications and Community Engagement also developed the Great Kids, Great <strong>Schools</strong> brand in support of the vision for<br />
<strong>Baltimore</strong> <strong>City</strong>’s schools. This brand has developed into an all-around campaign in rallying communities around schools. To that end, the Office of<br />
Communications produced numerous publications to: increase Free and Reduced Price Meal (FARM) participation among students; inform families and the<br />
larger community about the State of Our High <strong>Schools</strong>; middle and high school options; efforts to recapture students who had dropped out of school and<br />
programs to bring them back and ensure their success; and initiatives to expand school options through the opening of new schools and the expansion of<br />
existing ones, the closing of poor-performing schools and the expansion of pre-kindergarten.<br />
Specifically, the Office of Partnerships, Communications and Community Engagement generated and sent home a variety of communications to all families in<br />
SY 2008-09, including:<br />
Get Off to a Great Start Check List: An oversized postcard mailed home to all families with five easy steps to making the 2008-09 school year<br />
great.<br />
2008-09 Family Information Guide: A guide that includes a systemic calendar, important contact information and school system policies.<br />
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2008-09 Student Code of Conduct: A publication that outlines school system expectations and policies concerning students’ conduct in school.<br />
2008-09 Free and Reduced Price Meal Application Packet: An information packet sent home to all families that included FARM application for<br />
families to return to their child’s school.<br />
Inauguration Guide: A guide filled with activities that families could do to commemorate the inauguration of President Barack Obama.<br />
Family and Community Engagement Policy Trainings Fliers: A flier informing families of the changes to the school district’s Family and Community<br />
Engagement Policy, as well as inviting them to trainings to learn of their new roles in the school community.<br />
School Climate Survey Fliers: A flier reminding families that the annual school climate survey would be coming home.<br />
Family Menus: A monthly publication sent home to parents featuring a menu of what students will be having for lunch in school, as well as<br />
important information on The Family Institute.<br />
Summer Learning Brochure: A four-panel brochure to all families outlining <strong>City</strong> <strong>Schools</strong>’ various summer learning opportunities.<br />
In addition to system-wide communications, some families received communications specific to their child’s school or grade level. These communications<br />
included:<br />
Countdown to Graduation Check List: An oversized postcard mailed home to families of high school students detailing graduation requirements<br />
and inviting parents to a State of Our High <strong>Schools</strong> forum.<br />
State of Our High <strong>Schools</strong> Report: A report mailed home to families with high school students, detailing the progress our high schools are making.<br />
High School Guide: A publication sent to families who had students entering 9 th grade in the 2009-10 school year, detailing high school options.<br />
High School Fair Flier: A flier sent to families providing information and inviting them to the <strong>City</strong> <strong>Schools</strong>’ annual high school choice fair.<br />
Middle School Guide: A publication sent to families who had students entering 6 th grade in the 2009-10 school year, detailing middle school<br />
options.<br />
Middle School Fair Flier: A flier sent to families providing information and inviting them to the <strong>City</strong> <strong>Schools</strong>’ first-ever middle school choice fair.<br />
Expanding Great Options Fliers: Fliers sent home to families who had students enrolled in a school slated for merger or closure in the 2009-10<br />
school year. This included an invitation to families to attend community briefings and hearings.<br />
The Office of Partnerships, Communications and Community Engagement also re-designed the Family Information Guide for the 2008-2009 school year, so<br />
that families are provided with useful information about our schools, and our district policies. The guide was redesigned to include student artwork and<br />
photos and a full-year calendar with key dates for testing, marking periods, professional development, and city-wide school district events. <strong>City</strong> <strong>Schools</strong> also<br />
updated and redesigned its Code of Conduct, a separate more family-friendly publication focusing on interventions for students.<br />
The Office of Partnerships, Communications and Community Engagement is developing an interactive database that will capture business partnerships and<br />
donations for the district. This tool will automatically calculate financial resources and volunteer hours at each school and across the district. In SY08-09, the<br />
Office of Partnerships, Communications and Community Engagement worked with Urban Alliance to launch their first year in <strong>Baltimore</strong>. This program targets<br />
at-risk students to start internships where they are paired with mentors in the local business community. Program such as Urban Alliance will be identified<br />
and tracked through the interactive database and will help identify additional mentoring opportunities to students in all grade levels, as well as industryrelated<br />
partnerships that focused on schools with related career pathways.<br />
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<strong>City</strong> <strong>Schools</strong> continues to advocate the use of the <strong>Baltimore</strong> Community Foundation’s Fund for <strong>Baltimore</strong> <strong>City</strong> <strong>Schools</strong> as a resource for monetary donations<br />
requiring a 501(c) 3 tax status. This fund holds designated funds as well as funds to be used at the discretion of the CEO.<br />
In SY 2008-2009, 1250 people formally expressed interest in volunteering. Of these, 578 completed background checks in order to have direct student<br />
contact (required to participate in activities not directly supervised by school staff).<br />
2. Identify the programs, practices, or strategies and the corresponding resource allocations to which you attribute the progress. Include supporting data<br />
as needed.<br />
Programs<br />
The Office of Partnerships, Communications and Community Engagement developed and implemented systemic and school-based strategies and<br />
programs based on the National Standards for School-Parent Partnerships and other research-based programs. The office identified resources and strategies<br />
for schools and system-level activities for the implementation of the <strong>City</strong> <strong>Schools</strong> Family and Community Engagement (FCE) Policy, which includes federal<br />
parent involvement mandates as outlined in No Child Left Behind.<br />
To support and strengthen school-based parent involvement programs and activities, schools were offered the opportunity to participate in courses offered<br />
through The Family Institute, Community Support for <strong>Schools</strong> initiative, Parent Portal, Learning at Home online, the parent section of the <strong>City</strong> <strong>Schools</strong><br />
website and a variety of programming offered through partnerships with organizations such as the Maryland PIRC, Maryland PTA and National PTA.<br />
Extensive time was spent training organized parent group leaders on goal-setting, organizational management, conflict resolution and other<br />
programming.<br />
In an effort to communicate effectively with external stakeholders, the office conducted, facilitated, and supported public forums and conversations<br />
throughout the school year. The forum topics included: facilities, safety, family and community engagement policy review, budget, Title I planning, and<br />
school community issues and concerns.<br />
The Office of Partnerships, Communications and Community Engagement developed new strategies to further its goal of communicating effectively with<br />
internal and external stakeholders. These strategies include significantly increasing original programming for Education Channel 77, use of the Global Connect<br />
automated phone call system, use of internal and external e-blasts to communicate on significant issues, tapping into the office’s Family and Community<br />
Engagement team to increase grassroots outreach to families, and the creation of various publications to increase communication between <strong>City</strong> <strong>Schools</strong> and<br />
the community.<br />
Through use of the Gary Strausberg Cable Fund, the district was able to continue its overhaul of Education Channel 77. To date, Channel 77 includes original<br />
programming, mostly produced by students. Through this original programming, Education Channel 77 has become a great resource for parents, students<br />
and other stakeholders to receive system news and other relevant information that supports the academic achievement of students. Students participate in<br />
the operation of Education Channel 77. Many students, most of whom have an expressed interest in media, fill key roles in producing the programming on<br />
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Education Channel 77.<br />
The Office of Partnerships, Communications and Community Engagement continues to advocate for the students of <strong>City</strong> <strong>Schools</strong> in the business and<br />
community-at-large for quality partnerships that support academic achievement. As a member and active participant in various community groups and<br />
boards, the partnership office is able to strengthen existing partnerships and develop new viable business and community partnerships. The Office of<br />
Partnerships, Communications and Community Engagement averages 12 partnership-related meetings a week and maintains memberships with five<br />
business groups; it is also is a part of various business and government committees.<br />
In SY 08-09, the <strong>Baltimore</strong> Orioles worked with Child First Authority, Inc. and the Office of Academic Achievement to develop and sponsor a new curriculum,<br />
based on the Orioles (Learning with Orioles), which was first used during the 2009 summer learning session.<br />
The Office of Partnerships, Communications and Community Engagement continued to work with the Academic Achievement Awards Foundation, Carson<br />
Scholars Fund, and Johns Hopkins Center for Talented Youth in an effort to create a culture of achievers.<br />
Professional Development<br />
The professional development provided by the staff to school staff and administrators during SY 2008-2009 included the development, implementation, and<br />
review of family and community engagement strategies, activities, and programs to support the implementation of the Family and Community<br />
Engagement Policy requirements.<br />
The Office of Partnerships, Communications and Community Engagement has focused on providing professional development to principals and<br />
administrators through the CAO’s Leadership Institute, principal professional development sessions throughout the year and through school-specific<br />
technical assistance sessions. There was an emphasis placed on NCLB requirements such as School-Parent Compacts, involving parents in planning and<br />
proper documentation.<br />
Earlier this year the office issued a Request for Proposals (RFP) on community support for schools. This RFP paired schools with community-based<br />
organizations in an effort to increase family and community involvement at the school level. The additional purposes of these sessions allowed principals to<br />
provide feedback on engagement strategies and the structure of key forms such as the Free and Reduced Meal form and the Climate Survey. This feedback<br />
allowed <strong>City</strong> <strong>Schools</strong> to re-design these forms to make them family-friendly. The session also gave principals strategies on engaging parents to return these<br />
forms.<br />
The professional development provided to principals and school-based administrators focused on all three aspects of the office: creating and maintaining<br />
partnerships, effectively communicating with the school community, and engaging the entire school community.<br />
Assessments<br />
<strong>Schools</strong> document family and community engagement opportunities and maintain files as may be required. The required documentation (sign in sheets,<br />
agendas, notes, notices, and evaluations- SANE) is maintained at the school level. School data is collected by FCE Specialists throughout the year through<br />
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various methods and reported to the office. The Title I Parent Allocation Spending Plan outlines how schools that receive Title I parent involvement<br />
allocations spend the allocations in alignment with their parent involvement program. In SY 2008-2009, each school’s Advisory Team completed an<br />
assessment of their school’s budget process. Also, FCE staff conducted formal assessments of organized parent groups.<br />
The Office of Partnerships, Communications and Community Engagement, in partnership with the Division of Research, Evaluation, Accountability, and<br />
Assessment, developed a communications strategy specifically for the administration of the <strong>City</strong> <strong>Schools</strong> Climate Survey. This campaign aimed to educate<br />
parents, students, teachers and principals on the importance of the climate survey as an overall part of the <strong>City</strong> <strong>Schools</strong> strategy to provide safe and civil<br />
learning environments. The district partnered with community based-organizations to work with schools and parents to increase parent involvement,<br />
including greater participation in the school-climate survey.<br />
Through networking and building relationships in the community, the Office of Partnerships, Communications and Community Engagement is becoming<br />
known as a one-stop source for partnership information and is seen as the starting point to broker new partnerships.<br />
A data collection system for use by schools and departments is in development to facilitate collection of information in a timely fashion and to provide<br />
effective assistance to schools.<br />
Interventions<br />
In order to provide technical assistance to 112 Title I schools, the Office of Federal Programs continued to fund positions in the Office of Partnerships,<br />
Communications and Community Engagement. FCE Specialists provide support to the assigned schools and school staff for the development and<br />
implementation of parent and community involvement activities. The support includes conducting workshops, building relationships with parents and<br />
school staff, supporting community partnerships, working with organized parent groups, and helping to identify strategies to support learning-at-home<br />
activities for the academic achievement of children.<br />
Parent and community representation on school improvement teams is an important component for the decision-making participation at the school level.<br />
The office collaborated with the Office of School Improvement to present and disseminate school improvement team role and responsibility information to<br />
school, parent, and community members. School improvement plans were revised to support implementation of the Family and Community Engagement<br />
(FCE) policy for SY 2008-2009 and 2009-<strong>2010</strong>. School Improvement Plan guidelines now require the integration of the implementation of the FCE policy in<br />
each school’s program. The new format also incorporates Title I requirements.<br />
3. Describe where challenges in making progress toward meeting local goals are evident.<br />
Principals in non-Title I schools use general funds for parent involvement activities. In Title I schools, funds for parent involvement are immediately<br />
designated to support the implementation of the FCE policy, programs, and initiatives, with a focus on the FCE school-based goal-oriented program. All<br />
schools are required to meet these and other mandates as outlined in the FCE policy. The FCE policy requirements have been integrated in the School<br />
Improvement Plan Guidelines for SY 2009–<strong>2010</strong>. As a result, all schools will incorporate family and community engagement strategies and activities that<br />
include FCE policy elements, as an integrated part of the school improvement plan regardless of the funding source. There is an ever-growing challenge to<br />
expand programs and to increase parent involvement. Key obstacles faced when attempting to engage parents continue to be related to poverty (limited<br />
resources to meet basic needs), maintaining correct contact information (e.g. phone numbers, addresses), lack of access to technology and a limited<br />
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understanding by school staff of how to support parental engagement and why it is so important.<br />
A goal of the Office of Partnerships, Communications and Community Engagement is to provide more professional development opportunities for principals<br />
and other school administrators who are responsible for developing and maintaining community support at the school level. To address this, the office aims<br />
to provide workshops for school-based staff throughout the school year, and make them aware of the various resources available to them through the central<br />
office.<br />
The Office of Partnerships, Communications and Community Engagement has been able to attract partnerships to the <strong>City</strong> <strong>Schools</strong> by promoting a consistent<br />
message internally and externally about educational partnerships and developing relationships with key staff in both areas. The consistently negative<br />
reporting about the <strong>City</strong> <strong>Schools</strong> by the media is a constant battle of perception that needs to be addressed before talk of partnerships can be won.<br />
Establishing a proactive positive approach to the business community regarding industry-related business partnerships has helped to secure partnerships<br />
in the Career and Technology Education (CTE) cluster areas. This year the Office of Partnerships, Communications and Community Engagement continues to<br />
maintain and develop strategic partnerships that are working with six high schools.<br />
4. Describe the adjustments or changes that will be made along with the corresponding resource allocations to ensure sufficient progress.<br />
Include timelines where appropriate.<br />
Increased opportunities for professional development to school staff on the topic of engaging families and communities will support the more effective<br />
implementation of the FCE policy. The office will aggressively pursue opportunities both internally in conjunction with other departments and externally in<br />
collaboration with community partners where appropriate.<br />
For SY 2009-<strong>2010</strong>, each school’s School Family Council, Advisory Team, Engagement Team and organized parent group will receive trainings and support to<br />
further implement the expectations in the FCE policy. Learning opportunities will continue to be made available through courses offered in The Family<br />
Institute.<br />
Dedicated resources, both human and financial, are sought for SY 2009 –<strong>2010</strong> to increase and support school partnerships with families and communities<br />
and to ensure that each school has increased resources to develop and increase the capacity to engage parents, family and community members in the<br />
development and implementation of the education programs, policies and procedures in schools and throughout <strong>City</strong> <strong>Schools</strong>. Community-based partners at<br />
85 schools provide a conduit in addition to central office efforts for identifying and developing partnerships. In addition, training for partnership liaisons at<br />
schools will be offered this year to help schools facilitate effective partnerships at the school level.<br />
In SY 2009-<strong>2010</strong>, <strong>City</strong> <strong>Schools</strong> will better train staff and utilize resources. To further ensure that stakeholders stay abreast of school system<br />
happenings, communications staff will focus on getting more immediate information to all stakeholders, as well as developing a master calendar of events<br />
and publications. To achieve this, the communications office will focus on more proactive and strategic planning of communication strategies. <strong>City</strong> <strong>Schools</strong><br />
has made it a priority that the main role of central office is to provide support, guidance, and ensure accountability at the school level. To this end, the Office<br />
of Partnerships, Communications and Community Engagement will focus its professional development efforts on training school-based administrators in the<br />
areas of public relations, media relations, marketing and school branding.<br />
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In order to accurately quantify the number and amount of dollars coming into the <strong>City</strong> <strong>Schools</strong> through partnerships, the Office of<br />
Partnerships will train staff to work with principals or their designees to track and monitor donations made at the school level.<br />
5. Describe the adjustments or changes that will be made along with the corresponding resource allocations to ensure sufficient progress.<br />
Include timelines where appropriate.<br />
Program<br />
The Office of Partnerships, Communications and Community Engagement, newly organized as of July 1, 2008, represents a new operational capacity and<br />
direction for <strong>City</strong> <strong>Schools</strong>.<br />
A number of related functions for which the office is responsible, and which are essential to the transformation process, are now underway. The office plays<br />
the primary role in ensuring timely and effective communication with all <strong>City</strong> <strong>Schools</strong>’ stakeholders and for shaping positive interactions with them. The city<br />
has a wealth of resources and potential partners that can be mobilized on behalf of schools. These resources will be essential to creating an entire system of<br />
great schools. The office is the key systemic link with students’ families, and it works with schools and family leaders to increase family and community<br />
engagement and support for <strong>City</strong> <strong>Schools</strong>. The office coordinates all communications for <strong>City</strong> <strong>Schools</strong>, both internal and external. The transformation of the<br />
schools that is now underway requires effective and intensive communications with the public, key partners and system staff. It also requires an enhanced<br />
ability to shape the way schools and students are portrayed and understood by both members of the public and school system staff, and an enhanced<br />
capacity to reach partners and families through multiple means, including expert use of electronic media.<br />
<strong>City</strong> <strong>Schools</strong> continues to seek resources and strategies to support the implementation of the Family and Community Engagement (FCE) Policy, which<br />
includes federal parent involvement mandates as outlined in No Child Left Behind. All <strong>City</strong> <strong>Schools</strong>’ schools are required to meet these and other mandates as<br />
outlined in the FCE policy.<br />
The Family Institute, begun in the spring of 2009, will continue to provide a structure for trainings and peer assistance sessions. <strong>City</strong> <strong>Schools</strong> will continue to<br />
expand the reach of Family Institute to leverage training opportunities and resources from organizations throughout the agency.<br />
The Office of Partnerships, Communications and Community Engagement will continue to use the Gary Strausberg Cable TV Fund to further develop<br />
Educational Channel 77, along with other media formats, such as the website. The school system will also work to enhance internal communications<br />
through development of a web site to replace its current weekly electronic newsletter to staff and a media index, which logs all school system-related<br />
media stories. The district’s new website underwent an aesthetic makeover in 2008-09, making it more user-friendly and navigable; in 2009-10 it will<br />
undergo a structural overhaul of its content management system to significantly increase its functional capacity. This will include providing a website for each<br />
individual school.<br />
The Office of Partnerships, Communications and Community Engagement will continue to advocate for the <strong>City</strong> <strong>Schools</strong> and its students by promoting the<br />
success of existing partnerships, thereby increasing the districts visibility within business and community groups through memberships in their organizations.<br />
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The Office of Partnerships, Communications and Community Engagement will also broker new relationships and act as mediator by continuing collaborative<br />
ties with internal departments to ensure sufficient links among offices on projects. In addition, the Office of Partnerships, Communications and Community<br />
Engagement is developing a partnership interface that will facilitate the matching of potential partners with schools whose identified needs match the<br />
interests or capacities of the partner. This will create a source of information for potential and existing partners, a toolkit for schools, resources for teachers,<br />
and standards for donor information.<br />
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Assessments<br />
The FCE policy requirements have been integrated in the School Improvement Plan Guidelines for SY 2009-10. As a result, all schools will incorporate family<br />
and community engagement strategies and activities to include FCE policy elements, as an integrated part of the school improvement plan. The<br />
development of an assessment tool will provide an instrument to measure accountability and effectiveness of program implementation of federal, state,<br />
and <strong>City</strong> <strong>Schools</strong> family and community engagement policies.<br />
In order to accurately quantify the number and amount of dollars coming into the <strong>City</strong> <strong>Schools</strong> through partnerships, the Office of<br />
Partnerships, Communications and Community Engagement will work with principals to accurately record and track donations (both monetary and inkind)<br />
made at the school level.<br />
Identifying the Priorities and Strategies—Communications with Internal and External Stakeholders—SY 2008-2009<br />
The Office of Partnerships, Communications and Community Engagement plan ensures that <strong>City</strong> <strong>Schools</strong> stakeholders both internal and external are involved<br />
and supportive of <strong>City</strong> <strong>Schools</strong> and students. Stakeholder involvement is critical because local experience and national data show that for student<br />
achievement to accelerate beyond incremental improvements; urban school districts must proactively engage the community as a meaningful partner in<br />
reform. The partnership must be active and participatory, not theoretical. Community support provides children and families with physical, mental, and<br />
social services to promote academic preparedness. Most important, parents and other family members are children’s first teachers. A home atmosphere<br />
conducive to learning encourages and supports students at every grade level. Additionally, effective two-way communication must be an integral part of<br />
community engagement, and it must be designed in formats that reach a variety of stakeholders.<br />
The priorities in this plan align <strong>City</strong> <strong>Schools</strong>’ external relations based on the <strong>City</strong> <strong>Schools</strong> vision, Master Plan, and the Maryland State Department of<br />
Education (MSDE) publication, “A Shared Responsibility: Recommendations for Increasing Family and Community Involvement in School.” The goals and<br />
objectives of the <strong>City</strong> <strong>Schools</strong> Master Plan are in alignment with MSDE’s recommended themes: communication, leadership, partnership, training, and<br />
accountability. Further, the objectives are informed by the <strong>City</strong>-State Partnership Legislation of 1997 and its re-enactment in 2002, as well as the <strong>City</strong> <strong>Schools</strong><br />
Family and Community Engagement (FCE) Policy. In turn, the strategies directly support the implementation of the <strong>City</strong> <strong>Schools</strong> FCE policy.<br />
The <strong>City</strong> <strong>Schools</strong> FCE policy encourages the engagement of parents, families, and the community in the education of children in order to create a positive<br />
bond between the home and the school. So that the <strong>City</strong> <strong>Schools</strong> can provide a more responsive and inviting school climate to increase the level of family<br />
and community engagement, it will continue to develop and implement systemic and school-based strategies and programs based on the National Standards<br />
for School-Parent Partnerships and other research-based programs.<br />
<strong>City</strong> <strong>Schools</strong> recognizes that strong, continuing family and community engagement, in all aspects of school programs and activities, provides support for<br />
measurable improvement in student achievement. <strong>City</strong> <strong>Schools</strong> commits to building engagement capacity in communication, parenting across the grades,<br />
volunteering, at-home learning, decision making, collaborating with the community, and advocacy. The <strong>City</strong> <strong>Schools</strong> FCE policy creates a collaborative<br />
environment in which the parents, families, and communities of students are invited and encouraged to be involved stakeholders in the school community.<br />
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Furthermore, this policy establishes the framework and responsibilities for the implementation of strategies to increase family and community engagement<br />
in schools and throughout the system. An effective school-family-community team assures parents, families and community members the opportunity to be<br />
effective collaborators and decision makers at all levels in support of improved academic performance for all students. The policy also supports the<br />
fulfillment of federal and state parent involvement mandates.<br />
Priority 1: Communicating effectively and proactively with external stakeholders. By creating a distinct <strong>City</strong> <strong>Schools</strong> brand and various<br />
communications tools, the singular message of accelerating student achievement and transforming <strong>Baltimore</strong> <strong>City</strong>’s schools can be delivered to multiple<br />
stakeholders in various formats. This will position the <strong>City</strong> <strong>Schools</strong> to proactively share its vision, inform and engage stakeholders about programs, and<br />
receive timely input and feedback.<br />
Priority 2: Communicating effectively and proactively with internal stakeholders. <strong>City</strong> <strong>Schools</strong> plans to improve communication processes and<br />
feedback opportunities with internal stakeholders to ensure they have the information that they need to execute their responsibilities effectively, and can<br />
serve as ambassadors to external stakeholders.<br />
Priority 3: Ensuring parental involvement in the development and implementation of the education policies and procedures in <strong>City</strong> <strong>Schools</strong>.<br />
Priority 4: Ensuring increased community involvement and outreach in support of schools.<br />
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Local Goals and Indicators<br />
Operations<br />
This section is intended to provide school systems with an opportunity to discuss the progress that they are making toward local goals that have not been<br />
addressed in the preceding sections.<br />
Instructions:<br />
Provide data from any relevant source. In the local school system’s response, address the following questions:<br />
1. Describe each department’s progress that was made in 2008-2009 toward goals of the Master Plan.<br />
The progress that was made during SY 2008-2009 in the four Operational departments: Facilities, Transportation, Health and Safety, and Food Services, has<br />
been noteworthy. The following accomplishments highlight this progress:<br />
Department of Facilities:<br />
Collaborated with various <strong>City</strong> <strong>Schools</strong>’ departments over a six-month period to establish Expanding Great Options recommendations, as follow-up to<br />
Facility Solutions plan. Efforts resulted in replacement of Facility Solutions proposals to realistically reflect the new vision of the School Board and<br />
CEO (i.e. away from the 15 percent closure target and towards more efficient use of space in accordance with true programmatic needs).<br />
Embarked on $20M in renovations to complete Facility Solutions projects.<br />
Commenced $21M in renovations for initial Expanding Great Options projects.<br />
Continued preventive maintenance efforts and energy saving installations in all schools, including the following upgrades: electrical, mechanical,<br />
plumbing, boilers, roofing and windows.<br />
Commenced testing and replacement deteriorated fuel tanks throughout <strong>City</strong> <strong>Schools</strong> facilities.<br />
Established partnership with community stakeholders to create green space at six schools.<br />
Completed update of annual Educational Facilities Master Plan and submitted to the State IAC on July 1, 2009. Will submit follow-up comprehensive<br />
Educational Facilities Master Plan during the latter part of August 2009.<br />
Department of Student Transportation:<br />
Continued improvement in reducing transportation related interruptions, reducing interruptions from seven during the 2007-2008 school year to<br />
zero during the 2008-2009 school year.<br />
Improved on the MSDE transportation audit from an 89 percent score in 2006-2007 to a 93.7% score for the 2008-2009 audit.<br />
Trained all school-based transportation coordinators.<br />
Improved the utilization of excess yellow bus capacity to achieve a significant reduction in the number of taxicabs used to transport students. This, in<br />
turn, achieved a significant reduction in taxicab transportation costs and will achieve a $1.8 M cost avoidance in each subsequent school year.<br />
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Department of Health and Safety<br />
Completed training programs required by governmental regulations.<br />
Initiated electronic imaging of all <strong>City</strong> <strong>Schools</strong> asbestos management files.<br />
Department of Food Services<br />
Made progress in the continued enhancement of school meal nutrition standards in accordance with the BCPS Local Wellness Policy.<br />
Instituted administrative processes to monitor inventory and collect revenue.<br />
Increased the Breakfast Program by 44%.<br />
Started the Great Kids Farm.<br />
Opened the Great Kids Café in the <strong>City</strong> <strong>Schools</strong> Headquarters.<br />
Served 60% more fresh fruit over the last school year.<br />
2. Identify the programs, practices, or strategies and the corresponding resource allocations to which you attribute the progress. Include supporting<br />
data as needed.<br />
The progress made by each of the four operational units during SY 2008-2009 can be attributed to the leadership and knowledgeable and dedicated staff<br />
who worked toward improving work practices with an understanding of how to eliminate obstacles, keeping in mind that all they do provides critical services<br />
to students and staff. Additionally, accomplishments can be attributed to the following programs, assessments, and professional development initiatives.<br />
Program<br />
Expanding Great Options Work Group: Accomplishments in the creation and initiation of the Expanding Great Options plan can be attributed to the<br />
multi-disciplinary work group that convened over several months to identify and address necessary changes to academic programs and related use of<br />
facilities.<br />
Improvements in the routing software increased response time on the receipt and initiation of the transportation request process.<br />
Continued reliance on the school bus global positioning system.<br />
Support from the Office of Non-<strong>Public</strong> and the Non-<strong>Public</strong> schools serviced in the availability of resources for training school bus personnel.<br />
Established partnerships with the <strong>Baltimore</strong> Ravens and the Orioles in support of the Food and Nutrition Breakfast Program.<br />
Continued supplemental support by the <strong>City</strong> of <strong>Baltimore</strong>’s Department of General Services for environmental inspections and remediation<br />
services.<br />
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Assessment<br />
Expanding Great Options Collaboration: Implementation of the Board’s recommendations involved coordination and synchronization with several<br />
strategic departments and vendors. Early planning and competitive bidding enabled departments to ensure project work plans and contracts as<br />
needed.<br />
CapStat and summer 2009 Projects Meetings: Elimination of capital project backlog status can be attributed to these weekly and monthly meetings,<br />
held to ensure progress in meeting timelines, maintaining accountability, work procedures and processes. The meetings enabled staff to effectively<br />
concentrate on implementing and completing summer projects.<br />
The Kids Farm: Instituting locally-grown fresh fruit throughout the school year and in all schools increased interest and participation in the<br />
Breakfast Program.<br />
By incorporating checks and balances of the procurement and inventory system, the department was able to reduce standing inventory and<br />
overall purchasing.<br />
By electronic imaging the asbestos management files, all schools will have on-site access for inspection and review.<br />
Professional Development<br />
Continued improvements in communications/coordination with school-based transportation coordinators and the Transportation Department.<br />
Improved in-house ordering and inventory control procedures.<br />
Reduction in the number of facility-related violations issued and prevention of injuries incurred by staff.<br />
3. Describe where challenges in making progress toward meeting local goals were evident.<br />
Several ongoing challenges are faced by each of the operating units, including budget constraints and staff resources. They are as follows:<br />
Budgetary constraints, particularly the lack of funding sources for projects, hindered the ability to deliver the full extent of projects during the initial<br />
phase of Expanding Great Options.<br />
Availability of trained, qualified school bus personnel (drivers and aides) continues to be a challenge. The Transportation Department experienced an<br />
8% percent drop in qualified bus drivers between the 2006-2007 school year and the 2008-2009 school year. (Note: In the <strong>Baltimore</strong> region, there is<br />
a shortage of qualified school bus drivers, and all counties are struggling to meet employment needs.)<br />
Initiation of the routing and scheduling software GPS technology.<br />
Timely input of student information/transportation requests in the Electronic Transportation Request system (eTR) prior to the start of the school<br />
year.<br />
Availability of trained, qualified staff to review Asbestos Management Plans in each school. The process is time consuming and labor intensive<br />
for current staffing level. Consider supplementing staff for the next re-inspection in <strong>2010</strong>.<br />
Budgetary constraints that impact training programs.<br />
Resolution of internal issues has been challenging, particularly in the areas of Procurement and Human Resources; processes are often repetitive.<br />
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Lack of collaboration and communication among departments.<br />
4. Describe the adjustments or changes that will be made, along with the corresponding resource allocations, to ensure sufficient progress. Include<br />
timelines where appropriate.<br />
The strategies and initiatives of the operational units will continue in SY 2008-2009. The adjustments or changes that will be made to ensure sufficient<br />
progress include the following:<br />
Collaborate with the Chief Financial Officer to ensure that there are sufficient funding allocations to implement subsequent Expanding Great Options<br />
recommendations.<br />
Appraise and evaluate Expanding Great Options activities (number of projects, staff capacity, work plans, system requirements, and contractual<br />
procurements).<br />
Determine second phase of Expanding Great Options projects for summer <strong>2010</strong> much earlier (i.e. October 2009 as opposed to March or April <strong>2010</strong>),<br />
issue bids earlier and, where possible, begin construction work sooner, to avoid having to pay premium construction costs.<br />
Schedule additional school-based transportation coordinator training seminars in October and November for replacement of administrators who<br />
have transferred or retired.<br />
Streamline processes with Human Resources and Procurement (need to eliminate repetitive functions).<br />
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Guidance<br />
Local Goals and Indicators<br />
The Office of Achievement and Accountability<br />
The Office of Achievement and Accountability (A&A), formerly known as DREAA, will continue its mission to provide guidance to leadership and schools in<br />
understanding and accessing timely and accurate school and student performance data in context to support long- and short-term planning and strategic<br />
decision making and to improve instruction and enhance the success of students and schools. The following lists some details of the progress made to date:<br />
Provided trainings for school leaders and staff on the correct interpretation of school and student performance measures<br />
A&A conducted ongoing training sessions at schools for teachers, new teachers, school staff, and others on student- and school-level data for MSA, alt-MSA,<br />
Stanford, and HSA exams. A&A provided data and data analysis, trained staff in the interpretation and use of performance data, and explained the linkages<br />
between test items and skills students must master.<br />
Provided data and guidance for the Fair Student Funding process<br />
A&A has worked closely with the CEO’s taskforce and the Budget and Finance department on the Fair Student Funding (FSF) model proposal for SY <strong>2010</strong>-11.<br />
A&A prepared a new round of enrollment projections and an online tool was used for principals to review, comment, and amend their projections with<br />
accompanying rationale for changes. A&A also provided the test score data that was used for creating the academic weights within the FSF model.<br />
Worked closely with the Office of Partnerships, Communications, and Community Engagement on understanding and communicating the data<br />
A&A worked closely with the Office of Communications, especially during the release of key performance data during the academic year. A&A helped the<br />
Office of Communications to understand the interpretation of data, data analysis, and federal and state policy terms and standards, and has participated in<br />
crafting press releases, eblasts, and other communications.<br />
Support the <strong>Baltimore</strong> Education Research Consortium (BERC)<br />
BERC has now become fully established and has offered the position of executive director to the person who will be first incumbent. BERC has also published<br />
its first round of research reports, hosted a seminar with <strong>City</strong> <strong>Schools</strong>’ principals, and has hired a staff person who is dedicated to work within A&A.<br />
Support<br />
A&A will continue to ensure the integration, coherence, and user-friendly dissemination of data in context as much as possible, spanning all work in the<br />
system that support the five essentials. A&A will provide the data to all stakeholders, including the School Board, administrators, school staff, parents, and<br />
community in a manner that promotes accurate data interpretations as the basis for data-driven decision making. A&A serves the demands for institutional<br />
research, program evaluation, and support for external partners, and compliance with federal, state, and municipal mandates. A&A will continue to address<br />
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the perennial ad hoc institutional research demands of the <strong>City</strong> <strong>Schools</strong>. A&A will continue support for Title I, charter schools, enrollment projections,<br />
formative assessments, and other <strong>City</strong> <strong>Schools</strong> and School Board initiatives. The following lists some details of the progress made to date:<br />
Provide test and survey results and demographic history for desegregations, analyses, and longitudinal monitoring of populations including students<br />
with disabilities and English language learners<br />
A&A disseminated home reports of individual student MSA, HSA, and Stanford scores to schools to distribute to students and parents. A&A also provided<br />
schools with their individual student results and school summaries and sent district and school-level summaries to central senior staff as soon as data<br />
became available. School profiles that included disaggregation of Stanford, MSA, and HSA by all NCLB subgroups, along with enrollment, attendance, overage,<br />
suspension, graduation, dropout, and highly qualified teacher data were posted on the website for school and public access. A&A also monitored<br />
student progress on the HSAs, especially of seniors meeting graduation requirements. Spreadsheets of high school students’ HSA status (including Bridge)<br />
were posted online for principal and senior central office staff access, and reports of the HSA status of 12 th graders were routinely disseminated to senior<br />
administrators.<br />
Provide Stanford, MSA, HSA assessment data to ITD for the Principal’s Dashboard<br />
A&A provided ITD with individual student data files that included demographic, test history, attendance, suspension, over-age, and special education<br />
variables to populate the Principal’s Dashboard, a secure, password-protected online site. A&A also produced School Accountability Progress reports as part<br />
of the School Accountability Framework; monitored student progress toward graduation in partnership with the Office of the Chief of Staff using the<br />
graduation tracking tool; and worked with ITD on an online tool to capture school programs, partnerships, curriculum, among other things, all of which were<br />
posted to the Principal’s Dashboard.<br />
Disseminate assessment information, formative assessment analyses, Title I reports, charter schools evaluation, school climate survey, and enrollment<br />
projections<br />
The annual reports for the Title I programs have all been completed or are in the process of being completed. A&A has finished the Title I Supplemental<br />
Educational Services report for SY 2008-09, the Title I Neglected and Delinquent report for SY 2008-09, the Title I Non-public report for SY 2008-09, and the<br />
Title I Comparability Report for SY 2009-10, and is working on the Title I Targeted Assistance Services report for SY 2008-09 through SY 2009-10.<br />
A&A also provided school-level summaries of MSA, Stanford, climate survey, enrollment, and attendance data for all charter schools up for renewal. A&A<br />
provided for the past two years a continuous flow of academic and enrollment data for the Expanding Great Options initiative to close or relocate schools and<br />
is developing indicators for the third year of EGO.<br />
The SY 2009-10 Climate Survey was the second year for the revised instruments. The Climate Survey was distributed, administered, collected, analyzed, and<br />
results were posted online. This year, teacher data were collected online using K-12 Insight, an improved strategy developed in concert with the <strong>Baltimore</strong><br />
Teachers’ Union.<br />
A&A developed enrollment projections for SY <strong>2010</strong>-11 and used an online tool for principals to review, comment, and amend their projections with<br />
accompanying rationale for changes. A&A further prepared 10-year projections by school for the Comprehensive Facilities Educational Master Plan and<br />
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verified that the Maryland Department of Planning’s (MDP) 10-year enrollment projections for <strong>City</strong> <strong>Schools</strong> were consistent with <strong>City</strong> <strong>Schools</strong>’ own<br />
projections.<br />
Train School Improvement Teams and school faculties in the correct administration of assessments and compliance with MSDE-mandated test security<br />
procedures<br />
A&A conducted training sessions for test coordinators for MSA, alt-MSA, online mod-MSA, MSA science, and HSA assessments on the correct procedures and<br />
administration of these assessments. All required monitoring activities for MSA, Stanford, and each HSA administration have been conducted. A&A greatly<br />
expanded its MSA monitoring and worked in close collaboration with MSDE to address all test security concerns that emerged over the year. In response,<br />
A&A developed the most aggressive and comprehensive program in the state to support this task.<br />
Present to community via a variety of forums<br />
A&A prepared the Stanford and MSA board report and presentation, hosted a community forum to discuss the assessment results, and presented at<br />
meetings at schools as requested to provide parents with information on upcoming assessments and how to interpret the results. A&A collaborated with<br />
senior staff on the State of the High <strong>Schools</strong> and State of the <strong>Schools</strong> Board presentations. A&A participated in a special study group with PCAB on charters<br />
schools, their data, and critical decision points in their approval or renewal process.<br />
Develop a data warehouse system to collect integral data across district to inform decisions at teacher, school leader, and central office levels<br />
A&A and a cross-sectional team of <strong>City</strong> <strong>Schools</strong> departments released an RFP to acquire a student performance system and data warehouse solution in order<br />
to incorporate all divergent and soiled data into one system. In SY 2009-<strong>2010</strong> <strong>City</strong> <strong>Schools</strong> secured SchoolNet to serve as the interface the student<br />
performance system. Tetradata, working in tandem with SchoolNet is providing the data warehouse infrastructure. A&A, in collaboration with the Chief<br />
Academic Office and Information and Technology Department, are developing the user applications for teachers, principals, and other district users. A&A<br />
completed their first round of professional development trainings for school based leaders on the student performance tool. In SY <strong>2010</strong>-2011, additional data<br />
(e.g. curriculum, formative assessments, student demographic, historical, etc.) will be included in the student performance tool and teachers and principals<br />
will be trained by central office staff on how to use the data to inform instruction and school level decisions.<br />
• Implement a performance management system within central office to strategically align departments’ staffing and projects to the district’s mission<br />
and vision.<br />
A&A will implement a performance management system among its staff in SY <strong>2010</strong>-2011 with the goal of rolling out a performance management system<br />
across central office departments in the future. In general, the performance management system will include a comprehensive and up-to-date job<br />
descriptions, clear roles and responsibilities, feedback processes, development goals, and support systems to achieve those goals.<br />
Accountability<br />
A&A will continue to provide all stakeholders district data so that our organization can exist within a unified accountability network. The following lists some<br />
details of the progress made to date:<br />
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Prepare evaluation reports on specific initiatives and programs<br />
During school year 2009-10, among other things A&A provided required service to Title I; surveyed principals and teachers on their participation in<br />
professional development for the Title II evaluation and for a district-wide analysis of teacher satisfaction of professional development; analyzed the<br />
characteristics of students attending transformation schools; prepared a report on the enrollment trends of the system, looking at distributions across grades<br />
and the various factors affecting the rise in enrollment; and completed the SY 2008-09 Summer School evaluation.<br />
Analyze data related to the School Accountability Framework<br />
The School Evaluation and Accountability (SEA) department within A&A was created to produce a set of quantitative and qualitative tools to make up the<br />
School Accountability Framework. These tools will be used to inform principal placement/contract renewal, school support network activities, professional<br />
development, best practice sharing, and school closures. SEA continued the implementation of the School Accountability Progress Reports; developed the<br />
Principal Evaluation Data Matrix to be used as part of the annual principal evaluations; and began development of the School Quality Review (SQR), a<br />
qualitative tool to measure schools’ operational and instructional effectiveness.<br />
Prepare high-stakes data according to CEO and Chief Officers’ requests<br />
A&A provided CEO and chief officers with comparative analyses of high stakes assessment data, disaggregated by school and subgroups. A&A provided the<br />
Office of Special Education with data for compliance with the Court Master’s report on ultimate measureable outcomes for special education. A&A, in<br />
collaboration with the Office of the Chief of Staff, identified students eligible for the Bridge plan and tracked the HSA progress toward graduation; performed<br />
reconciliation of the graduation data to make sure all graduates fulfilled the graduation requirements; and provided monthly reports on student service<br />
learning hours and unexcused absences for the Student Support Office.<br />
Implement the most aggressive test security monitoring program in the state<br />
As the performance stakes on individuals and schools ramped up under the stresses of NCLB and Fair Student Funding, it became necessary to apply a new<br />
level of rigor to the oversight and monitoring of compliance with MSDE regulation for the administration of assessments. This included a battery of analytical<br />
and forensic analyses, collaboration with sister offices, monitoring of more schools than ever, and control over testing materials before and after actual test<br />
administration.<br />
1. Describe where challenges in making progress toward meeting local goals are evident.<br />
2. Describe the adjustments or changes that will be made along with the corresponding resource allocations to ensure sufficient progress. Include<br />
timelines where appropriate.<br />
A challenge toward meeting local goals that confronted A&A during SY 2009-10 is the perennial constraints imposed by finite human resources. The division<br />
finds itself with more projects to handle than it has staff to execute these projects. As the system moves ever deeper into its reforms, there continues to<br />
evolve an expanding demand for ever-more complex and timely information to inform strategic decisions and to evaluate the performance of schools, staffs,<br />
and contractual engagements.<br />
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Central office has undergone a major reorganization and A&A was a significant part of the reorganization. The former Research, Evaluation, and<br />
Accountability Officer is now the Chief Accountability Officer and the division has expanded to include a newly created department, School Evaluation and<br />
Accountability (SEA), which oversees the development and analysis of the Baseline Data Reports that are part of the School Accountability Framework<br />
initiative. The Director for this department and five supporting positions (four program evaluators and one data analyst) have been hired.<br />
Another continuing challenge remained efficient access to data. A&A has successfully completed the RFP process and has procured a data warehouse for the<br />
system. A strand of IDEA stimulus dollars were identified which aligned with federal guidance that allowed for the launch of this important investment. A<br />
cohesive data warehouse will unify student databases and allow the many different departments within the system easy and timely access to data.<br />
An important challenge this year has been the need to ramp up data systems and internal controls to support the state’s migration to a new graduation rate<br />
calculation. This requires the district to track entries into and transfer out of cohorts, and it also imposes new standards of documentation that go beyond<br />
anything required in past.<br />
Another challenge has been the shrinking timeframe between the state’s posting of MSA and HSA data and the submission of various compliance reporting<br />
files. This volume of work, more complex than previously, and the tempo of the submissions strained technical resources within A&A and partner units,<br />
particularly ITD.<br />
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Identifying the Priorities and Strategies—Division of Research, Evaluation, Assessment, and Accountability<br />
SY <strong>2010</strong>-2011<br />
School Year <strong>2010</strong>-2011<br />
Achievement and Accountability<br />
Priority 1: Guidance<br />
Objective 1.1: Provide guidance to leadership and schools in understanding and accessing timely and accurate school and student performance data.<br />
Strategies<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
Evaluation/Evidence Status Report<br />
1. Continue training PreK- July <strong>2010</strong> Senior A&A staff Workshops provided to<br />
principals, assistant principals, 12 to June<br />
school and central office<br />
ISTs, and others on the correct<br />
interpretation of school and<br />
student performance measures.<br />
2011<br />
units as requested.<br />
2. Provide data and guidance PreK- July <strong>2010</strong> Senior A&A staff Projections, analysis, and<br />
for the Fair Student Funding 12 to June<br />
weighting formulas as<br />
process<br />
2011<br />
required during the<br />
planning<br />
cycle.<br />
and budgeting<br />
3. Work closely with the PreK- July <strong>2010</strong> A&A Officer, senior Support key performance<br />
Office of Partnerships, 12 to June A&A staff<br />
reporting moments during<br />
Communications, and<br />
2011<br />
the academic year.<br />
Community Engagement on<br />
understanding<br />
communicating the data.<br />
and<br />
4. Provide guidance to the PreK- July <strong>2010</strong> Senior A&A staff A&A will be a presence at<br />
Procurement Review 12 to June<br />
the PRC meetings.<br />
Committee (PRC) in evaluating<br />
2011<br />
the past performance of<br />
vendors, programs, and<br />
initiatives and in providing<br />
advice on appropriate and costeffective<br />
evaluation plans for<br />
future programs and initiatives.<br />
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School Year <strong>2010</strong>-2011<br />
Achievement and Accountability<br />
Priority 1: Guidance<br />
Objective 1.1: Provide guidance to leadership and schools in understanding and accessing timely and accurate school and student performance data.<br />
Strategies<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
Evaluation/Evidence Status Report<br />
5. Support the <strong>Baltimore</strong> PreK- July <strong>2010</strong> Senior A&A staff Renewal of MOU; provide<br />
Education Research Consortium 12 to June<br />
data for research reports.<br />
(BERC)<br />
2011<br />
6. Oversee appeals and<br />
corrections process to ensure<br />
valid test results.<br />
PreK-<br />
12<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
Senior A&A staff Complete for MSA, HSA,<br />
and NAEP assessments.<br />
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School Year 2009-<strong>2010</strong><br />
Achievement and Accountability<br />
Priority 2: Support<br />
Objective 2.1: Provide timely, accurate, and complete data in context to support effective long- and short-term planning and decision-making.<br />
Ensuring the integration, coherence, and user-friendly dissemination of <strong>City</strong> <strong>Schools</strong> data to stakeholders, including the School Board, administrators,<br />
school staff, parents, and community in a manner that promotes accurate data interpretations as the basis for data-driven decision making.<br />
Grade Timeline Person/s<br />
Evaluation/Evidence Status Report<br />
Strategies<br />
1. Provide the test and survey<br />
results and demographic<br />
history for desegregations,<br />
analyses, and longitudinal<br />
monitoring of populations<br />
including students with<br />
disabilities (SWD) and Limited<br />
English Proficient (LEP) to<br />
support all other units.<br />
Level<br />
PreK-<br />
12<br />
Mo/Yr<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
Responsible<br />
A&A Officer, senior<br />
A&A staff<br />
Dissemination of official<br />
assessment reports from MSDE,<br />
vendor files, home reports,<br />
internal A&A analyses and<br />
publications.<br />
Reports based on analyses of<br />
test results, demographic<br />
history, and climate surveys as<br />
they relate to the success of<br />
schools and students.<br />
Populations, including SWDs by<br />
LRE status and LEP students will<br />
also be disaggregated by<br />
ethnicity, gender, Title I,<br />
retention history, disciplinary<br />
history, feeder schools,<br />
attendance history, mobility,<br />
over-aged status.<br />
Data will be disseminated via<br />
multiple outlets customized to<br />
specific audiences.<br />
Monitoring of student progress<br />
on HSAs toward meeting<br />
graduation requirements.<br />
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School Year 2009-<strong>2010</strong><br />
Achievement and Accountability<br />
Priority 2: Support<br />
Objective 2.1: Provide timely, accurate, and complete data in context to support effective long- and short-term planning and decision-making.<br />
Ensuring the integration, coherence, and user-friendly dissemination of <strong>City</strong> <strong>Schools</strong> data to stakeholders, including the School Board, administrators,<br />
school staff, parents, and community in a manner that promotes accurate data interpretations as the basis for data-driven decision making.<br />
Grade Timeline Person/s<br />
Evaluation/Evidence Status Report<br />
Strategies<br />
2. Provide Stanford, MSA, HSA<br />
assessment data to ITD for the<br />
Principal’s Dashboard.<br />
3. Disseminate Assessment<br />
information, Formative<br />
Assessment analyses, Title I<br />
reports, Charter <strong>Schools</strong><br />
evaluation, School Climate<br />
Survey, and Enrollment<br />
Projections.<br />
Level<br />
PreK-<br />
12<br />
PreK-<br />
12<br />
Mo/Yr<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
Responsible<br />
Senior A&A staff Assessment data files will be<br />
provided to ITD to populate the<br />
Principal’s Dashboard so that<br />
principals can easily access<br />
relevant assessment data in the<br />
context of school, grade level,<br />
demographic information,<br />
SWD/LEP/ Title I status,<br />
retention history, disciplinary<br />
history, attendance history and,<br />
A&A Officer, senior<br />
A&A staff<br />
mobility.<br />
Formal Year 3 Evaluation of<br />
Charter <strong>Schools</strong>.<br />
Annual reports for Title I<br />
programs.<br />
Annual climate surveys<br />
distributed to students, staff,<br />
and parents and analyzed.<br />
Surveys will measure teacher,<br />
parent, and student satisfaction<br />
with specific learning initiatives.<br />
Annual one-year and ten-year<br />
enrollment projections<br />
distributed.<br />
4. Train School Improvement PreK- July <strong>2010</strong> A&A Officer, senior Reports to officers and schools<br />
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School Year 2009-<strong>2010</strong><br />
Achievement and Accountability<br />
Priority 2: Support<br />
Objective 2.1: Provide timely, accurate, and complete data in context to support effective long- and short-term planning and decision-making.<br />
Ensuring the integration, coherence, and user-friendly dissemination of <strong>City</strong> <strong>Schools</strong> data to stakeholders, including the School Board, administrators,<br />
school staff, parents, and community in a manner that promotes accurate data interpretations as the basis for data-driven decision making.<br />
Grade Timeline Person/s<br />
Evaluation/Evidence Status Report<br />
Strategies<br />
Teams and school faculties in<br />
the correct administration of<br />
assessments and compliance<br />
with MSDE-mandated test<br />
security procedures.<br />
5. Present to community via a<br />
variety of forums.<br />
6. Develop a data warehouse<br />
system to collect integral data<br />
across district to inform<br />
decisions at teacher, school<br />
leader, and central office levels.<br />
7. Implement a performance<br />
management system within<br />
central office to strategically<br />
align departments’ staffing and<br />
projects to the district’s mission<br />
and vision.<br />
Level<br />
12<br />
PreK-<br />
12<br />
PreK-<br />
12<br />
PreK-<br />
12<br />
Mo/Yr<br />
to June<br />
2011<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
Responsible<br />
A&A staff upon receipt of vendor files.<br />
Resolution of security violations<br />
as needed.<br />
A&A Officer, senior<br />
A&A staff<br />
Presentations at Board of<br />
School Commissioners public<br />
sessions. Presentations to<br />
school PTAs/PTOs as requested.<br />
Presentations to PCAB and<br />
other advocacy groups as<br />
requested. Presentations of<br />
student test performance on<br />
request.<br />
A&A staff Surveys conducted post<br />
professional development<br />
training sessions to measure<br />
whether attendees (school<br />
leaders, teachers) understand<br />
how to use data tools. Frequent<br />
checks on teachers and school<br />
A&A Officer, senior<br />
A&A staff, A&A staff<br />
leaders access of data.<br />
Staff performance reviews<br />
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School Year 2009-<strong>2010</strong><br />
Achievement and Accountability<br />
Priority 2: Support<br />
Objective 2.1: Provide timely, accurate, and complete data in context to support effective long- and short-term planning and decision-making.<br />
Ensuring the integration, coherence, and user-friendly dissemination of <strong>City</strong> <strong>Schools</strong> data to stakeholders, including the School Board, administrators,<br />
school staff, parents, and community in a manner that promotes accurate data interpretations as the basis for data-driven decision making.<br />
Grade Timeline Person/s<br />
Evaluation/Evidence Status Report<br />
Strategies<br />
Level Mo/Yr Responsible<br />
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Priority 3: Accountability<br />
School Year 2009-<strong>2010</strong><br />
Achievement and Accountability<br />
Objective: 3.1. Provide all stakeholders the subjective information in context with interpretation so that the system can exist in a unified<br />
accountability network.<br />
Strategies<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
Evaluation/Evidence Status Report<br />
1. Prepare evaluation reports PreK- July <strong>2010</strong> A&A Officer, senior Evaluation of the<br />
on specific initiatives and 12 to June A&A staff<br />
Alternative Options<br />
programs.<br />
2011<br />
Programs.<br />
2. Analyze data related to<br />
School Accountability<br />
Framework Scorecard.<br />
3. Prepare high-stakes data<br />
according to CEO and Chief<br />
Officers requests.<br />
4. Present to community via a<br />
variety of forums.<br />
PreK-<br />
12<br />
PreK-<br />
12<br />
PreK-<br />
12<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
July <strong>2010</strong><br />
to June<br />
2011<br />
A&A Officer, senior<br />
A&A staff<br />
A&A Officer, senior<br />
A&A staff<br />
A&A Officer, senior<br />
A&A staff<br />
Review the performance of<br />
the new Transformation<br />
schools.<br />
Comparative evaluation of<br />
charter schools.<br />
Specific evaluations<br />
required by grant-funded<br />
programs.<br />
Board-approved<br />
accountability framework<br />
and school report card.<br />
Provide CEO and Chief<br />
Officers with data to drive<br />
organizational and<br />
personnel decisions.<br />
Presentations at public<br />
sessions of Board of School<br />
Commissioners.<br />
Presentations to school<br />
PTAs/PTOs as requested.<br />
Presentations to PCAB and<br />
other community groups as<br />
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Priority 3: Accountability<br />
School Year 2009-<strong>2010</strong><br />
Achievement and Accountability<br />
Objective: 3.1. Provide all stakeholders the subjective information in context with interpretation so that the system can exist in a unified<br />
accountability network.<br />
Strategies<br />
Grade<br />
Level<br />
Timeline<br />
Mo/Yr<br />
Person/s<br />
Responsible<br />
Evaluation/Evidence<br />
requested. Presentations of<br />
student test performance<br />
on request.<br />
Status Report<br />
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Office of New Initiatives<br />
The Office of New Initiatives serves as the office that coordinates many of the <strong>Baltimore</strong> <strong>City</strong> <strong>Public</strong> <strong>Schools</strong> (<strong>City</strong> <strong>Schools</strong>) reform- efforts. This office<br />
promotes choice and partnerships, allowing schools to develop new, autonomous school designs while seeking greater accountability for outcomes.<br />
Charter, New, and Innovation High <strong>Schools</strong> are public schools that enjoy some autonomy from state and local education policies and regulations. To<br />
differing degrees, the autonomies may include curriculum, operations, staffing, budget, professional development, facility, school calendar, grade<br />
configuration, and governance. These schools of choice have no entrance criteria, with some serving specific geographical areas while others accept<br />
students from across the city. Charter, New, and Innovation <strong>Schools</strong>, as well as Transformation <strong>Schools</strong> represent a shift towards site-based management<br />
of schools where partnerships are the key to building capacity at the school level.<br />
New <strong>Schools</strong> Initiative<br />
Borne out of the 1984 Vaughn G. consent decree, the New <strong>Schools</strong> Initiative began in 1996. The court, believing that a “rising tide raises all ships,”<br />
required the <strong>City</strong> <strong>Schools</strong> to establish a series of new schools that were freed from the perceived bureaucracy of school system policies while<br />
leveraging partnerships with “operators” who served as the governing board of the school. These schools implemented an inclusion model, where all<br />
students were served in the general education classroom, and student achievement was accelerated through small class size and innovative<br />
practices. Decisions about these New <strong>Schools</strong> at the system level were informed by a New <strong>Schools</strong> Advisory Board, comprised of external stakeholders<br />
and supplemented with <strong>City</strong> <strong>Schools</strong> staff serving as technical experts. The New <strong>Schools</strong> Initiative served as the model for charter schools in Maryland.<br />
Innovation High <strong>Schools</strong><br />
In 2001, the <strong>City</strong> <strong>Schools</strong> Blueprint for High School Reform was unveiled. Predicated on three pillars of reform—academic rigor, accountable leadership,<br />
and small, supportive structures—this high school reform plan adopted many of the principles supported by the Gates Foundation. Led by the High School<br />
Steering Committee that was comprised of funders, advocates, and school system staff, the Blueprint called for the breakup of the large comprehensive<br />
high schools into smaller “derivative schools” and for the formation of innovation high schools. Innovation High <strong>Schools</strong>, like New and Charter<br />
<strong>Schools</strong>, are operated by governing boards comprised of external stakeholders that range from Universities (Johns Hopkins) to government agencies<br />
(Mayor’s Office of Economic Development) to non-profit organizations (Replications, Inc.).<br />
High School Reform: The objectives for the Innovation High <strong>Schools</strong> are the following: 1) to pilot innovative support structures, themes/focused<br />
instructional programs for higher student outcomes (percent of HSA passers, lower dropout rates, higher graduation rates, fewer incidents of<br />
suspensions/expulsions); 2) to expand the options for students in the high school choice process and increase the breadth of the <strong>City</strong> <strong>Schools</strong> portfolio<br />
of choices; and 3) to relieve overcrowding at the traditionally neighborhood (zoned) high schools. Moving to a system of total choice in the school system<br />
requires some of the smaller schools to pick up students who would have normally gone to their zoned high school. Since all rising ninth graders must<br />
now make a choice regarding their high school, there have to be adequate and appropriate high school choices as options. All of the Innovation High<br />
<strong>Schools</strong> are citywide schools of choice with no admissions criteria.<br />
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Charter <strong>Schools</strong>:<br />
Maryland passed Charter School legislation in April 2003 and the <strong>City</strong> <strong>Schools</strong> policy was developed by November 2003. In December 2004, the <strong>Baltimore</strong><br />
<strong>City</strong> Board of School Commissioners expanded its commitment to innovation and choice by approving its first 12 charter school applications. Charter<br />
schools offer the school system opportunities to partner with stakeholders in a unique relationship that provides public funds to leverage the resources of<br />
organizations such as cooperatives of teachers, parents, and community groups, non-profit organizations and universities. <strong>Baltimore</strong> <strong>City</strong>’s charter<br />
school partners range from Coppin University to the Living Classrooms Foundation to the Patterson Park Neighborhood Association. <strong>Baltimore</strong> now has<br />
27 charter schools. This represents approximately 81 percent of the charter schools in Maryland (27 of 33). Approximately 14 percent of <strong>Baltimore</strong>’s<br />
public schools are charter schools. Seventy-six hundred (7,600) students currently attend charter schools, comprising approximately 9.2 percent of the<br />
students enrolled in the <strong>City</strong> <strong>Schools</strong>.<br />
Charter School Funding: The Board of School Commissioners and the Operators have an agreed-upon funding model, which was originally approved by<br />
the Board in spring 2007 and last updated in spring 2009.<br />
Accountability and <strong>Schools</strong> of Choice: Staff is preparing to receive charter applications for new schools that will open in fall <strong>2010</strong>. Each applicant goes<br />
through a written application screening by <strong>City</strong> <strong>Schools</strong> staff and the New and Charter School Advisory Board. Then all applicants are interviewed. The<br />
Board of Commissioners holds a public forum in late fall and then votes on each application in Mid-December, in accordance with the state mandated 12o<br />
day review period. Charter schools sign an initial three year contract with the district. Each charter school has an intensive two day site visit in year one,<br />
covering domains including governance, fidelity to mission, instructional program, stakeholder satisfaction, and operational viability, and then completes<br />
an accountability plan. In year three, the school is visited again and submits an application for renewal. The Board of School Commissioners votes to give a<br />
charter school full renewal (a new five year contract), a contract extension (two years under current contract) or non-renewal.<br />
Transformation <strong>Schools</strong>:<br />
In 2008, the <strong>City</strong> <strong>Schools</strong> unveiled a plan to start up to 12 new secondary schools (grades 6-12) in fall 2008 and continuing to open up to six<br />
Transformation <strong>Schools</strong> in 2009 and <strong>2010</strong>. This decision was based on an analysis of current middle schools needs. The goals for these schools are to<br />
serve three populations of students: college-prep programs will ensure college readiness, acceptance and success; school-to-career programs focus options<br />
that link closely with community employment needs and opportunities; alternative/dropout prevention programs will provide alternative education<br />
options that particularly address the issues of over age/under-credited students and students at risk. An RFI was issued in January for 2008 and 2009<br />
applicants. After a rigorous selection process, four applicants were recommended to open five schools in the fall of 2008. Each school will open with two<br />
grades of students (sixth and ninth) and will have between 80-120 students per grade. One additional high school converted to add middle grades,<br />
and serve the 6-12 grade configuration. All of the Transformation <strong>Schools</strong> are citywide schools of choice with no admissions criteria. Transformation<br />
<strong>Schools</strong>, like Innovation High <strong>Schools</strong>, are operated by governing boards comprised of external stakeholders that range from Universities (Johns Hopkins)<br />
to non-profit organizations (Civic Works). The 2009 RFI generated a lot of interest from potential partners, and another seven schools were<br />
recommended to open in fall 2009. Staff is currently seeking applications for Transformation <strong>Schools</strong> to open in <strong>2010</strong> and 2011 .<br />
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CHARTER, NEW AND INNOVATION SCHOOLS<br />
SCH. # SCHOOL NAME ADDRESS PRINCIPAL PHONE &FAX#<br />
CONVERSION CHARTER SCHOOLS<br />
8 <strong>City</strong> Springs School (K-8) 100 S. Caroline Street, 21231 Rhonda Richetta (410) 396.9165<br />
(410) 396.9113 (fax)<br />
23 Wolfe Street Academy (preK-6) 245 S. Wolfe Street, 21231 Mark Gaither (410) 396.9140<br />
(410) 534.1066 (fax)<br />
25 Dr. Rayner Browne (PreK-5) 1000 N. Montford Avenue, 21205 Lisa Eason (410) 396.9239<br />
(410) 396.9328 (fax)<br />
47 Hampstead Hill Academy (K-8) 500 S. Linwood Avenue, 21224 Matthew Hornbeck (410) 396.9146<br />
(410) 396.3637 (fax)<br />
63 Rosemont (K-7) 2777 Presstman Street, 21216 Charles Shockney (410) 396.0574<br />
(410) 545.3298 (fax)<br />
97 Collington Square School (K-8) 1409 N. Collington Avenue, 21213 Harold Eason (410) 396.9198<br />
(410) 396.8632 (fax)<br />
262 Empowerment Academy (K-5) 851 Braddish Avenue, 21216 Carolyn Smith (443) 984.2381<br />
(410) 362.2454 (fax)<br />
321 Midtown Academy (K-8) 1398 Mount Royal Avenue, 21217 Kathy O’Hanlon (410) 225.3257<br />
(410) 225.3514 (fax)<br />
323 The Crossroads School (6-8) 802 S. Caroline Street,21231 Marc Martin (410) 685.0295<br />
(410) 752.8433 (fax)<br />
324 KIPP Ujima Academy (5-8) 4701 Greenspring Avenue, 21209 Shayna Hammond (410) 545.3669<br />
(410) 664.6865 (fax)<br />
325 ConneXions (6-9) 2801 N. Dukeland Street, 21216 Dana Polson/Rodney Powell (443) 984.1418<br />
(410) 669.4418 (fax)<br />
WHOLLY NEW CHARTER<br />
326 <strong>City</strong> Neighbors Charter (K-5) 4301 Raspe Avenue, 21206 Michael Chalupa (410) 325.2627<br />
(410) 325.2489 (fax)<br />
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Sch<br />
Type<br />
2009 Contact Information for Contract <strong>Schools</strong><br />
Sch # School Name Principal Address Zip Telephone Fax<br />
2008-2009<br />
Grades<br />
C 8 <strong>City</strong> Springs** Rhonda Richetta 100 S. Caroline Street 21231 410-396-9165 6-9113 Pre-K - 8<br />
NS 15 Stadium School Ron Shelley 1300 Gorsuch Avenue 21218 443-984-2682 366-2762 6-8<br />
C 23 General Wolfe** Christopher Gaither 245 S. Wolfe Street 21231 410-396-9140 6-8064 Pre-K - 5<br />
C 25 Dr. Rayner Browne ** Lisa Parker 1000 N. Montford Avenue 21205 410-396-9239 6-9238 Pre-K - 8<br />
CS 44 Montebello Camille Bell 2040 E. 32nd Street 21218 410-235-4801 235-6535 Pre-K - 8<br />
C 47 Hampstead Hill Academy** Jonathan Hornbeck 500 S. Linwood Avenue 21224 410-396-9146 6-3637 Pre-K - 8<br />
C 63 Rosemont** Dwayne Wheeler 2777 Presstman Street 21216 410-396-0574 545-3298 Pre-K - 8<br />
C 97 Collington Square** D'Andrea Chapman 1409 N. Collington Avenue 21213 410-396-9198 6-8632 Pre-K - 8<br />
C 262 Empowerment Academy Carolyn Smith 851 Braddish Avenue 21216 443-984-2381 410-362-2454 pre-K-8<br />
C 321 Midtown Academy** Kathleen O'Hanlon 1398 Mt. Royal Terrace 21217 410-225-3257 225-3514 K-8<br />
NS 322 New Song Academy Susan Tibbles 1385 N. Gilmore Street 21217 410-728-2091 728-0829 Pre-k - 8<br />
C 323 The Crossroads School** Marc Martin 802 South Caroline Street 21231 410-685-0295 752-8433 6 to 8<br />
C 324<br />
KIPP Ujima Village<br />
Academy**<br />
C 325 ConneXions<br />
C 326<br />
C 327<br />
C 328<br />
<strong>City</strong> Neighbors Charter<br />
School<br />
Patterson Park <strong>Public</strong><br />
Charter<br />
Southwest <strong>Baltimore</strong><br />
Charter<br />
Shawn Toler 4701 Greenspring Avenue 21209 410-545-3669 664-6865 5 to 8<br />
Dana Polson<br />
Rodney Powell<br />
2801 N. Dukeland Street 21216 443-984-1418 669-4418 6 to 12<br />
Michael Chalupa 4301 Raspe Avenue 21206 410-325-2627 325-2489 K to 8<br />
Chad Kramer 27 North Lakewood Avenue 21224 410-558-1230 558-1003 K to 8<br />
Turi Nilsson 31 S. Schroeder Street 21223 443-980-9016 443-984-3385 K to 5<br />
C 329 Inner Harbor East Academy Beverly Manigo 200 N. Central Avenue 21202 410-276-0306 276-0306 K to 7<br />
Office of New Initiatives Page 292
C 330<br />
C 331<br />
Northwood Appold<br />
Community Academy<br />
Maryland Academy of<br />
Technology & Health<br />
Sciences<br />
2009 Contact Information for Contract <strong>Schools</strong><br />
Virginia Richardson 4417 Loch Raven Boulevard 21212 410-323-6712 323-1836 K to 5<br />
Rebekah Ghosh 4701 Greenspring Avenue 21209 410-262-6072 396-0338 6 to 11<br />
C 332 The Green School Katherine Primm 2800 Brendan Avenue 21213 410-485-2102 366-2154 K to 5<br />
C 333<br />
C 334<br />
C 335<br />
Independence School Local<br />
I<br />
Bluford Drew Jemison MST<br />
Academy<br />
<strong>Baltimore</strong> International<br />
Academy<br />
Cranston<br />
Dize/Christopher French<br />
1250 W. 36th Street 21211 410-467-1090 410-467-1091 9-12<br />
TBD 1130 N. Caroline Street 21213 410-276-3095 276-3096 6-8<br />
Elena Lokounia 3501 Taylor Ave 21236 410-426-3650 426-4688 K-7<br />
IH 422 New Era Academy Paul Covington 2700 Seamon Avenue 21225 443-984-2415<br />
C 423<br />
IH 427<br />
IH 428<br />
<strong>Baltimore</strong> Freedom<br />
Academy**<br />
Academy for College and<br />
Career Exploration (ACCE)<br />
<strong>Baltimore</strong> Talent<br />
Development<br />
6 and 9 to<br />
12<br />
TBD/Pamela Caple 1601 E. Lombard Street 21231 443-984-2737 675-5205 6-12<br />
Mitchell, Ivor D 1300 W.36th Street 21211 410-396-7607 428-6750 9 to 12<br />
Jeffrey Robinson 1500 Harlem Avenue 21217 443-984-2744 669-7519 9 to 12<br />
C 432 Coppin Academy** Ronnel Carey 2500 W. North Avenue 21217 410-951-2602 951-2503 9 to 12<br />
IH 433 Renaissance Karl Perry 1301 McCulloh Street 21217 443-984-3164<br />
9 to 12<br />
C 336<br />
<strong>Baltimore</strong> Montessori<br />
<strong>Public</strong> Charter School<br />
Allison Shecter 1600 Guilford Ave. 21202 410-528-5393 410-528-8126 pre-K to 5<br />
C 337 Afya <strong>Public</strong> Charter School Will McKenna 2800 Brendan Avenue 21213 410-485-2102 443-304-0720 6-7<br />
TS 338<br />
TS 339<br />
Friendship Academy of<br />
Science & Technology<br />
Friendship Academy of<br />
Engineering & Technology<br />
Ian Roberts 801 S. Highland Avenue 21224 443-642-3182<br />
Susan Wheeler 2500 E. Northern Parkway 21214 443-642-5616<br />
6-7 & 9-10<br />
6-7 & 9-10<br />
Office of New Initiatives Page 293
2009 Contact Information for Contract <strong>Schools</strong><br />
TS 341 REACH Michael Frederick 2801 St. Lo Drive 21218 443-642-2291<br />
TS 342 KASA Tony Edwards 201 Northbend Road 21229 443-642-2670<br />
TS 343 CIVITAS Matt Wernsdoerfer 4701 Greenspring Avenue 21209 443-642-2938<br />
2009-<strong>2010</strong> New <strong>Schools</strong><br />
6-7 & 9-10<br />
6-7 & 9-10<br />
6-7 & 9-10<br />
C 346 <strong>City</strong> Neighbors Hamilton Candice Abd’al-Rahim 5609 Sefton Avenue 21214 443-642-2052<br />
K-3<br />
C 347 KIPP Harmony<br />
<strong>Baltimore</strong> Leadership<br />
Natalia Walter 2810 Shirley Ave. 21215 443-642-2027<br />
K<br />
TS 348 School for Young Women<br />
(BLSYW)<br />
Lorna Hanley 4600 Falls Road 21209 410-642-2048 410-338-2684 6<br />
TS 349<br />
NACA Freedom and<br />
Democracy Academy II<br />
Mary McCrea 2500 E. Northern Parkway 21214 443-642-2031<br />
6 & 9<br />
TS 364<br />
Bluford Drew Jemison<br />
STEM Academy West<br />
Monica Daily 1300 Herkimer Street 21213 443-642-2110<br />
6<br />
TS 365<br />
<strong>Baltimore</strong> Liberation<br />
Diploma Plus High School<br />
Teresa Cooper-Hall 2801 N Dukeland Street 21216 443-642-2055<br />
ages 15-<br />
21<br />
TS 366<br />
<strong>Baltimore</strong> Antioch Diploma<br />
Plus High School<br />
Danielle Green 2555 Harford Road 21218 443-642-2021<br />
ages 15-<br />
21 (9th<br />
grade)<br />
TS 367<br />
<strong>Baltimore</strong> Community<br />
School<br />
Brian Jones 6820 Fait Avenue 21224 443-642-2035<br />
ages 14-<br />
21 (6th<br />
and 9th)<br />
CS 368<br />
East <strong>Baltimore</strong> Community<br />
School<br />
Cathy Miles 1101 N. Wolfe Street 21213 443-642-2060<br />
K, 1 & 5<br />
TS 426 Doris M. Johnson Sandra Powell 2801 St. Lo Drive 21218 410-396-6643 9-12<br />
** Conversion Charter <strong>Schools</strong><br />
Office of New Initiatives Page 294
Legend<br />
C Charter School<br />
NS New <strong>Schools</strong> Initiative<br />
IH Innovation High <strong>Schools</strong><br />
CS Contract <strong>Schools</strong><br />
TS Transformation <strong>Schools</strong><br />
Office of New Initiatives Page 295