2010 - Baltimore City Public Schools

2010
Baltimore City Schools
Bridge to Excellence
Master Plan Update
i | P a g e

Baltimore City Schools 2010 Master Plan Update Writing Team
Name Position
Dr. Andrès A. Alonso Chief Executive Officer
Crystal Ashe Coordinator, Extended Learning
Camille Basoco Educational Associate, Office of Enrichment
Jill Basye-Featherston Curriculum Specialist, ESOL Program
Jonathan Brice Executive Director, Student Support and Safety
Dr. LaWanda Burwell
Executive Assistant for Strategic Affairs, Office of Chief of Staff,
BTE Point of Contact
Michael Carter Director, Family and Community Engagement
Ellyn Cochran Executive Assistant, Partnerships, Communication, & Community Engagement
Stacey Davis Analyst , Teacher Support Systems
Ekaterina Denisova Coordinator, Science
Thomas DeWire Director , Student Support and Safety
Linda Eberhart Executive Director , Teaching and Learning
Tisha Edwards Chief of Staff
Michael Frist Chief Financial Officer
Shelia Grap Libraries Support System
Joan Hammonds Special Assistant, for Administration, Office of the Chief of Staff
Jeanine Hildreth Evaluator, Research, Evaluation, Assessment & Accountability Office
Charlene Campbell Director, Early Learning
Bertha Knight Coordinator of Gifted & Talented Education and Multicultural
Kim Lewis Executive Director, Special Education
Kirstin Mackler Special Assistant, Achievement and Accountability
Tammye Martin Academic Director, Special Education
Dr. Rachel Mazyck Executive Assistant, Office of the Chief Academic Officer
Ami Magunia Special Assistant, Office of Human Capital
Dr. Maria Navarro Special Assistant, Office of the Chief Academic Officer
Michael Pitroff Interim Chief Financial Officer
Amy Rosenkrans Director, Humanities
Keith Scroggins Chief Operating Officer
Dr. Sonja Santelises Chief Academic Officer
Michael Sarbanes Executive Director , Partnerships, Communication, & Community Engagement
Shawn Stokes Human Capital Officer
Whitney Tanleff Director, Budget
Michael Thomas Director, Learning to Work
Matthew Van Itallie Achievement and Accountability Officer
Dr. Tanya Williams Coordinator, Truancy Assessment Center
Parent and Community Input Participants
Monique Thompson Dunbar High School PTSA
Sue Takemoto Parent
Melaine Hood-Wilson Parent and Community Advisory Board
Betty Clark George McMechen High School

Baltimore City Schools
2010 Bridge to Excellence Master Plan Update
Table of Contents
Section Page
I.A Executive Summary i
I.D Goal Progress
I.D.i Maryland School Assessment/High School Assessment
Elementary Reading 2
Middle Grades Reading 15
Elementary Mathematics 27
Middle Grades Mathematics 40
Science 54
English 72
Algebra/Data Analysis 82
Biology 93
Government 98
HSA Graduation Requirement 103
I.D.ii Limited English Proficient Students 109
I.D.iii Adequate Yearly Progress 116
I.D.iv Attendance Rates 126
I.D.v Graduation Rates and Dropout Rates 149
I.D.vi Highly Qualified Staff 165
High Quality Professional Development 179

I.D.vii Schools that are Safe, Drug Free, and Conducive to 186
Learning
I.E Addressing Specific Student Groups:
I.F Cross-Cutting Themes:
Career and Technology Education 197
Early Learning 209
Gifted and Talented Programs 215
Special Education (Embedded)
Educational Technology 238
Education that is Multicultural 249
I.G Local Goals and Indicators:
Technology 256
Partnerships, Communication & Community Engagement 261
Operations 272
Achievement and Accountability 276
Office of New Initiatives 289

I.A
Executive Summary

Introduction:
I.A
Executive Summary
The goal of the Baltimore City Schools 2010 Bridge to Excellence Master Plan Update continues to be to guide the
school system and its students, in partnership with its many interested and supportive stakeholders, to the
attainment of its Vision and Mission. In August 2010, the City Schools Board of School Commissioners modified the
Vision, Mission, and Goals. These modifications, which align with City Schools Essentials—a set of values that define
what is important in the work of the district—provide the strategic context for planning to sustain and accelerate
progress in student achievement.
Vision and Mission of Baltimore City Public Schools
Every student will graduate ready to achieve excellence in higher
education and the global workforce
Excellence in education for every child at every level
CITY SCHOOLS GOALS ESSENTIALS
All students will achieve high standards and graduate ready
to succeed (NCLB Goals 1, 2 , and 5)
All students will be taught by highly qualified, effective
teachers (NCLB Goal 3)
All students will be taught in environments that are
conducive to learning (NCLB Goal 4 )
All students will benefit from the implementation of effective
management systems that maximize available resources
(Local Goal)
All students will benefit from increased family and
community engagement that provides positive educational
and career opportunities for students
(Local Goal)
Curriculum and Instruction Supports High
Achievement for Every Student
Transformational Leadership Builds Teacher
Quality and Promotes High Achievement for
Every Student
Safe, Supportive Learning Environments
Promote High Achievement for Every Student
Resources and Facilities Promote High
Achievement for Every Student
Family and Community Engagement that
Promotes High Achievement
Executive Summary Page i

The 2010 Update reflects Baltimore City Public Schools’ theory of action for accelerating the achievement of students.
The theory of action that guides these efforts is if resources are in the schools, school communities have autonomy over
resources, resources are allocated transparently--based on student population and characteristics--and central office
provides appropriate guidance, support, and accountability, then school communities will continue to make decisions
that accelerate student achievement.
The end of school year 2009-2010 marks the third year of implementation of this theory of action, and an
unprecedented three-year decline in the dropout rate from 9.5 percent in SY 2007 to 4.1 percent. This was a reduction
of 1,481 in the number of students who dropped out of school. City Schools also posted a three-year increase of 10
percent in the graduation rate from 60.1 percent to 66 percent.
In SY 2010, City schools attained seven consecutive years of improving academic performance on all assessments, at
most grade levels, and saw a second increase in student enrollment after nearly a decade of decline. Attendance
increased significantly in middle grades for a second year; and suspensions declined for the third consecutive year. Over
16,000 parents responded to the system wide climate survey. For the first time, in 2009-2010, the achievement of City
Schools’ students was compared with students with similar demographic characteristics both in Maryland and
nationally. Analysis of Maryland School Assessment (MSA) showed that City Schools’ students in grades 3-8 achieved at
a comparable level to students with similar demographics in reading, and exceeded the state average in mathematics in
2010. On the 2008-2009 school year, Trial Urban District Assessments (TUDA) study of achievement in large, urban
school districts on the National Assessment of Educational Progress, City Schools’ students in grades 4 and 8 achieved in
the middle of the range of performance levels for students with similar demographics in reading and mathematics.
In SY 2010 City Schools and the Maryland State Department of Education collaborated in accessing federal funding for
low-performing schools through the Title I School Improvement Grant, and as SY 2011 began, this collaboration
continued with the state’s success in the Race to the Top grant competition. The additional resources from these federal
initiatives will assist City Schools in its aggressive reform agenda, and in achieving its vision of every student graduating,
ready to achieve excellence in higher education and the global workforce.
Budget Narrative:
The American Recovery and Reinvestment Act of 2009 (ARRA): Despite the national economic crisis, the deployment
of ARRA funding in Maryland restored proposed cuts in education in the state budget for SY 2010, averting significant
funding shortfalls that would have impacted classrooms in City Schools. With the continued support of the Governor
and Mayor, proposed FY 2011 funding would keep school financial resources intact. The specific funding streams of
ARRA support City Schools academic and infrastructure priorities and are coordinated to support the ARRA reform
priorities in the following manner:
Assurance #1: Increase teacher effectiveness
IDEA Part B Pass-Through supports professional development for school-based staff on conducting behavior
assessments for special education students
Executive Summary Page ii

Assurance #2: Establish and use a pre-K through college and career data system
IDEA Part B Pass-Through supports creation of a data warehouse
Title II Enhancing Ed Through Technology equips school libraries with Information Resource Centers
SFS supports acquisition of state-of –the-art business systems[
Assurance #3: Provide targeted, intensive support and effective interventions to turn around schools
SFS supports federal turnaround intervention models in seven Tier I, chronically low-performing schools
IDEA Part B Pass-Through supports the establishment of additional city-wide special education classrooms,
implementing the co-teaching model, and funding competitive proposals for Early Intervention Services (Grades
K-3)
IDEA Part B Preschool supports hiring special education co-teachers
Homeless Children and Youth supports contractual staff to oversee academic and enrichment programs and a
job-readiness camp for homeless students
Fair Student Funding: Fiscal reform in SY 2008-2009 focused on moving resources and decision-making authority from
central administration to the schools. This initiative gave schools per pupil funding and more flexibility over allocating
resources, with the goal of shaping school-based programs to meet student needs within a framework of support,
guidance and accountability. Under Fair Student Funding in FY 2009, schools went from controlling just 3 percent of
their resources in 2008 to 70 percent, with dollars based on their student numbers and needs. A central office rightsizing
and reorganization was launched to redeploy resources for schools, and schools became directly responsible for
student achievement. Together, these actions placed schools at the center of the City Schools universe. In FY 2010,
redistribution of funding continued with “unlocking” more centrally held funds, including special education dollars,
further eliminating central office positions, and redeploying positions to schools, resulting in school communities gaining
control of 81 percent of school budgets.
As schools have received more resources and assumed more responsibility under Fair Student Funding, the
administrative role of City Schools’ central office has become more targeted to focus on three key functions, delineated
in the theory of action: guiding schools, supporting schools and holding schools accountable for student achievement.
Two major initiatives support this effort: the School Support Networks and the School Accountability Framework. The
School Support Networks comprise a department whose mission is to support school leaders in the delivery of high
quality instruction and operations. Schools and networks also work to improve the effectiveness of central office as they
identify areas to improve service delivery.
The School Accountability Framework increases accountability for schools and those who support schools. The process
includes development of a baseline 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 in comparison with a peer group of
schools serving similar student populations.
Executive Summary Page iii

A high priority in City Schools’ reform has been the Expanding Great Options initiative, which has been building the
portfolio of quality school options for students. In order to create a system of high-performing schools, the Expanding
Great Options Initiative:
Transforms or closes chronically low-performing schools
Expands effective school programs
Creates new school options in all areas of the city
This initiative supports the creation of new secondary Transformation Schools, which serve students grades 6-12 and
reduces the often difficult transition between middle and high school. Six Transformation Schools opened in SY 2008-
2009, and six additional schools in SY 2009-2010. City Schools also took the unprecedented step of closing 13 schools
with a history of chronically low performance in these two year, and strategically relocating and opening schools to
maximize student choice across neighborhoods across the city.
As of SY 2010-2011, City Schools has 29 charter schools. This represents approximately 80 percent of the charter
schools in Maryland.
The foundation for two additional reform agenda initiatives to improve district infrastructure was set in place in the past
two years, and will be implemented in 2010-2011:
Goal Progress:
Human Capital Strategy – Attracting and retaining highly effective staff at all levels of the district
Performance Management and Innovative Information Systems – Integrating accurate and timely data into
decision-making and accountability frameworks at all levels of the district
The 2010 update of the City Schools Master Plan 2006-2008 addresses the five system goals.
Goal I: All students will achieve high standards and graduate ready to succeed (NCLB Goals 1, 2, and 5)
Overall, student performance in reading achievement on the Maryland State Assessment (MSA) was sustained in
2010 at the at the 2009 level, which is the highest the district has ever achieved with 72.4 percent of students in
grades 3-8 scoring proficient or advanced.
Mathematics achievement continued to increase, reaching its highest level ever, with 66.3 percent of students
in grades 3-8 scoring proficient or advanced.
Achievement growth in the middle grades, traditionally City Schools’ lowest performing grade band, increased in
both reading and mathematics for the past three years and has overtaken the pace of growth in the elementary
grade band. Reading achievement in grades 6-8 increased from 46.6 percent proficient or advanced to 67.4
percent and mathematics achievement, from 30.4 percent to 52 percent.
Executive Summary Page iv

In the past three years, the number of students, not just meeting but exceeding state standards, has doubled,
increasing from 9.5 percent scoring advanced to 20.8 percent in reading and from 8.1 percent scoring advanced
to 17.4 percent in mathematics.
Students with disabilities continued to advance at a greater rate than general education students on MSA,
continuing to narrow achievement gaps in both reading and mathematics. In reading, the percentage of
students with disabilities scoring proficient or advanced increased from 31.8 percent in 2007 to 52.9 percent in
reading in 2010; and from 25.3 percent to 46.6 percent in mathematics.
Limited English Proficiency students maintained achievement gains in reading with 63.1 percent scoring
proficient or advanced in 2010, and out-performed their native English-speaking peers in mathematics for the
third year with 69.7 percent scoring proficient or advanced.
Although the number of high school students passing Algebra I HSA decreased from 2009 to 2010, the number
of students passing English II was sustained. The number of students passing Biology HSA increased by 504 and
students passing Government HSA recouped from a drop in 2009 to exceed its 2008 level by 89 students in
2010.
Reduction in the number of habitually truant students 2008 to 2010
Middle school attendance increased from 88.3 percent in 2007 to 93.2 percent in 2010
Ninety-five percent of the class of 2010 met state criteria for graduation by passing high school exit tests or
Bridge projects
The graduation rate posted a four-year gain of nearly six percentage points from 60.1 percent in 2007 to 66
percent in 2010.
The dropout rate decreased five percentage points from 9.4 percent in 2007 to 4.1 percent in 2010.
Goal 2 - All students will be taught by highly qualified, effective teachers (NCLB Goal 3)
The percentage of core academic classes taught by highly qualified teachers increased from 34.3% in 2004 to 69.5%
in 2010
Goal 3 - All students will be taught in environments that are conducive to learning (NCLB Goal 4 )
Reduction in student suspensions and serious offenses from SY 2007-2008 to SY 2009-2010.
10 schools exited the Persistently Dangerous continuum and only 1 school remains in the persistently dangerous
category for SY 2010-2011.
The percentage of climate survey respondents who were satisfied with the school physical environment increased to 66
percent in 2010.
Executive Summary Page v

Goal 4 - All students will benefit from the implementation of effective management systems that maximize available
resources (Local Goal)
The Vaughn G Consent Decree reached settlement.
A Data Warehouse and Performance Management System to support data-driven management is being
sponsored by the Chief Academic Officer, with implementation support supplied by the Office of Achievement
and Accountability, the Office of Information Technology Department, and the Office of Teaching and Learning.
Operations completed a total of 19 capital improvement projects: 16 systemic projects (windows, boilers, etc.),
1 Media Center, and 2 Major Renovations.
Goal 5 - All students will benefit from increased family and community engagement that provides positive educational
and career opportunities for students (Local Goal)
Challenges:
Over 16,000 parents responded to the system wide climate survey.
In SY 2009-2010, 1,400 people formally expressed interest in volunteering in schools.
Community Support for Schools Program leveraged 24 existing community-based partners to dramatically
expand family and community engagement in 89 schools, receiving $14,000 per school.
More than 800 parents and children participated in Family Institute workshops designed to help parents become
engaged in their children’s education and support their children’s success.
The most significant challenge for City Schools to address in SY 2010 – 2011 is the achievement gap associated
with student attendance. In reading, chronically absent students, habitually truant students, and students with
more than one suspension lagged the achievement of their peers by 15 to 25 percentage points. In
mathematics, the gap was even greater, ranging from 20 to 30 percentage points.
Although middle school attendance is increasing, high school attendance has remained stagnant.
Despite growth in achievement in the middle grades, this grade band has not yet met annual measurable
objectives.
Although students with disabilities have made significant gains in achievement, they have not yet reached the
achievement level of their non-disabled peers.
All students are not yet taught by highly qualified, effective teachers.
Continued progress is needed in ensuring that all schools have environments that are conducive to learning.
The graduation rate is not yet 100%.
Executive Summary Page vi

2011 Key Academic Strategies:
In acknowledgment of the challenges which City Schools still faces in fulfilling its mission of excellence for every child
at every level, the district has framed its strategic academic work on three key instructional priorities: rigor,
engagement, and intervention
Rigor
Develop a common set of expectations for what constitutes rigorous teaching and learning in all classrooms across
the district through development a deep understanding of the Common Core State Standards.
Begin implementation of the internationally benchmarked and research- based Common Core State Standards,
which will increase the depth of instruction and classroom learning.
Continue to provide systemic, subject-specific professional development for teachers to increase capacity for
effective instruction in all schools.
Engagement
Differentiate approaches to teaching and expectations for student involvement in the work of their classrooms.
Capture student interest in learning using effective instructional strategies.
Provide instruction that challenges students to become responsible for and invested in their learning.
Continue differentiated classroom instruction and focus on research-based teaching strategies.
Intervention
Understand the academic needs of students through the use of data and develop systems to support individualized
learning needs.
Implement system-wide response to intervention strategies
Implement integrated academic and behavior intervention strategies
Provide a continuum of instructional supports for students
Leadership Development
To increase the capacity of schools to address the instructional priorities, City Schools is also focusing on extensive
leadership development. Training and support will be provided to assist principals in the transition from
transactional leaders to strategic leaders and to facilitate teachers’ development in the content areas and researchbased
teaching strategies. Specific initiatives for include:
Executive Summary Page vii

Monthly leadership development sessions focused on how leadership actions build teachers’ understanding
and implementation of the Core Common Standards, appropriate use of interventions to support students,
and strategic planning to increase whole school performance.
Monthly professional learning community meetings, led by School Support Networks, to share best
practices.
New Principal development to address the specific needs of new school leaders.
Assistant principal and aspiring leader development to prepare identified staff for transition into leadership
positions.
Address the Attendance/Achievement Gap
The Offices of Teaching and Learning and Student Support are collaborating on strategies to leverage students’
engagement in their classrooms and schools with community support strategies through both prevention and
intervention strategies.
Prevention:
Conduct a city-wide attendance campaign.
Inform parents and community on strategies to increase attendance.
Promote positive adult-student relationships in schools.
Train teachers in engagement and intervention strategies.
Involve mental health professionals and other partners in attendance initiatives.
Share local and national best practices.
Intervention:
Use data to identify students whose attendance puts their academic success in jeopardy.
Provide consistent early interventions and communication to parents regarding absences through contacts such
as home visits and attendance hearings.
Engage community-based partners for resources to support intervention programs.
Provide programs to assist high need students in coping with conflict and challenges.
2011 Key Infrastructure Strategies
Continue to utilize funds from the American Recovery and Reinvestment Act of 2009 to sustain current programs
and stimulate innovation, while adhering to the four guiding principles of ARRA.
Executive Summary Page viii

Continue to refine the School Accountability Framework for schools and central office. Complete construction of
the Data Warehouse and Student Performance System to enhance student tracking and system accountability.
Continue School Support Networks to improve performance and accountability for both schools and central
office.
Continue to expand Pre-K availability with an ultimate goal of universal Pre-K for Baltimore children.
Continue expansion of Transformation and Charter Schools, and improve the quality and choice of school
options. Continue to expand and improve Special Education services.
Continue to implement the Human Capital Strategy to attract, retain and promote highly effective staff at all
levels and use the newly-negotiated teacher evaluation processes increase the effectiveness of instruction in all
schools.
Continue to expand parental and community involvement through Office of Partnerships, Communication and
Community Engagement.
Specific Student Groups:
Career and Technology Education
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 evaluate progress. Highlights of City Schools’ SY 2009-2010 achievement include:
Early Learning
78 percent of students passed English II; and 77 percent, Algebra/Data Analysis.
71 percent met the state of Maryland college entrance requirements, exceeding the state average by 22
percentage points
City School’s kindergarten readiness data reveal that 64 percent of the children entering kindergarten were fully
ready for school in SY 2009-2010, an increase of 36 percentage points since 2001-2002.
In SY 2009-2010 City Schools offered full and half-day pre-kindergarten programs in 111 elementary schools and
early learning centers.
Gifted and Talented Education
City Schools uses the School wide Enrichment Model (SEM) as its systemic model for gifted learners. This model
addresses the educational needs of all students ranging from struggling learners to advanced students. The
School wide Enrichment Model is also designed to promote diversity among fellow students, while promoting
high levels of achievement, creative productivity, motivation, and respect for each student.
Based on reports from 170 schools, in SY 2009-2010, 5,070 students received gifted and talented services. Of the total
students, 2,979 students were enrolled in Elementary or Pre-k – 8 schools and 2,091 students were enrolled in middle or
high schools.
Executive Summary Page ix

Special Education
City Schools’ approach to addressing the special education achievement gap is to continue to increase access to
general education classes, and use the special educator/general educator co-teaching model and collaborative
planning to address the individual needs of all students.
Cross-Cutting Themes:
Educational Technology
City Schools provided equipment, web-applications, and professional development in support of instructional
technology activities and teacher retention. Information Technology Department (ITD) staff also continued to
develop courses for teacher professional development to ensure that all City Schools teachers are able to
integrate technology into daily instructional activities. Staff conducted workshops for teachers to demonstrate
and model uses of technology and to disseminate information regarding technology literacy standards The
Maryland State Curriculum.
Education that is Multicultural
Through a series of presentations and workshops City Schools addressed its ETM SY 2009-2010 priorities: (1)
increasing student achievement toward the standards across all diverse learning groups; (2) ensuring
equitable access and support for all students to participate in the highest level of teaching and learning
programs; (3) preparing students academically and socially to participate successfully in a diverse society; (4)
strengthening students’ pride in themselves and their cultural identities and achievements; (5) and increasing
awareness and understanding of commonality and diversity among individuals and groups.
Executive Summary Page x

I.D
Goal Progress

I.D.i
Maryland School Assessment/ High School Assessment

Elementary Reading
Based on the Examination of MSA AYP Proficiency Data in Elementary Reading Tables 2.1
1. Describe where progress is evident. In your response, identify progress in terms of grade band(s) and subgroups.
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
2006-2007 to 76.0 percent proficient or advanced in SY 2009-2010.
All eight subgroups showed a three-year gain in the percentage of students achieving proficient or advanced from SY 2006-2007 to SY 2009-2010. Three
subgroups (American Indian/Alaskan Native, Asian/Pacific Islander, and White) were above the 2010 AMO for grade levels K to 5 in Elementary Reading.
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
or advanced in SY 2009-2010
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
proficient or advanced in SY 2009-2010.
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
proficient or advanced in SY 2009-2010.
2. Identify the practices, programs or strategies and the corresponding resource allocation to which you attribute the progress.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Curriculum/Program
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
one Teacher Fellow and two staff members for schools identified in the Reading First initiative. The two major functions of the office during the 2009-2010
school year were as follows: to support the implementation of the comprehensive reading/language arts program, support the implementation of the
piloted skill-based core curriculum, ensuring equitable access to rigorous standards, and building the capacity of the school-based professional
developers. With the support of the School Support Networks, the Literacy Teacher Fellow provided content-focused support to teachers for teaching and
learning.
The core reading materials used in City Schools during the 2009-2010 school year were: the piloted skill-based core curriculum, Open Court Reading, and
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,
while others used the skill-based curriculum to develop unit and novel studies.
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
behaviors that are necessary to ensure high quality instruction. The findings were used to assist with improving program implementation at the school site and
to target technical support for the schools.
Increased Access to the General Education Curriculum for Students with IEPs
During the SY 2009-2010 professional development was provided to IEP Chairs and related service providers on improving the quality of students’ IEPs by
developing and writing appropriate Present Levels of Academic Achievement and Functional Performance as well as writing IEP goals that are aligned with the
Voluntary State curriculum. An end-of-year evaluation of this initiative showed improved application of the targeted components of IEP development by
school-based staff, but did not indicate consistent implementation throughout the district.
Increased Collaboration between General Educators and Special Educators
During SY 2009-2010 each school provided collaborative planning time in the master schedule to allow opportunities for general educators and special
educators to engage in curricular planning and collaboration regarding students’ instructional and testing accommodations, supplementary aids/ services,
supports, and modifications to the curriculum. Special educators were required to document the provision of indirect services to general educators of students
with disabilities by using the Universal Contact Log and Contact Notes. This initiative was evaluated through on-site reviews of master schedules indicating that
schools complied with the systemic directive to allow collaborative planning time for special educators and general educators. In addition folder reviews were
conducted by specialist to monitor the completion of universal contact logs and notes. Technical assistance was provided to schools that did not complete or
file these forms. However, special education audits revealed inconsistencies and failures by special educators to utilize the required forms to document the
provision of indirect services to students with disabilities by consulting with general educators.
Assessments
The Office of Literacy administered new benchmark assessments to general and special education students four times during the SY 2009-2010 to grades 1-5.
The benchmark assessments assessed reading fluency, comprehension, and word knowledge. Schools using Reading Mastery Plus administered the benchmark
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
comprehensive reading program. Teachers used the OARS data management system to collect and analyze student results. Teachers and administrators used
the results to determine instructional strategies/interventions to address individual student needs.
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
identify students with difficulty in order to provide them with early interventions. The results of these assessments provided teachers with the necessary
student information to determine classroom instructional strategies as well as interventions to address individual student needs. These results were also
used by the Office of Literacy to plan appropriate content-focused professional development based on system-wide and individual school information.
Elementary Reading P a g e | 3

Interventions
The elementary schools used student results from the benchmark assessments to identify individual student needs. The Open Court Intervention Guide
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
provided intervention materials (Horizons, Language for Learning, and Corrective Reading) for use by all students, particularly targeting students with
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
program for students in 75 Title I schools and a summer school program for students in grades 3-5 were offered.
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
Intervention (RtI) framework to deliver services to students who demonstrated less-developed emergent literacy skills in grades Pre-K-1. The mission of
Project Early I.D. is to provide a quality program of professional development, assessment and academic intervention that will enable all students to
achieve developmentally appropriate language and literacy benchmarks at the end for grade one. The project provided the extensive integrated services of a
.5 reading intervention specialist for each intervention class, implementing supplemental instruction. The final evaluation indicated that the project’s
approach positively impacted students’ reading skills.
Professional Development
In collaboration with the School Support Networks, the Office of Literacy provided professional development for all general and special education teachers as
well as ESOL teachers throughout the school year and for administrators and content specific, school-based professional developers monthly. Special
educators were provided professional development at the school site as part of the grade-level planning teams and staff meetings, as well as systemically,
from the Office of Literacy focused on the State Curriculum and the implementation of the specific reading/language arts programs.
The professional development was planned based on a thorough analysis of student data. The content-specific, school-based professional developers used
the analysis to provide job-embedded, content-focused professional development that afforded teachers the opportunity for immediate application. In
addition, they provided mentoring, coaching, and immediate professional learning opportunities for teachers. Two Teacher Leaders for literacy were provided
for each grade to support teachers throughout Title 1 schools.
A series of weekly winter professional development sessions were offered to all teachers focused on the pedagogical framework for the balanced literacy
components. In addition, a 6-week Literacy Academy was established for schools identified as School Improvement schools. The 6-week session focused on
establishing balance with the literacy block and gave teachers an in-depth understanding and rationale for the components of balanced literacy. Teachers that
attended these sessions received professional materials as well as books for their classroom library and planned for effective implementation for the 2010-2011
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
190 teachers that attended the Literacy Academy. In addition, continuing advanced sessions will be offered to these teachers.
Elementary Reading P a g e | 4

Resources
Additional supports in the 2009-2010 school year included the following initiatives: curriculum writers (general education teachers, special education teachers,
and school-based professional developers) and the Literacy Teacher Fellow who assisted with the core curriculum, revision of benchmark assessments, and
expansion of professional development efforts to meet the needs of all levels of the educational organization.
Describe where challenges are evident. In your response, identify challenges in terms of grade band(s) and subgroups.
The Baltimore City Public Schools (City Schools) did not make AYP for the Elementary Level in the 2009-2010 school year. The 2010 AMO for the grade bands (K-
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
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
percentage points from 79.0 proficient or advanced in SY 2008-2009.
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
to SY 2009-2010. Among the larger subgroups, the decrease in achievement was 2 percentage points or less.
The following results reflect detailed performance of all student groups in the elementary reading grade band grouping:
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
proficient or advanced in SY 2009-2010.
American Indian students met the 2010 AMO; this subgroup posted a one-year loss of 7.1 percentage points from 90.7 percent proficient or advanced in
SY 2008-2009 to 83.6 percent proficient or advanced in SY 2009-2010.
Asian/Pacific Islander students met the 2010 AMO; this subgroup posted a one-year loss of 4.7 percentage points from 94.5 percent proficient or
advanced in SY 2008-2009 to 89.8 percent proficient or advanced in SY 2009-2010.
Hispanic students met the 2010 AMO through the confidence interval; this subgroup posted a one-year loss of 0. 3 percentage points from 78.0 percent
proficient or advanced in SY 2008-2009 to 77.7 percent proficient or advanced in SY 2009-2010.
White students met the 2010 AMO; this subgroup posted a one-year loss of 0.8 percentage points from 84.4 percent proficient or advanced in SY 2008-
2009 to 83.5 percent proficient or advanced in SY 2009-2010. This subgroup posted a three-year gain of 7.7 percentage points from 75.8 percent
proficient or advanced in SY 2006-2007.
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.
Include timelines where appropriate.
Regardless of the increased scores to date, student achievement must continue to increase, particularly for students with disabilities.
The theory of action to address this challenge is that if successful instructional practices are used consistently, and targeted instruction and support are
provided to students performing at the basic level and to students with disabilities, achievement will increase.
The following strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges:
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Curriculum/Program
The Office of Literacy will comprise a Literacy Workgroup consisting of central office staff, literacy consultants, and principals to develop a systemic Literacy
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
detailed roadmap of the comprehensive literacy framework City Schools will implement. With the development of the Literacy Plan, the Office of Literacy will
continue to provide guidance and support to schools through a variety of initiatives that assist in building capacity of administrators, teachers, and schoolbased
professional developers. The Teacher Fellow assigned to the office, along with the grade-level Teacher Leaders and School Support Networks will
continue to serve all schools, grades 1 to 5.
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
Curriculum that can be utilized with multiple reading programs. A variety of supplemental skill-based instructional resources and materials that are aligned to
the State Curriculum will continue to be developed during the 2010-2011 school year. The curriculum will be distributed and posted on City Schools web-
based Teacher Support System (TSS) for instructional tools throughout the year. Revisions will continue to be made to the skill-based core curriculum,
including a 3-year phasing in of the Common Core Standards. During SY 2010-2011, the Office of Literacy will include an alignment of Common Core Standards
to the reading comprehension and writing objectives from the Maryland State Curriculum (MSC).
Ongoing professional development sessions on using the resources provided by the skill-based core curriculum and integrating the core curriculum with the
Open Court Reading program will be offered during our monthly Read/ Write professional learning community sessions. The Office of Literacy will update the
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
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
Reading Mastery Plus (RMP) will be updated as needed and posted on TSS. The curriculum development, revision, and implementation initiatives will be
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.
Access to the General Education Curriculum for Students with IEPs
Elementary Reading P a g e | 6

For the 2010-2011 school year the Office of Special Education’s IEP Development and Implementation team will ensure that students with disabilities are able
to access and make progress in the general education curriculum by providing ongoing professional development to IEP department heads and chairs, related
service providers, and special educators related to:
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)
Developing appropriate accommodations, modifications, and supplementary aids and services
Utilizing data to drive quality decision-making when identifying appropriate educational services and environments for students with disabilities
Utilizing data to improve academic achievements for student with disabilities
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP meetings and
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.
Increased Collaboration between General Education and Special Education Teachers
Collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special educators to coplan
and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submitting the forms to
school principal monthly for review and signature, and file copies of the forms to document the provision of indirect services.
The Inclusive Practices and Co-Teaching team will monitor confidential files to ensure that indirect services are provided and documented accurately to
substantiate the collaboration between special and general educators. The assigned specialist will conduct monthly reviews of the confidential folder to verify
the appropriate completion and filing of required forms by the special educators. They will discuss findings with administrators, staff and provide technical
assistance as needed. In addition, the IEP Development and Implementation team will ensure through on-going IEP meeting observations, that special and
general education teachers collaborate during the IEP meeting to identify appropriate accommodations, modifications, and supplementary aides and services
within the students’ least restrictive environment (LRE). The Inclusive Practices and Co-Teaching team will also work in collaboration with the consultant to
provide professional development to special educators and general educators on collaboration and co-planning.
Assessments
The Office of Literacy will revise benchmark assessments to include 20% of the questions aligned to the Common Core Standards. These assessments will be
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
November of the 2010-2011 school year. The diagnostic will allow teachers and administrators to capture detailed data on students’ foundational reading and
comprehension skills. The diagnostic assessments will have the technology capability to link to City Schools Data Link and will be able to be accessed
systemically and will follow students as they move throughout the system.
Interventions
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
Court Intervention, Voyagers Passport, Horizons, Language for Learning, Corrective Reading, or other approved programs for use by all students, but
particularly targeting students with IEPs. To ensure that interventions are appropriately matched with the needs of individual students within the instructional
program, The Office of Literacy developed a manual to provide guidance to administrators and teachers to maximize the use of the intervention materials.
This manual includes criteria for student participation, program placement assessment guidelines, strategies, and recommendations for lesson structures to
ensure that students, particularly students with IEPs, are provided access to general education curriculum as well as the opportunity to accelerate their
reading skills. Summer learning programs will be offered for students in elementary grades to provide skill reinforcement or enrichment related to the reading
curriculum.
Professional Development
In collaboration with the Office of Early Learning, Office of Enrichment, Office of Humanities, Office of Mathematics, Office of Special Education, and School
Support Networks, the Office of Literacy will continue to provide content-based professional development for general education teachers, special education
teachers, ESOL teachers, job embedded professional developers, and administrators a minimum of seven times throughout the year. It is critical that schoolbased,
job-embedded professional development continue, so that teachers experience effective professional growth opportunities. These professional
developers facilitate grade-level team meetings to analyze student learning patterns and identify what instructional modifications students need. With the
support of the School Support Networks and Teacher Leaders, the Office of Literacy will offer content-specific, pedagogy, and instructional planning
professional development as needed by schools and networks. The Office of Literacy will also provide professional development opportunities for teachers to
become familiar with the ELA Common Core Standards. Special Education’s IEP Development and Implementation team will provide professional development
activities and 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 standards. Teacher Leaders will continue to provide support to teachers in Title 1 schools.
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education will provide support
and technical assistance for all special educators and general educators. This support will incorporate new trends, special education pedagogy, and researchbased
strategies for providing SWD access to the general education curriculum.
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs
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
educators in the areas of collaboration and co-teaching.
Parent and Community Communication and Engagement
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
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
Involvement to attend meetings and to ensure that there is readily available information about the reading program for parents.
Resources
Additional support in FY 2010 includes the following: curriculum writers (general education teachers, special education teachers, and school-based professional
developers) and literacy Teacher Fellows and Teacher Leaders who will assist with the development of a core curriculum, revision of assessments, and
expansion of professional development efforts to meet the needs of all levels of the educational organization.
School Year 2010-2011
Reading—Elementary School
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School
Assessment.
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report
Level Mo/Yr
Curriculum/Program
1. Develop a systemic
Literacy Plan to provide a
comprehensive approach
to literacy instruction for
grades Pre-K -12.
6-8 09/11-
10/11
Literacy Workgroup 100% of all City Schools will have
access to the Literacy Plan.
Elementary Reading P a g e | 9

School Year 2010-2011
Reading—Elementary School
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School
Assessment.
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report
Level Mo/Yr
2. Revise and distribute a
Skill-based core curriculums
aligned to the State
Curriculum, as well as develop
best practice resources for
schools to support the
implementation of the core
curriculum and foster
increased student
achievement.
3. Continue to support the
Implementation of Open
Court Reading (OCR), Reading
Mastery Plus (RMP), and other
approved core reading
programs that are used in all
schools in all grade levels.
Assessments
Grades
1 - 5
Grades
Pre K-
5
7/10-1/11 Literacy Workgroup
08/10-
06/11
Literacy Teacher Fellow
Curriculum Writers
(special and regular
education teachers,
educational specialists,
and school-based
professional developers)
Principals
Literacy Workgroup
Literacy Teacher Fellow
School Support
Networks
Principals
Evaluation and feedback at
systemic professional
development sessions will be
collected and scanned into an
online database.
100% of schools using the core
curriculum will improve in all
subtests by 5% each testing
period.
100% of schools will improve the
results of each benchmark by 5%.
Elementary Reading P a g e | 10

School Year 2010-2011
Reading—Elementary School
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School
Assessment.
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report
Level Mo/Yr
4. Revise and administer
benchmark assessments to
align with the core curriculum
timeline and include 20% of
the questions aligned to the
Common Core Standards.
5. Provide schools with access
to a online data reporting
system.
6. Provide schools with at
least two approved reading
diagnostic assessments that
are technologically compatible
with City Schools Data Link
Grades
1-5
Grades
1-5
Grades
pre-K-5
06/10-
5/11
09/10-
06/11
11/10-
06/11
Literacy Workgroup
Literacy Teacher Fellow
Curriculum Writers
(special and regular
education teachers,
educational specialists,
and job-embedded
professional developers)
Assessment Coordinator
Principals
Literacy Workgroup
Assessment Coordinator
Principals
Literacy Workgroup
Assessment Coordinator
100% of schools will administer
benchmarks four times a year.
100% of all schools will have
access to an online data reporting
system and use it for student
performance analysis.
100% of all schools will have
access to an approved reading
diagnostic assessment.
Elementary Reading P a g e | 11

School Year 2010-2011
Reading—Elementary School
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School
Assessment.
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report
Level Mo/Yr
7. Schools will use scanners to
upload benchmark assessment
data into City Schools Data
Link for immediate feedback
on student progress.
Interventions
8. Continue to support schools
in the implementation of
approved reading intervention
programs.
9. Continue to support schools
in the implementation of the
supplemental materials
(Horizons, Language for
Learning, Corrective Reading,
and other approved
programs).
Professional Development
Grades
1-5
Grades
2-5
Grades
1-5
09/10-
06/11
08/10-
07/11
08/10-
06/11
Literacy Workgroup
Assessment Coordinator
Principals
School Support
Networks
Principals
Student Support
Networks
Principals
Academic Director of
Special Education
100% of all schools will have
access to a scanner.
100% of schools will have
approved reading intervention
program materials available for
use with eligible students.
100% of schools will have the
supplemental materials (Horizons,
Language for Learning,
Corrective Reading, and other
approved programs) available for
use with eligible students.
Elementary Reading P a g e | 12

School Year 2010-2011
Reading—Elementary School
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School
Assessment.
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report
Level Mo/Yr
10. Continue providing
professional development for
administrators to include
sessions on understanding the
Common Core Standards.
11. Continue providing
professional development for
Literacy Teacher Leaders and
School Based Professional
Developers to include sessions
on understanding the
Common Core Standards
12. Continue providing
Differentiated professional
development for all general
education and special
education teachers to include
sessions on understanding the
Common Core Standards
Grades
Pre K-
5
Grades
Pre K-
5
Grades
Pre-K-
5
08/10-
06/11
08/10-
06/11
08/10-
06/11
School Support
Networks
Literacy Teacher Fellow
Teacher Leader
Coordinator
School Support
Networks
Literacy Teacher Fellow
Literacy Workgroup
Academic Director of
Special Education
Literacy Teacher Fellow
School Support
Networks
Principals
100% of identified administrators
will attend professional
development.
90% of survey respondents will
indicate that they use
professional development in their
work.
100% of literacy teacher leaders
will participate in professional
development quarterly.
90% of survey respondents will
indicate that they use the
professional development in their
work.
100% of all general and special
educators will attend professional
development systemically,
network-based, or school-based.
90% of survey respondents will
indicate that they use the
professional development in their
work.
Elementary Reading P a g e | 13

School Year 2010-2011
Reading—Elementary School
Priority 1 : Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School
Assessment.
Objective 1a: By June 2011, student performance will increase by ten percentage points on MSA in Grades 3, 4, and 5.
Objective 1b: By June 2011, the performance of students and students with disabilities will increase on MSA by ten percentage points.
Strategies Grade Timeline Person/s Responsible Evaluation/Evidence Status Report
Level Mo/Yr
Family and Community/Communication and Engagement
13. Provide access to literacy Grades 08/10 Literacy Workgroup
materials and activities Pre K- 06/11
through the parent portal. 5
Literacy Teacher Fellow
14. Attend parent
organization meetings to
provide information about
reading curriculum and
progress.
Grades
Pre K-
5
08/10-
06/11
Director of Parent
Involvement
School Support
Networks
Principals, teachers
10% increase of materials posted
on the parent portal.
Staff will attend two meetings
with parent organizations to
provide information and answer
questions.
DIFFERENTIATED ACCOUNTABILITY
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline
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
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
Schools to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school
leadership.
Elementary Reading P a g e | 14

Middle Grades Reading
Middle Grades Reading
Based on the Examination of MSA AYP Proficiency Data in Reading (Tables 2.1 through 2.3):
Describe where progress is evident. In your response, identify progress in terms of grade band(s) and subgroups.
On MSA 2010, 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
2008-2009, and a three-year gain of 19.9 percentage points from 47.1 percent proficient or advanced in SY 2006-2007.
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-
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
2009-2010. One subgroup (Asian/Pacific Islander) was above the 2010 AMO for grade levels K to 5 in Middle Reading.
The following results reflect detailed performance of student groups in the middle reading grade band grouping:
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
proficient or advanced in SY 2009-2010. This subgroup also posted a three-year gain of 20.3 percentage points from 45.4 percent proficient or advanced
in SY 2006-2007.
American Indian/Alaskan Native students met the 2010 AMO through the confidence interval ; this subgroup posted a one-year gain of 11.6 percentage
points from 59.4 percent proficient or advanced in SY 2008-2009 to 71.0 percent proficient or advanced in SY 2009-2010. This subgroup also posted a
three-year gain of 22.1 percentage points from 48.9 percent proficient or advanced in SY 2006-2007.
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
or advanced in SY 2009-2010. This subgroup also posted a three-year gain of 29.1 percentage points from 45.6 percent proficient or advanced in SY
2006-2007.
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
advanced in SY 2009-2010. This subgroup also posted a three-year gain of 20.9 percentage points from 44.5 percent proficient or advanced in SY 2006-
2007.
Identify the practices, programs, or strategies and the corresponding resource allocation to which you attribute the progress.
Page 15

GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
The following strategies, programs, and practices contributed to the successes and provide the foundation for greater success in the future:
• Well-written curriculum design that gave teachers identification of materials, accommodations and modifications, explicit instruction, daily informal
assessments, student engagement strategies, and clarification documents that support the content of the State Curriculum;
• A curriculum designed in a three week cycle that included assessment, re-teaching, and enrichment based on the data;
• The development and utilization of a process that teacher teams used during collaborative planning and that included discussing the curriculum,
analyzing the data, and looking at student work;
• 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;
• Curriculum designed in such a way to ensure that students have been instructed on all the assessment limits prior to the administration of MSA;
• Consistent, strategically-designed professional development based on the data and needs assessments.
Curriculum/Program
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
support the implementation of the comprehensive reading/language arts program that ensured equitable access to rigorous standards and to assist with
building the capacity of the school-based professional developers so that every school/teacher has access to job-embedded, content focused support.
A curriculum writing team of teachers under the guidance of the Office of Literacy worked on the development of a Middle Grades Literacy Curriculum
Alignment and Pacing Guide during the summers of 2008-2009. Out of this project surfaced a well-written document that provided teachers with assistance
in the identification of materials, accommodations and modifications for the struggling reader, strategies for explicit instruction, informal assessment options,
student engagement strategies, as well as a clarification document that supports the content of the State Curriculum. Every teacher (general, special
education, and ESOL) teaching grades 6, 7, and 8 received the new curriculum and alignment guide and the program materials, and participated in the
training on the use of that guide. All documents were posted on the City Schools web-based Teacher Support System for instructional tools.
Ten schools were identified to participate in the piloted Word Generation program. The research-based vocabulary instruction program targeted 10 schools
that serve as treatment schools for the program’s study. Ten additional schools will implement the program as the control group for the 2010-2011 SY.
Assessments
Benchmark assessments were administered three times prior to the MSA. The results of these assessments provided teachers with the necessary student
information to determine classroom instructional strategies to address individual student needs. These results were also used by the Office of Literacy
to plan appropriate content-focused professional development based on systemic and individual school information.
Middle Grades Reading
Page 16

Interventions
In collaboration with the Office of Special Education, the Office of Literacy provided intervention materials for use by all students in traditional middle schools.
Both the Corrective Reading and Bridges to Literature program were continued to be used with students performing at least two-grade levels below.
Additionally, a City Schools summer program was offered for students in Title I schools serving grades 6, 7, and 8.
Professional Development
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
State Curriculum. A collaborative planning process, which included discussing the curriculum, analyzing the data, and looking at student work, was employed
by both general and special educators weekly at each school site. Monthly ReadWRITE professional learning communities were held twice a month to support
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.
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
credit for attending the professional learning communities.
Increased Collaboration between General Educators and Special Educators
During SY 2010-2011 each school provided collaborative planning time in the master schedule to allow opportunities for general and special educators to
engage in curricular planning and collaboration regarding students’ instructional and testing accommodations, supplementary aids/ services, supports, and
modifications to the curriculum. Special educators were required to document the provision of indirect services to general educators of students with
disabilities by using the Universal Contact Log and Contact Notes. This initiative was evaluated through on-site reviews of master schedules, indicating that
schools complied with the systemic directive to allow collaborative planning time for special and general educators.
However, special education audits revealed inconsistencies and failures by special educators to utilize the required forms to document the provision of indirect
services to students with disabilities by consulting with general educators.
Increased Access to the General Education Curriculum for Students with IEPs
During the SY 2009-2010, professional development was provided to IEP Team Chairs and related service providers on improving the quality of students’ IEPs by
developing and writing appropriate Present Levels of Academic Achievement and Functional Performance as well as writing IEP goals that are aligned with the
voluntary state curriculum. An end of year evaluation of this initiative showed improved application of the targeted components of IEP development by schoolbased
staff, but did not indicate consistent implementation throughout the district.
Middle Grades Reading
Page 17

Describe where challenges are evident. In your response, identify challenges in terms of grade band(s) and subgroups.
City Schools did not make AYP for the Middle Level in SY 2009-2010. The 2010 AMO for the grade bands (6-8) was 80.8 percent proficient or advanced.
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
or advanced.
4. Describe the changes or adjustments that will be made along with corresponding resource allocations to ensure sufficient progress.
Include timelines where appropriate.
Even though some subgroups exhibited one and three-year achievement gains, all subgroups are still not meeting the academic targets and, thus, student
achievement must be accelerated.
The theory of action to address this challenge is that if successful instructional practices are used consistently, and targeted instruction and support are
provided to students performing at the basic level and to students with disabilities, achievement will increase.
The following strategies, practices, and programs will be implemented in order to address the concerns and overcome the challenges:
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Curriculum/Programs
The Office of Literacy will comprise a Literacy Workgroup consisting of central office staff, literacy consultants, and principals to develop a systemic Literacy
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
roadmap of the comprehensive literacy framework City Schools will implement. With the development of the Literacy Plan, The Office of Literacy will
continue to provide guidance and support to schools through a variety of curricula, professional development, and assessment initiatives to assist in building
capacity of the school-based administrators, teachers, and professional developers. The one Literacy teacher fellow will work with teacher leaders and teachers
throughout City Schools to enhance the curriculum.
The Office of Literacy will continue to support schools with curriculum implementation. The curriculum will be distributed and posted on TSS. Content-based
professional development workshops will be offered monthly to teachers, administrators, and school-based professional developers. The office will review the
current curriculum and analyze student data to determine if revisions are necessary. A committee of general and special education teachers, school-based
professional developers, Teacher Leaders, and the Teacher Fellow will participate in the curriculum review process. Supplemental instructional resources and
materials that are aligned to the State Curriculum will be developed throughout the 2010-2011 school year. The Office of Literacy will also update the State
Middle Grades Reading
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
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
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
designed to accelerate reading skills as well as complement the grade-level materials that address the same content as the State Curriculum Alignment and
Pacing Guide through the first five units. With the support of the Network teams, professional development will be provided to introduce teachers, schoolbased
professional developers, and administrators on the ELA Common Core Standards for grades 6-8. In conjunction with the Office of Humanities, the Office
of Literacy will also provide professional development on the Literacy in History/Social Studies & Science Common Core Standards.
Assessments
The Office of Literacy will revise benchmark assessments to include 20% of the questions aligned to the Common Core Standards. These assessments will be
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
November of the 2010-2011 school year. The diagnostic will allow teachers and administrators to capture detailed data on students’ foundational reading and
comprehension skills. The diagnostic assessments will have the technology capability to link to City Schools Data Link and will be able to be accessed
systemically and will follow students as they move throughout the system.
Interventions
In collaboration with the Office of Special Education, the Office of Literacy will continue to support the implementation of intervention materials (Bridges
to Literature and Corrective Reading) or other approved programs for use by all students, but particularly targeting students with IEPs. To ensure that
interventions are appropriately matched with the needs of individual students within the instructional program, the Office of Literacy developed a manual to
provide guidance to administrators and teachers to maximize the use of the intervention materials. This manual includes criteria for student participation,
program placement assessment guidelines, strategies, and recommendations for lesson structures to ensure that students, particularly students with IEPs, are
provided access to general education curriculum as well as the opportunity to accelerate their reading skills. Summer learning programs will be offered for
students in elementary grades to provide skill reinforcement or enrichment related to the reading curriculum.
Increased Collaboration between General Educators and Special Educators
For SY 2010-2011 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 and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submitting
the forms to school principal monthly for review and signature, and file copies of the forms to document the provision of indirect services.
Middle Grades Reading
Page 19

The Inclusive Practices and Co-Teaching team will monitor confidential files to ensure that indirect services are provided and documented accurately to
substantiate the collaboration between special and general educators. The assigned specialist will conduct reviews of the confidential folders to verify the
appropriate completion and filing of required forms used by special educators. They will review findings with the administrator and provide technical assistance
to staff on completing and maintaining the documentation as needed. In addition, the IEP Development will ensure through on-going IEP meeting observations
that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations, modifications, and supplementary aid
and services within the student’s least restrictive environment (LRE).
Access to the General Education Curriculum for Students with IEPs
For SY 2010-2011 the Office of Special Education’s Inclusive practices and Co-Teaching team will ensure that students with disabilities are able to access and
make progress in the general education curriculum by providing ongoing professional development to IEP department heads and chairs, related service
providers, and special educators related to:
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)
Developing appropriate accommodations, modifications, and supplementary aids and services
Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with disabilities
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP meetings and
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.
Determination of the Appropriate Least Restrictive Environment (LRE)
As noted in the previous section, each school’s Inclusion Action Plan Committee will continue its work in 2010-2011 to include:
Complete revisions to their current action plan from the 2009-2010 school year.
Conduct bi-monthly meetings with Inclusive Practices & Co-Teaching team specialist to review progress, revise, and identify the needs and support
to be provided.
Schools below the goal target will meet with the Inclusive Practices and Co-Teaching team specialist by the end of September 2010 to discuss their
current needs in providing access for students with disabilities to the general education curriculum.
This initiative will be monitored by school administrators and specialists utilizing Inclusive Practices Classroom Visitation Checklist and IEP Folder Review
Checklist. The checklists will be completed electronically on Teacher Compass to provide accurate documentation and consistent feedback to staff regarding
inclusive practices and access to the general education curriculum. Professional development links are provided on Teacher Compass for the principals to share
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
professional development to schools in areas of need.
Professional Development
Middle Grades Reading
Page 20

IEP teams will be retrained to review students’ strengths, needs, classroom performance, standardized test scores, teacher-based assessments, curriculumbased
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
assessment).
Special Education’s IEP Development and Implementation team will provide professional development activities and 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 standards.
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education will provide support
and technical assistance for all special educators and general educators. This support will incorporate new trends, special education pedagogy, and researchbased
strategies for providing SWD access to the general education curriculum.
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs
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
educators in the areas of collaboration and co-teaching. A consultant will provide this training to schools identified as needing additional support.
The three priorities that will further student achievement in middle level reading include the following:
Priority 1: Accelerating student achievement in reading/language arts to meet and/ or exceed standards set in the Maryland School Assessment.
Priority 2: Increasing the number of middle school students receiving special education services in LRE A and LRE B.
Priority 3: Increasing the achievement of students with disabilities in the certificate program and those testing two years below grade level in reading.
Middle Grades Reading
Page 21

School Year 2010-2011
Reading-Middle Grades
Priority 1 : Accelerating student achievement in reading/language arts to meet and/or exceed standards set in the Maryland School
Assessment.
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
June 2011, achievement of SWD will increase by ten percentage points in grades 6, 7, and 8.
Strategies Grade Timeline Person/s Evaluation/Evidence Status Report
Curriculum/Program
Level Mo/Yr Responsible
2. Develop a systemic Literacy Plan to 6-8 09/11- Literacy Workgroup 100% of all City Schools
provide a comprehensive
10/11
will have access to the
approach to literacy instruction for
grades Pre-K -12.
Literacy Plan.
3. Continue to support the
Implementation of the reading
language arts materials for grades 6, 7,
and 8 (adopted from Anne Arundel
County) and additional support
materials created by City School
teachers.
Middle Grades Reading
6-8 06/10-
08/11
Literacy Workgroup
School Support
Networks
Principals
100% of school-based
Professional
Developers or literacy
representatives using
Language of Literature
will verify that all
teachers received the
program materials.
Page 22

School Year 2010-2011
Reading-Middle Grades
Priority 1 : Accelerating student achievement in reading/language arts to meet and/or exceed standards set in the Maryland School
Assessment.
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
June 2011, achievement of SWD will increase by ten percentage points in grades 6, 7, and 8.
Strategies Grade Timeline Person/s Evaluation/Evidence Status Report
Level Mo/Yr Responsible
3. Revise and distribute the City 6-8 08/10- Literacy Workgroup Systemic professional
Schools Curriculum and Alignment
09/11
development is
Guide for grades 6, 7, and 8.
Literacy Teacher Fellow available to 100% of all
literacy teachers prior
Principals
to the beginning of
school. School
attendance collected
through scan sheets
and accessible by
principals through the
principal dashboard.
Middle Grades Reading
Page 23

Assessments
4. Administer the Baltimore City
Public Schools benchmark
assessments.
5. Provide schools with at least two
approved reading diagnostic
assessments that are technologically
compatible with City Schools Data Link
Interventions
6. Continue to support the
implementation of Bridges to
Literature.
Middle Grades Reading
6-8 08/10-
08/11
Grades
6-8
11/10-
06/11
6-8 08/10-
06/11
Literacy Workgroup
Assessment
Coordinator
Principals
Literacy Workgroup
Assessment
Coordinator
Literacy Workgroup
Academic Director of
Special Education
School Support
Networks
Literacy
Teacher Fellow
Principals
100% of schools will
scan benchmarks into
City Schools Data Link
to verify that they have
been administered.
100% of all schools will
have access to an
approved reading
diagnostic assessment.
School Support
Networks will work
with 100% of teachers
as requested by the
principal. Command
Center tracking for
evidence.
6. Provide schools with at least
two approved reading diagnostic
assessments that are
technologically compatible with
City Schools Data Link
Page 24

7. Maintain support of the
Implementation of Corrective Reading
or other approved reading intervention
programs in the middle grades.
Professional Development
9. Continue providing professional
Development, for building
administrators, to include sessions on
understanding the Common Core
Standards.
10. Continue providing professional
development for Literacy Teacher
Leaders and School Based Professional
Developers, to include sessions on
understanding the Common Core
Standards.
Middle Grades Reading
6-8 08/10-
06/11
Grades
6-8
07/10-
06/11
6-8 08/09-
06/10
Literacy Workgroup
Academic Director of
Special Education
School Support
Networks
Literacy
Teacher Fellow
Principals
School Support
Networks
Literacy Teacher Fellow
Teacher Leader
Coordinator
School Support
Networks
School Support
Networks will work
with 100% of teachers
as requested by the
principal. Command
Center tracking for
evidence.
100% of the survey
respondents will
indicate that they use
the professional
development in their
work.
100% of Literacy
Teacher Leaders will
attend the professional
development.
100% of the survey
respondents will
indicate that they use
the professional
development in their
work.
Page 25

Family and Community/Communication and Engagement
6-8 10/10-
06/11
12. Provide parents literacy materials
and activities through the parent portal
13. Attend parent organization
6-8 10/10meetings
to provide information about
the reading curriculum, and student
progress.
06/11
11. Provide professional development
opportunities for all middle school
literacy teachers once a month
through ReadWrite.
Middle Grades Reading
6-8 09/10-
06/11
Literacy Workgroup
Literacy
Teacher Fellow
School Support
Networks
Principals, teachers
Literacy Workgroup
Academic Director of
Special Education
Literacy Teacher
Fellow
Increase of 10%
materials available on
the parent portal.
attend two parent
organization meetings
yearly. And provide
summary of
presentations for
website access.
On-line registration
and attendance results.
100% of the survey
respondents will
indicate that they use
the professional that
they use the
professional
development in their
work.
DIFFERENTIATED ACCOUNTABILITY
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline
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
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
Schools to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school
leadership.
Page 26

Elementary Mathematics
Elementary Mathematics
Based on the Examination of MSA AYP Proficiency Data in Mathematics (Tables 2.5 through 2.7):
On MSA 2010, six of the eight subgroups posted an increase in the percentage of students achieving proficient or advanced in the Elementary Mathematics
grade band from SY 2008-2009 to SY 2009-2010. All eight subgroups showed a three-year gain in the percentage of student achieving proficient or advanced
from SY 2006-2007 to SY 2009-2010. All students in the aggregate in this elementary grade band posted a one-year gain of 0.8 percentage points from 78.7
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.
Asian Pacific Islanders students met the 2010 AMO; this subgroup posted a one-year loss of 6.4 percentage points from 96.1 percent proficient or
advanced in SY 2008-2009 to 89.7 percent proficient or advanced in SY 2009-2010. This subgroup posted a three-year gain of 1.5 percentage points
from 88.2 percent proficient or advanced in SY 2006-2007.
Hispanic students met the 2010 AMO; this subgroup posted a one-year gain of 3.5 percentage points from 84.2 percent proficient or advanced in SY
2008-2009 to 87.7 percent proficient or advanced in SY 2009-2010. This subgroup also posted a three-year gain of 16.6 percentage points from 71.1
percent proficient or advanced in SY 2006-2007.
White students met the 2010 AMO; this subgroup posted a one-year gain of 0.8 percentage points from 86.1 percent proficient or advanced in SY 2008-
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
proficient or advanced in SY 2006-2007.
2. Identify the practices, programs, or strategies and the corresponding resource allocation to which you attribute the progress.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
The following strategies, programs, and practices contributed to the successes.
Curriculum/Program
The Office of Mathematics was established in 2006 to coordinate the teaching of mathematics in all schools. The office services all elementary schools and
provides curriculum and instruction models that support high achievement for every student. The goal of the office is to support, and guide classroom teachers
to accelerate student achievement through implementation of the Maryland State Curriculum (SC). City Schools mathematics curriculum includes objectives
that are aligned to state standards and allows for a March to March instructional year.
Page 27

Schools were provided with electronic curriculum guidance documents that had been revised over a number of years by writing teams of teachers. The
documents included pacing guides, test questions, and the calendar for benchmark assessments. These guidance documents assisted teachers with their lesson
planning.
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
accommodate the elementary mathematics program and to modify assessments, course presentation, student responses, and time requirements. Texts have
been modified to include changes to accommodate the needs of visually impaired students.
In SY 2009-2010, the mathematics course materials for grades 3, 4, and 5 included materials published by Scott Foresman- Addison Wesley and “Math
Works.” These materials were enhanced during the summer of 2009 by over 100 teachers. Concept assessments were made more rigorous, arts integration
activities were developed, technology concepts were embedded in the curriculum and literacy activities for each math concept was included in the curriculum.
Additional teacher made materials were included.
Teachers of grades 1 and 2 continued to use materials published by Scott Foresman-Addison Wesley and “Math Works” which included strategies and
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
mathematics skills and vocabulary, as preparation for the MSA in grades 3, 4, and 5.
Professional Development
To ensure that appropriate materials and data analysis were used and that content and pedagogy were strengthened, the Office of Mathematics focused
professional development for ES0L teachers, general and special education teachers, and school-based professional developers of mathematics
throughout the school year. Professional development activities took place at the school sites. Forty (40) mathematics professional developers, along with
Office of Mathematics staff provided professional development. This professional development occurred one Saturday per month. Professional
development was centered on content knowledge for the month’s instruction, the Maryland State Curriculum, best practices, and assessments. Ten systemic
professional development days were included in the systemic calendar and allowed schools to select sessions that addressed the needs of individual schools.
Professional development was also provided for specific schools not making AYP. Instructional support teachers and academic deans also attended
professional development once a month. Professional development for administrators occurred once a month at “Math Works.” Mini-conference convened four
times a year for all educators with topics that included mathematics integration in other content areas and calculator use. The Office of Mathematics
recognizes the value of job -embedded professional development, facilitated by administrators and school -based professional
developers, and promoted sessions at the school sites in order to provide teachers with effective professional growth opportunities. During
professional development, activities included a focus on the use of data.
Special Education’s IEP Development and Implementation team provided professional development activities and 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 standards.
Elementary Mathematics
Page 28

Teacher Leaders provided support by content and grade level to Title 1 schools.
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education provided support and
technical assistance for all special educators and general educators. This support incorporated new trends, special education pedagogy, and research-based
strategies for providing SWD access to the general education curriculum.
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional
development needs of their teachers as students are moved to general education classes. Professional development provided to schools addressed the needs
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
educators in the areas of collaboration and co-teaching.
Assessments
In grades 1 and 2, quarterly benchmark assessments were written to align with the Maryland Sate Curriculum and provided practice and preparation for the
Stanford 10. Quarterly benchmarks were also administered in grades 3, 4, and 5. These assessments were aligned with the Maryland State Curriculum and
provided practice and preparation for the MSA. Assessment reports were made using the Online Assessment Reporting System (OARS). Teacher used OARS to
access student data from benchmark assessment.
Interventions
Teachers used selected interventions, in addition to those in the Scott Foresman-Addison Wesley materials. Continuing professional development of teachers
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
and was based upon school-specific data to move instruction forward for the next school year’s topics of instruction for all students.
Access to the General Education Curriculum for Students with IEPs
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
education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and special educators related to:
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)
Developing appropriate accommodations, modifications, and supplementary aids and services
Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with
disabilities
Elementary Mathematics
Page 29

Additionally, the IEP Development and Implementation team monitored the application of these skills throughout the district by observing IEP meetings and
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.
Increased Collaboration between General Education and Special Education Teachers
Collaborative planning time was provided by each school in the master schedule to allow opportunities for general educators and special educators to co-plan
and collaborate. Special educators were retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school
principals monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and
Implementation team monitored confidential files to ensure that indirect services were provided and documented accurately to substantiate the collaboration
between special and general educators. Each school administrator and the assigned specialist conducted monthly reviews of the confidential folder to verify
the appropriate completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team ensured through ongoing
IEP meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations,
modifications, and supplementary aides and services within the students’ Least Restrictive Environment.
The Office of Mathematics utilized of the City Schools website to post articles that provided community members with current information on the
systemic initiatives in the mathematics education. The site was used to disseminate information via newsletters. The school-based professional developers
provided assistance with the dissemination of parental information packets and activities designed to keep parents informed of the mathematical concepts
that their children were responsible for learning. Materials were developed to involve parents in the learning process of their children. These materials were
available to parents through the PARENT PORTAL on TS3. Parents had access to student mathematic materials and to the Scott Foresman-Addison Wesley
materials on-line. Parents were included in monthly professional development sessions held on Saturdays.
Resources
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
program (partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services). In the2009-2010 school year additional
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
(partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services).
3. Describe where challenges are evident. In your response, identify challenges in terms of grade band(s) and subgroups.
Elementary Mathematics
Page 30

City Schools did not make AYP for the Elementary Level in SY 2009-10. The 2010 AMO for the grade bands (K-5) was 79.4 percent proficient or advanced.
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
proficient or advanced.
4. Describe the changes or adjustments that will be made along with corresponding resource allocations to ensure sufficient progress.
Include timelines where appropriate.
Regardless of the increased performance to date, student achievement must be accelerated. The theory of action to address this challenge is that if successful
instructional practices are used consistently, and targeted instruction and support are provided to students performing at the basic level and to students with
disabilities, achievement will increase.
The following strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges:
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Curriculum/Program
In SY 2010-2011, the mathematics course materials for grades 3, 4, and 5 will continue to include materials published by Scott Foresman-Addison Wesley and
“Math Works.” During the summer of 2010, teachers revised concept assessment and benchmark assessments. Twenty percent of the Common Core Standards
has been infused into “Math Works” in grades 1 through 8.
Teachers of grades 1 and 2 will continue to use materials published by Scott Foresman-Addison Wesley and “Math Works” which include strategies and
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
mathematics skills and vocabulary, as preparation for the MSA in grades 3, 4, and 5.
Professional Development
In the 2010-2011 school year, the Office of Mathematics will continue focused professional development of ESOL teachers, general and special education
teachers, and school-based professional developers of mathematics to ensure that the appropriate materials and data analysis are used and that content and
pedagogy are strengthened.
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
of areas, including lesson planning, preparation, and instruction; creation of student portfolios; classroom management and discipline; and communication with
parents. Teachers are grouped by the grade level and/or the content area that they will teach.
All schools with new teachers must develop a school-based mentoring plan to support teachers who have not reached tenure. These mentors will provide
Elementary Mathematics
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.
Professional development opportunities will be available for the web-based software tool, City School Data Link. City School Data Link facilitates the collection,
reporting, and analysis of assessment. City School Data Link replaces our previous diagnostic system, Online Assessment Reporting Systems (OARS). The reports
derived from City School Data Link will identify where student support is needed and promote data driven instruction.
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,
depending on need. Professional development will also be provided for specific schools not make AYP. Instructional support teachers and academic deans will
also attend professional development once a month or quarterly. Professional development for administrators will occur once a month at “Math Works.”
Special Education’s IEP Development and Implementation team will provide professional development activities and 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 standards.
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
to visiting teachers, and providing teachers with targeted, content-specific support. Teacher Leaders will also be coached on planning and facilitating excellent
professional development for City Schools that can be tailored for the specific needs of a school.
Teacher Fellows will also provide technical, administrative, and/or instructional support in the planning, development, or administration of academic or
instructional programs, school based administration, or student support programs.
School Support Network Teams: Network Teams will continue to focus on providing quality achievement and operational support to schools. The Network
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
school administrators and support the work of school based data teams by providing professional development and support within each school.
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs
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
educators in the areas of collaboration and co-teaching. Fair Student Funding also supports New Teacher Mentoring. All schools with new teachers will develop
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
level of support necessary.
Assessments
In grades 1 and 2, teachers will continue to use quarterly cumulative assessments. These assessments include formative chapter tests and cumulative
Elementary Mathematics
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
preparation for the MSA. Assessment reports will be made using the City Schools Data Link. Teachers used the City Schools Data Link to access student data
from benchmark assessments.
Interventions
In the 2010-2011 school year teachers will use selected interventions, in addition to those in the Scott Foresman-Addison Wesley materials. Continuing
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
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
for all students.
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
enhance their computation skills. Teacher Assisted Instruction also offers differentiated instruction by allowing students to perform on their individual skill
level.
First in Math will also be used as a math intervention in the 2009-2010 school year. First in Math, an online math fluency program was piloted in City Schools.
As students progress through each module, a record is kept of individual progress as well as team performance. Students advance at different rates, according
to their individual skill levels. In SY 2009-2010, 13,000 student accounts were activated and over 10M questions were answered.
Access to the General Education Curriculum for Students with IEPs
For the 2010-2011 school year, the Office of Special Education’s Inclusive practices and Co-Teaching Team will ensure that students with disabilities are able to
access and make progress in the general education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and
special educators related to:
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)
Developing appropriate accommodations, modifications, and supplementary aids and services
Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with disabilities
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP meetings and
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.
Increased Collaboration between General Education and Special Education Teachers
Elementary Mathematics
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
and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school
principal monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and
Implementation team will monitor confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration
between special and general educators. Each school administrator and the assigned specialist will conduct monthly reviews of the confidential folder to verify
the appropriate completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team will ensure through
on-going IEP meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations,
modifications, and supplementary aides and services within the students’ Least Restrictive Environment.
The Office of Mathematics will co ntinue to utilize the City Schools website to post articles that provide community members with current information
on the systemic initiatives in the mathematics education. The site will be used to disseminate information via newsletters. The school-based professional
developers will provide assistance with the dissemination of parental information packets and activities designed to keep parents informed of the
mathematical concepts that their children are responsible for learning. Materials will be developed to involve parents in the learning process of their
children. These materials will be available to parents through the PARENT PORTAL on TS3. Parents will have access to student mathematic materials and to
the Scott Foresman-Addison Wesley materials on-line. Parents will be included in monthly professional development sessions held on Saturdays.
Resources
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
program (partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services). In the 2009-2010 school year, additional
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
(partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services).
School Year 2010-2011
Mathematics – Elementary School
Priority 1: Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School
Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.
Objectives: 1a. By June 2011, increase the aggregate score of all students on MSA by at least ten percentage points.
1b. By June 2011, increase all LEP and SWD subgroups scores on MSA by 12 percentage points.
Strategies Grade
Level
Curriculum/Program
Elementary Mathematics
Timeline
Mo/Yr
Person/s
Responsible
Evaluation/Evidence Status Report
Page 34

School Year 2010-2011
Mathematics – Elementary School
Priority 1: Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School
Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.
Objectives: 1a. By June 2011, increase the aggregate score of all students on MSA by at least ten percentage points.
1b. By June 2011, increase all LEP and SWD subgroups scores on MSA by 12 percentage points.
Strategies Grade Timeline
Level Mo/Yr
1. Continue to ensure the
1-5 08/10alignment
of the mathematics
curriculum for Grades 1-5 with
the Maryland State Curriculum
by reviewing, revising, and
enhancing the mathematics
curriculum for Grades 1-5.
06/11
2 Continue to ensure all of the
instructional materials are in
place and teachers have
necessary guidance documents
(e.g., pacing guides, scope and
sequence, etc.).
Elementary Mathematics
1-5 08/10-
06/11
Person/s
Responsible
Executive
Director
Teaching and
Learning
Mathematics
Teacher Fellow
Teacher Leaders
and Curriculum
Writers
Executive
Director
Teaching and
Learning
Mathematics
Teacher Fellow
Evaluation/Evidence Status Report
Mathematics curriculum to
all educators on TS3
Systemic professional
development workshop will
be available to all teachers
prior to the 2010-2011 SY.
On-line registration and
scanned attendance sheets
are available.
Page 35

School Year 2010-2011
Mathematics – Elementary School
Priority 1: Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School
Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.
Objectives: 1a. By June 2011, increase the aggregate score of all students on MSA by at least ten percentage points.
1b. By June 2011, increase all LEP and SWD subgroups scores on MSA by 12 percentage points.
Strategies Grade Timeline
Assessments
Level Mo/Yr
3. Review, revise, and develop 1-5 08/10further
the use of formative
06/11
assessments, quarterly
benchmark and unit
assessments, and analyze data
to improve teacher instruction
and student performance.
Interventions
4. Review and enhance
systemic support for students in
all subgroups, who are at risk of
not achieving the proficient
level on MSA or Stanford 10
mathematics tests.
Elementary Mathematics
1-5 08/10-
06/11
Person/s
Responsible
School Support
Networks
School Support
Networks
Evaluation/Evidence Status Report
School Support Networks
will support 100% of
schools as requested.
four mathematics teaching
and learning action plans,
Support will be provided to
schools to help
identification of students
who need additional
support.
Page 36

School Year 2010-2011
Mathematics – Elementary School
Priority 1: Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School
Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.
Objectives: 1a. By June 2011, increase the aggregate score of all students on MSA by at least ten percentage points.
1b. By June 2011, increase all LEP and SWD subgroups scores on MSA by 12 percentage points.
Strategies Grade Timeline
Level Mo/Yr
5. Provide all students,
1-5 08/10especially
those attending
06/11
schools in school improvement
status, access to mathematics
learning opportunities that are
aligned with academic outcomes
that link school work to real
world experiences and the world
outside of the school
day.
6. Continue to provide
opportunities for individual
student learning and
development that ensures that
all students see themselves as
capable of high quality work by
increasing the number of
interventions that match
students' needs.
Elementary Mathematics
1-5 08/10-
06/11
Person/s
Responsible
Extended
Learning
Director
Director
Academic
Achievement
Executive
Director of
Teaching and
Learning
Mathematics
Teacher Fellow
Evaluation/Evidence Status Report
100% student attendance
during the normal school
day and at after-hour
programs.
Continuous improved the
student scores on
benchmark and unit tests.
Page 37

Professional Development
7. Provide intensive and
On-going professional
development that is directly
linked to improving teacher
proficiency, assessment, and
student performance.
Elementary Mathematics
K-5 08/10-
06/11
Family and Community/Communication and Engagement
8. Ensure that all students and
Their parents may access
electronically an overview of City
Schools' curriculum topics and
exemplar materials through the
parent portal.
K-5 08/10-
06/11
Executive
Director of
Teaching and
Learning
Teacher Leaders
Mathematics
Teacher Fellow
School Support
Networks
Executive
Director of
Teaching and
Learning
Attendance and evidence
collected electronically.
100% of students and their
parents have access to
curriculum materials.
Page 38

DIFFERENTIATED ACCOUNTABILITY
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline
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
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
Schools to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school
leadership.
Elementary Mathematics
Page 39

Middle Grades Mathematics
Middle Grades Mathematics
Based on the Examination of MSA AYP Proficiency Data in Mathematics (Tables 2.5 through 2.7):
1. Describe where progress is evident. In your response, identify progress in terms of grade band(s) and subgroups.
On MSA 2010 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
2008-2009, and a three-year gain of 20.8 percentage points from 31.3 percent proficient or advanced in SY 2006-07.
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
2008-2009 to SY 2009-2010. All eight subgroups showed a three-year gain in the percentage of student achieving proficient or advanced from SY 2006-2007 to
SY 2009-2010. One subgroup (Asian/Pacific Islander) was above the 2010 AMO for grade levels K to 5 in Middle Mathematics.
The following results reflect detailed performance of all student groups in the middle mathematics grade band grouping:
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
proficient or advanced in SY 2009-2010. This subgroup also posted a three-year gain of 20.3 percentage points from 29.5 percent proficient or advanced
in SY 2006-2007.
American Indian students met the 2010 AMO through the confidence interval; this subgroup posted a one-year gain of 20.1 percentage points from 41.2
percent proficient or advanced in SY 2008-2009 to 61.3 percent proficient or advanced in SY 2009-2010. This subgroup also posted a three-year gain of
28.7 percentage points from 32.6 proficient or advanced in SY 2006-2007.
Asian/Pacific Islander students met the 2010 AMP; this subgroup posted a one-year loss of 4.0 percentage points from 86.9 percent proficient or
advanced in SY 2008-2009 to 82.9 percent proficient or advanced in SY 2009-2010. This subgroup also posted a three-year gain of 11.5 percentage
points from 71.4 percent proficient or advanced in SY 2006-2007.
Hispanic students met the 2010 AMO through the confidence interval; this subgroup posted a one-year gain of 6.7 percentage points from 62.5 percent
proficient or advanced in SY 2008-2009 to 69.2 percent proficient or advanced in SY 2009-2010. This subgroup also posted a three-year gain of 36.1
percentage points from 33.1 percent proficient or advanced in SY 2006-2007.
Page 40

White students met the 2010 AMO through the confidence interval; this subgroup posted a one-year gain of 1.3 percentage points from 67.9 percent
proficient or advanced in SY 2008-2009 to 69.2 percent proficient or advanced in SY 2009-2010. This subgroup also posted a three-year gain of 20.2
percentage points from 49.0 percent proficient or advanced in SY 2006-2007.
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
advanced in SY 2009-2010. This subgroup also posted a three-year gain of 21.3 percentage points from 28.9 percent proficient or advanced in SY 2006-
2007.
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
percent proficient or advanced in SY 2009-2010. This subgroup also posted a three-year gain of 35.0 percentage points from 26.4 percent proficient or
advanced in SY 2006-2007.
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
proficient or advanced in SY 2009-2010. This subgroup also posted a three-year gain of 18.5 percentage points from 14.4 percent proficient or advanced
in SY 2006-2007.
2. Indentify the practices, programs, or strategies and the corresponding resource allocation to which you attribute the progress.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Curriculum/Program
The Office of Mathematics was established in 2006 to coordinate the teaching of mathematics in all schools. The office services all middle grades and
provides curriculum and instruction models that support high achievement for every student. The goal o f the office is to support,
and guide classroom teachers to accelerate student achievement through implementation of the Maryland State Curriculum (SC).
City Schools’ mathematics curriculum includes objectives that are aligned to state standards and allows for a March to March
instructional year.
Schools were provided with electronic curriculum guidance documents that had been revised over a number of years by writing teams of teachers. The
documents included pacing guides, test questions, and the calendar for the benchmark assessments. These guidance documents assisted teachers with their
lesson planning.
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
accommodate the elementary mathematics program and to modify assessments, course presentation, student responses, and time requirements. Texts have
been modified to include changes to accommodate the needs of visually impaired students.
Middle Grades Mathematics
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
detailed document, including “Math Works” for grades 6, 7, and 8 to supplement the primary resource materials, the Connected Mathematics Project. The
Office of Mathematics provided teachers with materials to improve instruction. Curriculum materials gave teachers targeted items designed to meet the
standards of Maryland School Assessment (MSA). The curriculum provided specific practice materials and supplemental activities designed to address
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.
Professional Development
To ensure that appropriate materials and data analysis were used and that content and pedagogy were strengthened, the Office of Mathematics focused
professional development for ES0L teachers, general and special education teachers, and school-based professional developers of mathematics
throughout the school year. Professional development activities took place at the school sites. Forty (40) mathematics professional developers, along with
Office of Mathematics staff provided professional development. This professional development occurred one Saturday per month. Professional
development was centered on content knowledge for the month’s instruction, the Maryland State Curriculum, best practices, and assessments. Ten systemic
professional development days were included in the systemic calendar and allowed schools to select sessions that addressed the needs of the schools.
Professional development was also provided for specific schools not making AYP. Instructional support teachers and academic deans also attended
professional development once a month. Professional development for administrators occurred once a month at “Math Works.” Mini-conference convened four
times a year for all educators with topics that included mathematics integration in other content areas and calculator use. The Office of Mathematics
recognizes the value of job -embedded professional development, facilitated by administrators and school -based professional
developers, and promoted sessions at the school sites in order to provide teachers with effective professional growth opportunities. During
professional development, activities included a focus on the use of data.
Special Education’s IEP Development and Implementation team provided professional development activities and 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 standards.
Teacher Leaders provided support by content and grade level to Title 1 schools.
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education provided support and
technical assistance for all special educators and general educators. This support incorporated new trends, special education pedagogy, and research-based
strategies for providing SWD access to the general education curriculum.
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional
development needs of their teachers as students are moved to general education classes. Professional development provided to schools addressed the needs
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
educators in the areas of collaboration and co-teaching.
Assessments
Middle Grades Mathematics
Page 42

In grades 1 and 2, teachers continued to use quarterly cumulative assessments. These assessments included formative chapter tests and cumulative
assessments. In grades 3, 4, and 5, quarterly benchmark assessments were written to align with the Maryland State Curriculum and provided practice and
preparation for the MSA. Assessment reports were made using the Online Assessment Reporting System (OARS). Teachers used the OARS system to access
student data from benchmark assessments.
Interventions
Continuing professional development of teachers 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 and was based upon school-specific data to move instruction forward for the next school year’s topics of
instruction for all students.
Access to the General Education Curriculum for Students with IEPs
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
education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and special educators related to:
Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements
Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)
Developing appropriate accommodations, modifications, and supplementary aids and services
Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with disabilities
Additionally, the IEP Development and Implementation team monitored the application of these skills throughout the district by observing IEP meetings and
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.
Increased Collaboration between General Education and Special Education Teachers
Collaborative planning time provided by each school in the master schedule to allow opportunities for general educators and special educators to co-plan and
collaborate. Special educators were retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school principal
monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and Implementation team
monitored confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration between special and
general educators. Each school administrator and the assigned specialist conducted monthly reviews of the confidential folder to verify the appropriate
completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team ensured through on-going IEP
meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations, modifications,
and supplementary aides and services within the students’ Least Restrictive Environment.
Middle Grades Mathematics
Page 43

The Office of Mathematics utilized of the City Schools website to post articles that provided community members with current information on the
systemic initiatives in the mathematics education. The site was used to disseminate information via newsletters. The school-based professional developers
provided assistance with the dissemination of parental information packets and activities designed to keep parents informed of the mathematical concepts
that their children were responsible for learning. Materials were developed to involve parents in the learning process of their children. These materials were
available to parents through the PARENT PORTAL on TS3. Parents were included in monthly professional development sessions held on Saturdays.
Resources
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
program (partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services). In the 2009-2010 school year, additional
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
(partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services).
3. Describe where challenges are evident. In your response, identify challenges in terms of grade band(s) and subgroups.
City Schools did not make AYP for the Middle Level in SY 2009-2010. The 2010 AMO for the grade bands (6-8) was 71.4 percent proficient or advanced.
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
or advanced.
4. Describe the changes or adjustments that will be made along with corresponding resource allocations to ensure sufficient progress.
Include timelines where appropriate.
Regardless of the increased performance to date, student achievement must be accelerated. The theory of action to address this challenge is that if
successful instructional practices are used consistently, and targeted instruction and support are provided to students performing at the basic level and to
students with disabilities, achievement will increase.
The following strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges:
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Middle Grades Mathematics
Page 44

Expanding “Math Works” to include the middle grades, allows for a seamless transition from elementary to middle school. In SY 2010-2011, grades 6-8 will
continue to use intervention strategies indentified in the City Schools curriculum documents. Professional development will continue to focus on curriculum
content, writing BCRs, best practices, analyzing student work and differentiated instruction. To support high achievement in grade 8, students in grade 7 will
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.
Students will be enrolled in the regular middle grade 8 mathematics courses for an additional 45 minutes daily.
Curriculum/Program
In SY 2010-2011, the mathematics course materials for grades 6-8 will continue to include “Math Works.” During the summer of 2010, teachers revised concept
assessment and benchmark assessments. Twenty percent of the Common Core Standards has been infused into “Math Works” in grades 1 through 8.
City Schools 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
plan instructional modifications for re-teaching and enrichment activities. Students will be identified to participate in an intervention based on individual
student results from the MSA and ongoing benchmark and curriculum-embedded assessments. General education students and SWD in LRE-A, B, and C and
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
mathematics.
Professional Development
In SY 2010-2011, the Office of Mathematics will continue focused professional development of ESOL teachers, general and special education teachers, and
school-based professional developers of mathematics to ensure that the appropriate materials and data analysis are used and that content and pedagogy are
strengthened.
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
of areas, including lesson planning, preparation, and instruction; creation of student portfolios; classroom management and discipline; and communication with
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
teacher mentors.
All schools with new teachers must develop a school-based mentoring plan to support teachers who have not reached tenure. These mentors will provide
Middle Grades Mathematics
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.
Professional development opportunities will be available for the web-based software tool, City School Data Link. City School Data Link facilitates the collection,
reporting, and analysis of assessment. City School Data Link replaces our previous diagnostic system, Online Assessment Reporting Systems (OARS). The reports
derived from City School Data Link will identify where student support is needed and promote data driven instruction.
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,
depending on need. Professional development will also be provided for specific schools not make AYP. Instructional support teachers and academic deans will
also attend professional development once a month or quarterly. Professional development for administrators will occur once a month at “Math Works.”
Special Education’s IEP Development and Implementation team will provide professional development activities and 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 standards.
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
to visiting teachers and providing teachers with targeted, content-specific support. Teacher Leaders will also be coached on planning and facilitating excellent
professional development for City Schools that can be tailored for the specific needs of a school.
Teacher Fellows will also provide technical, administrative, and/or instructional support in the planning, development, or administration of academic or
instructional programs, school based administration, or student support programs
Assessments
The curriculum, assessment, reporting system, interventions, and professional development are designed to accelerate the performance on MSA by all student
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
will be four benchmark assessments and systemically produced unit assessments for teachers to appraise the progress of their students.
Interventions
In SY 2010-2011 teachers will use a variety of interventions to support the mathematics curriculum. Continuing professional development of teachers in the
analytical use of data will assist in the selection and use of the most appropriate intervention.
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
enhance their computation skills. Teacher Assisted Instruction also offers differentiated instruction by allowing students to perform on their individual skill
level.
Middle Grades Mathematics
Page 46

First in Math will also be used as a math intervention. In SY 2009-2010, First in Math, an online math fluency program was piloted in City Schools. As students
progress through each module, a record is kept of individual progress as well as team performance. Students advance at different rates, according to their
individual skill levels. In SY 2009-2010, 13,000 student accounts were activated and over 10M questions were answered.
In SY 2010-2011, City Schools will establish school centers for the purpose of reinforcing and developing math skills using one of the following project-based
learning models: STEM, Youth Development, and Interdisciplinary Study. Students who are currently receiving Title 1 services and scored basic on the 2010
mathematics MSA will be eligible to participate in the summer learning program. Students will select their summer school center based on their interest to
increase summer enrollment and attendance.
Access to the General Education Curriculum for Students with IEPs
For SY 2010-2011 the Office of Special Education’s Inclusive practices and Co-Teaching Team will ensure that students with disabilities are able to access and
make progress in the general education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and special
educators related to:
� Developing current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements
� Developing standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)
� Developing appropriate accommodations, modifications, and supplementary aids and services
� Utilizing data to drive quality decision making when identifying appropriate educational services and environments for students with
disabilities
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP meetings and
monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.
Increased Collaboration between General Education and Special Education Teachers
Collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special educators to coplan
and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school
principal monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and
Implementation team will monitor confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration
between special and general educators. Each school administrator and the assigned specialist will conduct monthly reviews of the confidential folder to verify
the appropriate completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team will ensure through
Middle Grades Mathematics
Page 47

on-going IEP meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations,
modifications, and supplementary aides and services within the students’ Least Restrictive Environment.
The Office of Mathematics will co ntinue to utilize the City Schools website to post articles that provide community members with current information
on the systemic initiatives in the mathematics education. The site will be used to disseminate information via newsletters. The school-based professional
developers will provide assistance with the dissemination of parental information packets and activities designed to keep parents informed of the
mathematical concepts that their children are responsible for learning. Materials will be developed to involve parents in the learning process of their
children. These materials will be available to parents through the PARENT PORTAL on TS3. Parents will be included in monthly professional development
sessions held on Saturdays.
School Support Network Teams: Network Teams will continue to focus on providing quality achievement and operational support to schools. The Network
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
school administrators and support the work of school based data teams by providing professional development and support within each school.
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs
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
educators in the areas of collaboration and co-teaching. Fair Student Funding also supports New Teacher Mentoring. All schools with new teachers will develop
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
level of support necessary.
Family and Community Communications and Engagement
The Office of Mathematics will take advantage of City Schools website to post articles that provide community members with current information on the
systemic initiatives in mathematics education. The site will be used to disseminate information via newsletters. The school-based professional developers
will provide assistance with the dissemination of parental information packets and activities designed to keep parents informed of the mathematical concepts
that their children are responsible for learning. Materials will be developed to involve parents in the learning process of their children.
Middle Grades Mathematics
Page 48

Resources
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
program (partnership among the Offices of Literacy, Office of Mathematics, and Student Support Services). In SY 2010-2011, additional workshops and an
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
the Offices of Literacy, Office of Mathematics, and Student Support Services).
Priority 1:
School Year 2010-2011
Mathematics – Middle Schools
Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School Assessment
(MSA) or the High School Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.
Objectives: 1a. By June 2010, increase the aggregate score of all students in mathematics on the MSA by at least 10 percentage points.
1b. By June 2010increase the LEP and SWD subgroup scores in mathematics on the MSA by 12 percentage point
Grade Timeline
Person/s Evaluation/Evidence Status Report
Strategies
Curriculum/Program
Level Mo/Yr
Responsible
1. Continue to develop a 6-8 8/10-06/11 Executive Directors 100% of schools will
process to offer an Algebra/
of Elementary and offer Algebra/Data
Data Analysis course to Grade
Secondary Schools Analysis for students who
8 students in all K-8 and middle
are algebra ready
schools.
students.
2. Continue the
Implementation of a
Algebra/Data Analysis
curriculum in the eighth grade
that is aligned to the Core
Learning Goals.
Middle Grades Mathematics
6-8 8/10-06/11 Executive Director of
Teaching and
Learning
Algebra Benchmark
assessments will reflect
an increase of 10%
improvement for each
test.
Page 49

Priority 1:
School Year 2010-2011
Mathematics – Middle Schools
Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School Assessment
(MSA) or the High School Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.
Objectives: 1a. By June 2010, increase the aggregate score of all students in mathematics on the MSA by at least 10 percentage points.
1b. By June 2010increase the LEP and SWD subgroup scores in mathematics on the MSA by 12 percentage point
Grade Timeline
Person/s Evaluation/Evidence Status Report
Strategies
Curriculum/Program
Level Mo/Yr
Responsible
3. Continue to ensure the 6-8 8/10- Executive Director of 100 % of all curriculum
alignment of instructional
06/11 Teaching and materials and resources
objectives to state standards
Learning
are available to all
by reviewing, revising, and
enhancing the mathematics
curriculum for Grades 6, 7, and
teachers through TSS.
Assessments
4. Revise, review, and develop
the use of concept
assessments, benchmark and
unit assessments. And analyze
data to improve teacher
instruction and student
performance.
Interventions
5. Review and enhance
systemic support for students
in all subgroups, who are at
risk of not achieving the
proficient level on the MSA
test.
Middle Grades Mathematics
6-8 8/10-
06/11
6-8 8/10-
06/11
Executive Director of
Teaching and
Learning
School Support
Networks
Using the1st benchmark
2009 as a baseline, 15
percentage point increase
per benchmark; and a 50
percent increase in
written response scores
by end of the third
benchmark.
SSN will provide support
for 100% of schools
requesting support to
identify students in need
of help based on
benchmark tests.
Page 50

Priority 1:
School Year 2010-2011
Mathematics – Middle Schools
Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School Assessment
(MSA) or the High School Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.
Objectives: 1a. By June 2010, increase the aggregate score of all students in mathematics on the MSA by at least 10 percentage points.
1b. By June 2010increase the LEP and SWD subgroup scores in mathematics on the MSA by 12 percentage point
Grade Timeline
Person/s Evaluation/Evidence Status Report
Strategies
Curriculum/Program
Level Mo/Yr
Responsible
6. Provide all students,
6-8 8/10- Extended Learning 100% increased student
especially those attending
06/11 Director/Coordinator attendance during the
schools in School Improvement
normal school day and
status, access to mathematics
extended learning
learning opportunities that are
aligned with academic
outcomes that link school work
to real world experiences and
the world outside of the school
day.
programs.
7. Link extended learning
programs with independent
schools, community-based,
faith-based, cultural
institutions, universities, and
other public and private
agencies to provide
opportunities and partnerships
that include arts, athletics,
recreation, nutrition and
health,
and youth development
programs.
Professional Development
Middle Grades Mathematics
6-8 8/10-
06/11
Extended Learning
Director/Coordinator
100 % of resources in
schools provided by
partners will increase
students’ participation.
Page 51

Priority 1:
School Year 2010-2011
Mathematics – Middle Schools
Accelerating student achievement in mathematics to meet and/or exceed standards set in the Maryland School Assessment
(MSA) or the High School Assessment (MSA) or the High School Assessment in Algebra/Data Analysis.
Objectives: 1a. By June 2010, increase the aggregate score of all students in mathematics on the MSA by at least 10 percentage points.
1b. By June 2010increase the LEP and SWD subgroup scores in mathematics on the MSA by 12 percentage point
Grade Timeline
Person/s Evaluation/Evidence Status Report
Strategies
Curriculum/Program
Level Mo/Yr
Responsible
8. Provide intensive and 6-8 8/10- School Support 85% of attendees indicate
ongoing professional
06/11 Networks
that the professional
development that is directly
development met their
linked to improving teacher
Executive Director of needs.
content knowledge and
student improvement.
Teaching & Learning
Teacher Leaders
Middle Grades Mathematics
Page 52

IFFERENTIATED ACCOUNTABILITY
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline
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
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
Schools to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school
leadership.
Middle Grades Mathematics
Page 53

Maryland School Assessment (MSA)
Science Page 54
Science
Based on the Examination of 2009 Maryland School assessment Science Data for Grade 5 and Grade 8
1. Describe where progress is evident. In your response, identify progress in terms of grade band(s) and subgroup(s).
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
proficient or advanced on MSA Science in SY 2009-2010, and a two-year gain of 0.8 percentage points from 38.6 percent proficient or advanced in SY 2007-2008.
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
in grade 5 Science from SY 2008-2009 to SY 2009-2010. Seven of eight subgroups showed a two-year gain in the percentage of student achieving proficient or
advanced from SY 2007-2008 to SY 2009-2010.
The following results reflect detailed performance of all student groups in the grade 5 Science grade band grouping:
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
proficient or advanced in SY 2009-2010. This subgroup also posted a two-year gain of 0.5 percentage points from 36.6 percent proficient or advanced in
SY 2007-2008.
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
proficient or advanced in SY 2009-2010. This subgroup posted a two-year gain of 2.9 percentage points from 40.0 proficient or advanced in SY 2007-
2008.
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
percent proficient or advanced in SY 2009-2010. This subgroup also posted a two-year gain of 10.1 percentage points from 61.1 percent proficient or
advanced in SY 2007-2008.
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
advanced in SY 2009-2010. This subgroup posted a two-year gain of 5.7 percentage points from 34.1 percent proficient or advanced in SY 2007-2008.
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
advanced in SY 2009-2010. This subgroup also posted a two-year gain of 0.9 percentage points from 58.8 percent proficient or advanced in SY 2007-
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
advanced in SY 2009-2010. This subgroup also posted a two-year gain of 1.8 percentage points from 35.0 percent proficient or advanced in SY 2007-
2008.
Limited English Proficient students scored 19.6 percent proficient or advanced in SY 2009-2010 but had no scores in SY 2008-2009 in which to calculate a
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-
2008.
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
proficient or advanced in SY 2009-2010. This subgroup also posted a two-year gain of 3.7 percentage points from 21.7 percent proficient or advanced in
SY 2007-2008.
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
proficient or advanced in SY 2009-2010, and a two-year gain of 10.9 percentage points from 24.0 percent proficient or advanced in SY 2007-2008.
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
advanced in grade 8 Science from SY 2008-2009 to SY 2009-2010. Five of eight subgroups showed a two-year gain in the percentage of student achieving
proficient or advanced from SY 2007-2008 to SY 2009-2010.
The following results reflect detailed performance of all student groups in the grade 5 Science grade band grouping:
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
proficient or advanced in SY 2009-2010. This subgroup also posted a two-year gain of 11.9 percentage points from 21.3 percent proficient or advanced
in SY 2007-2008.
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
proficient or advanced in SY 2009-2010. This subgroup remained the same at 33.3 proficient or advanced from SY 2007-2008.
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
advanced in SY 2009-2010. This subgroup also posted a two-year gain of 12.1 percentage points from 20.7 percent proficient or advanced in SY 2007-
2008.
Limited English Proficient students scored 10.1 percent proficient or advanced in SY 2009-2010 but had no scores in SY 2008-2009 in which to calculate a
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-
2008.
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
proficient or advanced in SY 2009-2010. This subgroup also posted a two-year gain of 4.9 percentage points from 6.4 percent proficient or advanced in
SY 2007-2008.
2. Identify the practices, programs, or strategies to which you attribute the progress. Include a discussion of corresponding resource allocations.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
City Schools has implemented a number of initiatives, programs, and strategies to support students in gaining proficiency in science:
Curriculum/Program:
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
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
Science in grade 7, and Physical Science in grade 8. The team created detailed curriculum documents containing rigorous hands-on activities for each topic,
research of common students’ misconceptions for each topic, web-based resources, and assessments. These documents were uploaded on the Blackboard for
teacher use. Schools were provided with electronic curriculum guidance documents that had been revised over a number of years by writing teams of
teachers. The documents included pacing guides, test questions, and the calendar for benchmark assessments. These guidance documents assisted teachers
with their lesson planning. The introduction of the teacher-made materials gave more coherence to the science courses as the materials continued to be
introduced to teachers of all grades 6 through 8 in the 2009-2010 school year. This set of materials includes intervention strategies that enhance the range of
materials, resources, and instructional approaches available to teachers.
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.
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
Industry and the Maryland Engineering Society on the development of the curriculum unit and supporting Professional development this unit. Teachers from 60
schools were trained and materials purchased through partnership of the Engineering Society. First annual safe racer contest held in June 2010.
Increased Access to the General Education Curriculum for Students with IEPs
To ensure that appropriate materials and data analysis are used and that content and pedagogy are strengthened, the Office of Teaching and Learning
continued to focus Science professional development for ES0L teachers, general and special education teachers, and school-based professional
developers of science throughout the school year. The newly designed curriculum provided strategies for general and special educators on how to make
science more accessible for Students with Special Needs.
Science Page 56

Increased Collaboration between General Educators and Special Educators
During SY 2009-2010 each school provided collaborative planning time in the master schedule to allow opportunities for general educators and special
educators to engage in curricular planning and collaboration regarding students’ instructional and testing accommodations, supplementary aids/ services,
supports, and modifications to the curriculum. In addition, Special Education teachers were encouraged to participate in the monthly meetings of “Science
Works”: as the PLCs were discussing effective strategies based on Science topics, the conversations about differentiation of instruction to meet the needs of
diverse learners in inclusion and self- contained settings were part of The Works agenda.
Professional Development
Professional Learning Communities (PLC) “Science Works” were launched in September of 2009 and met once (elementary grades) or twice (middle grades) a
month. Professional development focused on using “Science Works” materials and other resources. This professional development was supported by
previously trained classroom teachers of grades 1 through 8 in an effort to engage teachers in transformational leadership that builds teacher quality to
promote high achievement for every student. The use of the curriculum materials was the key element of job-embedded professional development and
was turn-keyed to teachers during 2009-2010 school year. Middle school teachers who led the Science Works sessions and participated were paid
by the ARRA Title I grant.
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
specific instruction. The teacher leader provided support to these teachers through direct classroom visits and also facilitating professional development in the
evenings and on systemic days.
The professional development strategies had a positive effect in many classrooms. These strategies included a partnership between the staff of selected
schools, school-based professional developers, and the Office of Teaching and Learning. This partnership project focused on lesson planning. It led to an
increase in the teachers’ content knowledge, improvements in instructional approaches, and creation of a collaborative learning community that
encouraged the constructive exchange of best teaching practices. Monthly professional development sessions were organized for the school-based
professional development teachers. The topics examined throughout the year included analysis of benchmark data and the use of the analytical findings to
inform instruction and sharing of best practices to address common classroom challenges.
Supportive classroom and school visits were made by Office of Teaching and Learning staff in collaboration with the school leadership team, including the
science instructional support teacher, whenever possible.
Other forms of Professional Development included workshops presented by external partners: Vernier Technology (90 schools were offered extensive training
on the use of data- collecting probeware); Maryland Science Center, Towson University, Morgan University, UMBC, BMI. Vernier probes were purchased with
$20,000 MSDE grant and distributed to 90 K-8 schools. Teachers received 3 hour PD in the use and application of the probes.
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
high school teachers attended 1 week of inquiry based physics professional development offered through a MHEC grant received by the Physics department of
Frostburg University .
Assessments
The Office of Academic Achievement piloted benchmark assessments in Grades 5 and 8 for the 2007-2008 school year. In 2009-2010 these Benchmark tests
were revised to increase the rigor and enhance alignment to Maryland State Curriculum. These benchmarks enabled staff members to assess students’
attainment of the curriculum objectives and assessment limits. In addition, the benchmarks were used to identify students who were in danger of failing the
Science MSA. Particular attention was paid to the scores of special education and limited English proficient students. Additional support was provided to
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
team of Science Master Teaches developed end of year benchmarks for 6 th and 7 th to assist schools with instruction and increase accountability
measures.
Science Fair: Baltimore City students (gr 6-12) have traditionally participated in Morgan University Science, Mathematics, and Engineering Fair included middle
school students. Professional Development on how to do work with students working on Science Fair projects, school visits, and financial support from
Maryland Science Center resulted in tripling of the number of student entries into the Science and Engineering Fair in 2010 compared to 2009. Elementary
Science and Invention Fair was continued district- wide with almost doubled participation rate.
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
recognizing educational excellence among all teachers of science, provides an opportunity for teachers to network. A Scientist or a Science Educator is invited to
serve as a motivational speaker to continue to encourage teachers to offer relevant and engaging science activities for all learners.
Other Initiatives contributing to Science MSA progress includes:
Participation of 24 middle school science teachers in Honeywell Space Academy, Alabama (2009-2010);
First time district participation in Maryland Science Olympiad (2010);
97 Baltimore City teachers becoming members of Maryland association of Science Teachers.
3. Describe where challenges are evident. In your response, identify challenges in terms of subgroups.
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
67.7 percent proficient or advanced in SY 2009-2010. This subgroup also posted a two-year loss of 3.7 percentage points from 71.4 percent proficient or
advanced in SY 2007-2008.
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
proficient or advanced in SY 2009-2010. This subgroup posted a two-year gain of 6.4 percentage points from 31.4 percent proficient or advanced in SY
2007-2008.
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
proficient or advanced in SY 2009-2010. This subgroup also posted a two-year loss of 0.9 percentage points from 51.4 percent proficient or advanced in
SY 2007-2008.
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
achievement are many. City Schools is in critical need of highly-qualified science and effective teachers within the district, especially at the elementary and
middle school levels. The most common science teaching issue at the elementary school level is that schools, focusing on reading and mathematics, tend to
devote less time to science instruction. The consequence of not building science knowledge and skills in elementary gradesl is continued achievement
challenges for students in both middle school and high school.
Lack of effective K-8 teacher preparation and professional development contributes to teachers’ inability to implement science as a basic component of the
elementary and middle school curriculum. City School teachers of science must become familiar with various effective strategies and interventions to accelerate
student learning. As a result, science teachers will need opportunities to take science education classes offered through various universities to enrich their
practice.
Teachers need to be exposed to experiences that will enable them to use hands-on activities to promote skill development, selecting content and methods
appropriate for their students, and for design of classroom environments that promote positive attitudes toward science and technology. While many City
Schools’ middle school teachers are able to teach science content – essentially, providing students with information from a textbook – they may not teach the
skills and processes necessary for true conceptual understanding. Without these key skills, students may be able to remember science-related information, but
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
collaborate with special educators in middle and high schools in the co-teaching model. Further, Elementary and middle schools have not yet been fully
equipped with hands-on instructional materials for science instruction.
4. Describe the changes or adjustments that will be made to ensure sufficient progress. Include a discussion of corresponding resource allocations, and
incorporate timelines where appropriate.
The theory of action is that the rigor of science instruction must be accelerated, particularly for LEP students and students with disabilities. The following
strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Curriculum/Program
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
administrators, teachers, and school-based professional developers. Due to increased program choice at the school level, the Office of STEM education will
pilot core curriculum for grades 1-8 aligned to the Maryland State Curriculum that can be utilized with multiple science programs. The newly developed
elementary science curriculum, which integrates science with literacy and mathematics, will be linked to various resources and developed specific lessons for
teachers in grades 1 to 5. Enrichment activities and safety guidelines for middle school science curriculum will be developed and posted on Blackboard for
teacher use.
A variety of supplemental skill-based instructional resources and materials that are aligned to the state curriculum (SC) will also be developed during the 2010-
2011 school year. The curriculum will be distributed and posted on City Schools web-based Teacher Support System (TSS) for instructional tools throughout
the year. A committee of general and special education teachers, school-based professional developers, and educational specialists will participate in the
Science Writing Project beginning in June 2008 to create and review curricular materials and resources to support schools. Professional development
introducing the pilot core curriculum and ongoing professional development sessions surrounding collaborative planning in schools will be offered monthly.
The curriculum development, revision, and implementation initiatives will be supported by the Office of STEM to ensure that all students have the
opportunity to be prepared for the Science Maryland School Assessment (MSA) 2011.
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
partnerships will be developed and introduced to schools. Schools’ participation in the Engineering STEM units will culminate in City Schools STEM fair. MSDE
Stem grant of $16,000 will be used to support this project.
Professional Development
To ensure that appropriate materials and data analysis are used and that content and pedagogy are strengthened, the Office of Teaching and Learning will
continue focused professional development for ES0L teachers, general and special education teachers, and school-based professional developers of
science throughout the school year. Professional development activities will take place at the school sites. Twenty (20) mathematics professional
developers, along with Office of Teaching and Learning staff will provide professional development. This professional development will occur once on
Saturdays. Professional development will be centered on content knowledge for the month’s instruction, the State Curriculum, best practices, and
assessments. 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, depending on need. Professional development will also be provided for specific schools not making AYP. Instructional support teachers and
academic deans will also attend professional development once a month or quarterly. Professional development for administrators will occur once a month at
“Science Works” (grades 6-8) and “STEN Works” (grades 1-5). It remains critical that job-embedded professional development, facilitated by administrators
and school-based professional developers, be administered at the school sites in order to provide teachers with effective professional growth
opportunities. During professional development, activities will also include a focus on the use of data.
Special Education’s IEP Development and Implementation and Assessment and Achievement teams will provide professional development activities and
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
standards.
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.
School Support Network Teams: The establishment of the Network teams to work in collaboration with the Office of Special Education will provide support
and technical assistance for all special educators and general educators. This support will incorporate new trends, special education pedagogy, and researchbased
strategies for providing SWD access to the general education curriculum.
Fair Student Funding: Has provided principals with the flexibility to purchase and allocate funds based on their individual student population and professional
development needs of their teachers as students are moved to general education classes. Professional development provided to schools will address the needs
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
educators in the areas of collaboration and co-teaching.
Access to the General Education Curriculum for Students with IEPs
For SY 2009-2010 the Office of Special Education’s IEP Development and Implementation and the Assessment and Achievement teams will ensure that students
with disabilities are able to access and make progress in the general education curriculum by providing ongoing professional development to IEP Chairs, related
service providers, and special educators related to:
Develop current, accurate, and compliant Present Levels of Academic Achievement and Functional Performance statements
Develop standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)
Develop appropriate accommodations, modifications, and supplementary aids and services
Utilize data to drive quality decision making when identifying appropriate educational services and environments for students with disabilities
Additionally, the IEP Development and Implementation team will monitor the application of these skills throughout the district by observing IEP
meetings and monitoring the quality of IEPs through ongoing reviews of documentation on MDOIEP and/or the students’ confidential folders.
Increased Collaboration between General Education and Special Education Teachers
Collaborative planning time will be provided by each school in the master schedule to allow opportunities for general educators and special educators to coplan
and collaborate. Special educators will be retrained to utilize the required forms (Universal Contact Log and Contact Notes), submit the forms to school
principal monthly for review and signature, and file copies of the forms to document the provision of indirect services. The IEP Development and
Implementation team will monitor confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration
between special and general educators. Each school administrator and the assigned specialist will conduct monthly reviews of the confidential folder to verify
the appropriate completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team will ensure through
on-going IEP meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations,
modifications, and supplementary aides and services within the students’ least restrictive environment (LRE).
Science Page 61

Assessments
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
grades 5 and 8. The use of the Online Assessment Reporting System (OARS) will provide teachers and administrators with student results to analyze and
determine classroom instructional strategies/interventions to address individual student needs. All of these results will also be used by the Office of
Teaching and Learning to plan appropriate content-focused professional development based on systemic and individual school information. Mid-year
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
end of year benchmark will be added.
Resources
Additional support in FY 2009 includes the following: curriculum writers (general education teachers, special education teachers, and school- based
professional developers) and science educational specialists who will assist with the development of a core curriculum, revision of new assessments, and
expansion of professional development efforts to meet the needs of all levels of the educational organization. One Elementary and two Middle School Teacher
Leaders will provide services to teachers in assisting with instructional planning and interventions.
Science Leadership cohort consisting of Science Teacher Fellows, Science Teacher Leaders, an elementary –middle principal and a Network Lead will be created
to work with schools on their Science needs. The work will be done under guidance of the National Science Teacher Association.
Science Fair: City Schools aim at doubling participation of K-8 schools in city- wide STEM Fair and Morgan State University Science, Math, and engineering Fair
Student and Teacher Recognition: City Schools will continue with the recognition event at the Maryland Science Center re—shifting the focus of the event to
also recognize STEM Fair winners.
Planned Initiatives to Support Student Achievement in Science MSA:
The Office of Teaching and Learning will work with Maryland Loaner Lab to ensure increase of Baltimore City participation to 100%.
City Schools will select middle school teachers to participate in GIS training and materials valued at $104,079 (supported by MSP/NSF grant). School will
design and implement internet- based portfolio of activities as prescribed in the grant. (3-year program).
20 teachers (9 elementary and 11 middle schools) will Summer 2010 Academy for science in Harford County for 1 week. Cohort will meet once a month
and bimonthly planning sessions at school sites. BCPS Instructional Coach will work with teachers at sites. Supported by MSP grant)
American Physical Society will provide hands-on training for 90 middle school teachers and distribute 90 classroom kits free of charge.
5 middle schools have been selected for a NASA/Goddard STEM partnership to assist with STEM goals
Science Page 62

School Year 2010-2011
MSA Science
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for
graduation
Objective/s: 1. By June 2010, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%
To x% for LEPs (awaiting HSA results).
Strategies Grade
Level
Curricula
1. Revise and distribute a
timeline aligned to the VSC as
well as develop best practice
resources for schools to
support student achievement.
2. All City Schools elementary
and middle school science
curricula will be supplemented
with detailed classroom
activities, including common
student misconceptions,
strategies for differentiation,
and implementation of
instructional technology.
Timeline
Mo/Yr
1-8 08/09-
06/10
1-8 08/09-
06/10
Person/s
Responsible
Executive Director of
Teaching and Learning
Science Teacher Fellow
Principals
Executive Director of
Teaching and Learning
Science Teacher Fellow
Principals
Evaluation/Evidence Status Report
Collect and scan into a
system-wide data base
August teacher
attendance at
professional development
opportunities and make
results available to
principals through the
Principals’ Dashboard.
Curricula available on TSS
Science Page 63

School Year 2010-2011
MSA Science
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for
graduation
Objective/s: 1. By June 2010, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%
To x% for LEPs (awaiting HSA results).
Strategies Grade Timeline
Level Mo/Yr
3. The curriculum contents will 1-5 08/10now
be designed to more
effectively address the sitespecific
needs of City Schools
students, for example, infusing
connections to the urban
outdoors, or integrating
mathematics and social studies.
The instructional materials will
now be more responsively
designed to address the unique
needs of science instruction at
the elementary level, for
example, limited instructional
time within the school day,
week, or semester.
06/11
4. Science curriculum for grade
6-8 has been re-aligned to the
State Curriculum in a linear (as
opposed to the spiral) fashion.
Assessments
6-8 08/10-
06/11
Person/s
Responsible
Executive Director of
Teaching and Learning,
Science Teacher Fellow
Principals
Office of Teaching and
Learning
Evaluation/Evidence Status Report
New curricula available on
TSS
Curricula available on TSS
Science Page 64

School Year 2010-2011
MSA Science
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for
graduation
Objective/s: 1. By June 2010, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%
To x% for LEPs (awaiting HSA results).
Strategies Grade Timeline
Level Mo/Yr
5. Science end-of-course 6,7 08/10assessments
will be designed
for grades 6 and 7 beginning in
the 2009/2010 school year.
06/11
6. Benchmark assessments will
be reviewed, evaluated and
refined. The fall semester
benchmark for grade 8 will be
added.
5,8 08/10-
06/11
Person/s
Responsible
Executive Director of
Teaching and
Learning
Science Teacher
Fellow
Curriculum Writers
(special and general
education teachers,
educational
specialists, and jobembedded
professional
developers)
Assessment
Specialist
Office of Teaching and
Principals
Learning , Principals
Evaluation/Evidence Status Report
Student grades uploaded
in OARS
100% of schools will
administer benchmarks
four times a year.
Benchmark results
uploaded in OARS
Science Page 65

School Year 2010-2011
MSA Science
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for
graduation
Objective/s: 1. By June 2010, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%
To x% for LEPs (awaiting HSA results).
Strategies Grade Timeline
Level Mo/Yr
7. Provide schools with access 1-8 08/10to
on online data reporting
system.
06/11
Interventions
8. On-going support will be
provided to elementary and
middle school science teachers
working with students entering
the City Schools Science Fair
(sponsored by Morgan State
University) as well as the
Elementary Science and
Invention Fair.
1-8 08/10-
06/11
Person/s
Responsible
Executive Director of
Teaching and
Learning
Assessment
Coordinator
Principals
Office of Teaching and
Learning,
School Support
Networks
Master Teachers.
Evaluation/Evidence Status Report
Database of students
submitting Science Fair
projects will be
established.
Science Page 66

School Year 2010-2011
MSA Science
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for
graduation
Objective/s: 1. By June 2010, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%
To x% for LEPs (awaiting HSA results).
Strategies Grade Timeline
Level Mo/Yr
9. Identify target groups of 6-8 08/10-
SWD and ELL through
classroom and benchmark
assessments to provide ongoing
support provided by
classroom teachers.
06/11
Professional Development
10. Professional learning
community for science, Science
Works, will support the
customary habit of standardsbased
instructional planning
and delivery in City Schools.
1-8 08/10-
06/11
Person/s
Responsible
Special Education and
ESOL Specialists
Office of Teaching and
Learning
Evaluation/Evidence Status Report
100% of students needing
additional support are
supported through afterschool
coach class, and inclass
programs
Monitor biology
performance of students
in Governor’s Academy
trained teachers’ classes.
Science Page 67

School Year 2010-2011
MSA Science
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for
graduation
Objective/s: 1. By June 2010, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%
To x% for LEPs (awaiting HSA results).
Strategies Grade Timeline
Level Mo/Yr
11. Continue providing
1-8 08/10professional
development for
administrators.
06/11
12. Continue providing
professional development for
science teacher leaders and
school-based professional
developers.
1-8 08/10-
06/11
Person/s
Responsible
School Support
Networks
Teacher Leader
Coordinator
School Support
Networks
Evaluation/Evidence Status Report
100% of identified
administrators will
attend professional
development.
90% of survey responders
will indicate that they use
professional development
in their work.
100% of science teacher
leaders will participate
in professional
development quarterly.
90% of survey
responders will indicate
that they use the
professional
development in their
work.
Science Page 68

School Year 2010-2011
MSA Science
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for
graduation
Objective/s: 1. By June 2010, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%
To x% for LEPs (awaiting HSA results).
Strategies Grade Timeline
Level Mo/Yr
13. Continue providing 1-8 08/10differentiated
professional
development for all general
and special educators.
06/11
Person/s
Responsible
Executive Director of
Teaching and
Learning
Academic Director of
Special Education
Science Teacher
Fellow
School Support
Networks
Principals
Evaluation/Evidence Status Report
100% of all general and
special educators will
attend professional
development
systemically, networkbased,
and schoolbased.
90% of survey
responders will indicate
that they use the
professional
development in their
work.
Science Page 69

School Year 2010-2011
MSA Science
Priority 1: Accelerating student achievement on Science Maryland School Assessment to ensure students can meet the MSDE requirement for
graduation
Objective/s: 1. By June 2010, student performance on Science MSA will increase from x % to x% for all students; from x% to x% for SWD; and x%
To x% for LEPs (awaiting HSA results).
Strategies Grade Timeline Person/s
Level Mo/Yr Responsible
Family and Community/Communication and Engagement
14. Ensure that all students in 5,8 08/10- Science lead teachers
the science MSA course and
their parents receive full
reports of each benchmark,
and have access to this material
online.
06/11
Principals
15. Provide access to science
materials and activities
through the parent portal.
1-8 08/10-
06/11
Executive Director of
Teaching and
Learning
Science Teacher
Fellow
Executive Director of
Partnerships,
Communications,
and Community
Engagement
Evaluation/Evidence Status Report
100% of science students
and their parents have
access to each benchmark
report
10% increase of materials
posted on the parent
portal.
Science Page 70

16. Send all parents of
students in the Science MSA
an overview of this MSA,
including samples of
standards and writing that
meets standard.
5,8 12/11 Executive Director of
Partnerships,
Communications, and
Community
Engagement
100% of parents with
students in the Science SA
course have access to this
material.
Science Page 71

Based on the Examination of AYP Proficiency Data for English (Table 2.6):
High School Assessments (HSA)
English
1. Describe where progress is evident. In your response, identify progress in terms of subgroups.
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
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
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.
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
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
2008-2009. Five subgroups were above the 2009 AMO for high school English.
The following results reflect detailed performance of all student groups in English in the high school grade band grouping:
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
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
percent proficient or advanced in SY 2006-2007.
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
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
advanced in SY 2006-2007.
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
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
48.3 percent proficient or advanced in SY 2006-2007.
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
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
percent proficient or advanced in SY 2006-2007.
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-
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
proficient or advanced in SY 2006-2007.
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-
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
proficient or advanced in SY 2006-2007.
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
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
advanced in SY 2006-2007.
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
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
in SY 2006-2007.
2. Identify the practices, programs, or strategies to which you attribute the progress. Include a discussion of corresponding resource allocations.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Baltimore City Public Schools (City Schools) has implemented a number of initiatives, programs, and strategies to support students and accelerate learning in
English II.
Initiatives
Through funding from the Department of Labor, two schools, Frederick Douglass High School and Forest Park High School participated in the piloting of Journeys
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
grade level.
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,
review student achievement and access better practices in order to implement instruction with rigor, engagement and interventions. Each Works session was
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
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
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
school. Anecdotal evidence of the Works sessions will be collected through Network team member visits as well as English teacher fellow visits.
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
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
will receive a mobile computer lab and smart board.
Curriculum/Programs
City Schools has committed considerable effort into the implementation of a curriculum for ninth and tenth grade English courses. These curricula are yearly
reviewed, evaluated, and refined for effectiveness. This process began during the summer of 2009 for SY 2009-2010. For SY 2010-2011, curriculum was
reviewed and evaluated for evidence of the upcoming Common Core Standards. At least two Literacy by Design modules were created and will be imbedded
into the City Schools’ curriculum.
Each quarter, department representatives will meet to discuss implementation of the new curricula, revision of benchmarks and updates on Bridge projects.
Assessments
The Office of Academic Achievement piloted quarterly benchmark assessments for the SY2007-2008. These benchmarks enabled staff members to assess
students’ attainment of the SC objectives and assessment limits. In addition, the benchmarks were used to identify students who were in danger of not
succeeding on the English II HSA. Particular attention was paid to the scores of special education and limited English proficient students. Where necessary,
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
and English II, these quarterly benchmark assessments are constantly reviewed, evaluated, and refined. As an extension of the quarterly benchmarks, end-ofcourse
assessments were instituted for the SY2009-2010 and continue for SY2010-2011. The benchmarks and end of course assessments for English I and II have
been modified to more accurately reflect the reading comprehension/stimulus based questions that mirror those of the current HSA. Results from the
benchmarks and end of course assessment will be captured through City Schools’ School Net system in order to guide future instructional delivery at the school
and to provide insight to central office personnel as to where additional supports may be necessary.
Professional Development
Extensive and ongoing professional development was provided on systemic professional development days and was used to deepen the familiarity of classroom
teachers and lead content teachers with the content of the curriculum, methodology, differentiation of instruction, and reading comprehension strategies.
Curriculum teams visited schools and observed classes and ended their visits with guidance to teachers and principals. Observational data were used to plan
future professional development. School community members were advised of the opportunities through communications with the principals and through
regular meetings with the school content lead teachers and department heads. Because many students enter high school not reading at grade level, English
teachers must become familiar with reading strategies and interventions. As a result, English teachers need opportunities for professional development in the
area of reading. Quarterly English content lead teacher meetings were developed during the 2009-2010 school year: The Office of Teaching and Learning
provided a series of quarterly professional development sessions. These sessions were comprised of content based presentations directly related to English
standards assessed on the HSA, continued “range-finding” seminars, updates from MSDE English briefings, and professional development on how to use data
from the benchmark tests to refine instruction.
English Page 74

Because of Fair Student Funding, these opportunities may be provided during principal-led professional development, consultants, or the area Networks.
3. Describe where challenges are evident. In your response, identify challenges in terms of subgroups.
4. Describe the changes or adjustments that will be made to ensure sufficient progress. Include a discussion of corresponding resource allocations, and
incorporate timelines where appropriate.
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
result, during 2010-2011 school year, a literacy committee will be created and managed through the CAO’s office to develop and implement a literacy plan for
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
extensive professional development on the implementation of reading diagnostic tests as well as incorporating the diagnostic data into classroom instruction.
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
an accurate reading level of a particular group.
The Reading Apprenticeship Academic Literacy Course will be offered to all ninth graders at Northwestern and Heritage High Schools. During the summer of
2010, teachers participated in a week-long workshop where they were trained in the Reading Apprenticeship method of instruction. The program will be
implemented for the 2010-2011 school year. A Reading Apprenticeship teacher coach will be working with both staffs for the 2010-2011 school year.
Non-tenured teachers (teachers with one-three years experience) will be invited to attend an English Works course. English Works is a professional learning
community where teachers are able to discuss content, review student achievement and access better practices in order to implement instruction with rigor,
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
tracked. This assists Networks and principals track 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 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 school. Anecdotal evidence of the Works sessions will be
collected through Network team member visits as well as English teacher fellow visits.
The theory of action to address this challenge is to continue successful practices and increase the instruction of special education students in the general
education curriculum with appropriate supports.
The following strategies, practices, and programs listed will be implemented in order to address the concerns and overcome the challenges:
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
English Page 75

Curriculum/Program
The following will aid in the CAO’s priorities of rigor, engagement, and interventions for SY2010-2011:
End-of-course assessments will be mandatory for English I-IV beginning in the 2009-2010 school year.
The Governor’s Academy will offer additional training to teachers of English II during the summer of 2011.
On-line course training for all current English I and II teachers in order for students to use MSDE materials in their course for SY2010-2011.
Professional learning communities (English Works) will be offered during SY 2010-2011 school year.
Continuation of Journeys II (a reading intervention program) will be monitored for success.
Implementation of Reading Apprenticeship at Northwestern and Heritage high schools.
For SY 2010-2011, professional development will occur both systemically and on site. Common core review and the utilization of the quarterly
benchmark data will be the focus. Teachers will use the data from the benchmarks to collaboratively plan instruction involving rigor, proper student
engagement, and interventions.
Increased Collaboration between General Education and Special Education Teachers
During the 2008-2009 school year each school provided collaborative planning time in the master schedule to allow opportunities for general educators and
special educators to engage in curricular planning and collaboration regarding students’ instructional and testing accommodations, supplementary aids/services,
supports, and modifications to the curriculum. Special educators were required to document the provision of indirect services to general educators of students
with disabilities by using the Universal Contact Log and Contact Notes. This initiative was evaluated through on-site reviews of master schedules indicating that
schools comply with the systemic directive to allow collaborative planning time for special educators and general educators. However, special education audits
revealed inconsistencies and failures by special educators to utilize the required forms to document the provision of indirect services to students with disabilities
by consulting with general educators.
For SY 2009-2010 schools have been charged with the task of building collaborative planning time within its master schedule. Most schools have taken the
initiative to offer professional development on collaborative planning and teaching models. In conjunction with Network team and English teacher fellow visits,
evidence of collaborative planning and teaching will be documented.
Based on the Examination of 2009 High School Assessment (HSA) Results for English (Tables 3.1 and 3.2):
1. Identify any additional challenges that are evident.
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
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
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
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).
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
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
10 th graders and no 11 th and 10 th graders have not yet taken the English HSA.
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
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
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
English HSA (3.3 percent) than 10 th graders (5.9 percent).
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
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
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
not yet taken the English HSA (6.1 percent) than 10 th graders (10.7 percent).
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
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
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
(2.5 percent) as 10 th graders.
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
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
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
percent) as 10 th graders (7.9 percent).
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
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
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
taken the English HSA (6.1 percent) as 10 th graders (12.8 percent).
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
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
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
HSA (0.0 percent) as 10 th graders (12.3 percent).
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
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
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
percent) as 10 th graders (6.1 percent).
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
do you have of their effectiveness?
During the summer of 2010 during summer school, a “mastery” class was offered to any student who has taken English II and did not pass the HSA. Students
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.
The same course is available for SY 2010-2011 as a semester course (outside of English III) for students needing more skills in HSA areas.
Refer to appendix for evidence of success.
3. Describe what, if anything, the school system will do differently than in past years to address the challenges identified. Include a discussion of
corresponding resource allocations.
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
result, during SY2010-2011, a literacy committee will be created and managed through the CAO’s office to develop and implement a literacy plan for 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 extensive
professional development on the implementation of reading diagnostic tests as well as incorporating the diagnostic data into classroom instruction. 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 an accurate
reading level of a particular group.
English Page 78

The Reading Apprenticeship Academic Literacy Course will be offered to all ninth graders at Northwestern and Heritage High Schools. During the summer of
2010, teachers participated in a week-long workshop where they were trained in the Reading Apprenticeship method of instruction. The program will be
implemented for SY 2010-2011. A Reading Apprenticeship teacher coach will be working with both staffs for SY 2010-2011.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
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
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
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
assessments were developed during the summer of 2009 and will be updated again during the summer of 2010. Each quarter, the English teacher fellow will
facilitate English representative meetings to discuss the effectiveness of the benchmarks and other upcoming assessments.
Increased Collaboration between General Education and Special Education Teachers
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
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
principal monthly for review and signature. Copies will be filed to document the provision of indirect services. The IEP Development and Implementation team
will monitor confidential files to ensure that indirect services are provided and documented accurately to substantiate the collaboration between special and
general educators. Each school administrator and the assigned specialist will conduct monthly reviews of the confidential folder to verify the appropriate
completion and filing of required forms by special educators. In addition, the IEP Development and Implementation team will ensure through on-going IEP
meeting observations, that special and general education teachers collaborate during the IEP meeting to identify appropriate accommodations, modifications,
and supplementary aides and services within the students’ least restrictive environment.
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
Special Education will provide support and assistance for all special educators and general educators. This support will help jumpstart school-wide professional
development for general and special educators.
Fair Student Funding: Fair Student Funding has provided principals with the flexibility to purchase and allocate funds based on their individual student
population and professional development needs of their teachers as students are moved to general education classes. Professional development provided to
schools will address the needs of the special and general educators. School-based professional development will be conducted with both general and special
educators in the areas of collaborations and co-teaching. This school-based professional development will be provided at the principals’ discretion. It may take
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
2010 focusing on the reinforcement of collaborative teaching and planning models.
English Page 79

Resources
Support in SY 2009-2010 includes the following: curriculum writers assisting in the development of end-of-course assessments for English I-IV and the on-going
revisions of English I-IV curriculum.
English Page 80

The following are additional actions that support students with IEPs in achieving success on the English HSA.:
During the summer of 2009, City Schools teachers who were writing English curriculum added teaching strategies and activities that focused on various
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
the summer of 2010, City Schools teachers wrote Literacy by Design modules in order to better align the curriculum with the upcoming Common Core
Standards.
Unit tests for English II have been created so students’ weaknesses can be identified immediately. By identifying students’ weaknesses, the classroom
teacher can better differentiate teaching strategies for students with IEPs and non-identified students who are also having difficulty with English II.
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
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
middle grades, special education students will be better prepared for success on the English HSA.
DIFFERENTIATED ACCOUNTABILITY
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline
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
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
Schools to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school
leadership.
English Page 81

Algebra/Data Analysis
Based on the Examination of AYP Proficiency Data for Algebra/Data Analysis (Table 2.6):
1. Describe where progress is evident. In your response, identify progress in terms of subgroups.
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
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
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.
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
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
2008-2009. Six subgroups were above the 2009 AMO for high school Algebra.
The following results reflect detailed performance of all student groups in Algebra in the high school grade band grouping:
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
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
percent proficient or advanced in SY 2006-2007.
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
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
percentage points from 29.4 percent proficient or advanced in SY 2006-2007.
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-
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
proficient or advanced in SY 2006-2007.
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
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
from 69.8 percent proficient or advanced in SY 2006-2007.
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
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
proficient or advanced in SY 2006-2007.
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-
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
proficient or advanced in SY 2006-2007.
2. Identify the practices, programs, or strategies to which you attribute the progress. Include a discussion of corresponding resource allocations.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Baltimore City Public Schools (City Schools) is proud of the increase in students meeting State standards on the Algebra/Data Analysis HSA and has implemented
a number of initiatives, programs, and strategies to support students in passing the Algebra/Data Analysis assessment.
CURRICULUM
City Schools has committed considerable effort into the implementation of a curriculum for algebra. The Office of Teaching and Learning has continued to revise
and update the two Algebra courses designed to support student achievement in this area: HSA Algebra/Data Analysis and Algebra 1 curriculum. The HSA
Algebra/Data Analysis curriculum includes only VSC/CLG topics that are tested on the HSA. Formative assessments are included in the curriculum for each
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
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
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.
Academic Youth Development: As part of a $2,000,000 grant from the ARRA, City Schools implemented the AYD program for rising 9 th graders in the summer
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
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
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,
and Noyce foundations, we continue to make program enhancements, shaped by site observation, impact data, and feedback from participating educators and
students.
AYD directly addressed widespread student misconceptions about the factors that shape mathematics achievement and gave students a practical set of skills for
improving their classroom success. Students learned that success is the product of effective effort. They learned how to think about their academic struggles in
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
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
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
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
successful academic experience in 9 th grade overall and to succeed on the Algebra/Data Analysis HSA in particular.
PROFESSIONAL DEVELOPMENT
In addition, extensive and ongoing professional development was provided on systemic professional development days and was used to deepen the familiarity
of classroom teachers and lead content teachers with the content of the curriculum, methodology, differentiation of instruction, and reading comprehension
strategies that can be used in the algebra classroom.
School Support Network Teams: The establishment of the Network teams allows central office staff to redeploy resources to better deliver services to schools.
By offering guidance and support in the areas of instruction, achievement, business and student support services, these networks are a resource for the
instructional and operational needs of schools so that students have what they need to achieve. The Network Teams’ collaboration with the Office of Special
Education has provided support and technical assistance for all special and general educators. This support has incorporated new trends, special education
pedagogy, and research-based strategies to ensure access of SWD to the general education curriculum.
Governor’s Academy: Following the success of the Algebra Governor’s Academy training session held for Baltimore City teachers only during the summer of
2009-2010, another City Schools-only Algebra Governor’s Academy was held in August 2009. Twenty-seven teachers from the low-performing high schools
attended this Academy and consistently rated this professional development experience as “the best professional development” they have received. Participants
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
funded by the school system so that all teachers will receive this support.
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
completed all the requirements. Another cohort of 16 teachers started training in the second semester. Ten teachers completed all the requirements. Math
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
access to the online resources without further burden to the school building’s infrastructure.
Professional Learning Communities (The WORKS): The WORKS is a monthly learning meeting designed for teachers to learn the needed content for the coming
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
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
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
different teachers attended at least one High School WORKS session in either one of the four subject areas in the SY 2009-2010. On average, 41% of participants
attended a mathematics session.
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200
180
160
140
120
100
80
60
40
20
0
18
48 44
20
81
WORKS Attendance per Month
10
32
70
17
57
28
78
Figure One: Number of Teachers Attending the WORKS PLC - SY 2009-2010
In post-session feedback participants consistently rated the usefulness of the content shared, facilitator’s knowledge, and encouragement to participate in the
discussion the highest. Additionally, survey data collected on the final session (84% response rate) provided the following select results:
97% of respondents agreed with the statement “Attending the WORKS makes me feel supported in my profession”
98% of respondents agreed with the statement “The material presented at the WORKS is relevant to my teaching”
96% of respondents agreed with the statement “I have been able to use what I have learned at the WORKS in my class”
97% of respondents agreed with the statement “What I have learned at the WORKS has increased the effectiveness of my instructional strategies”
88% of respondents agreed with the statement “Because of what I have learned at the WORKS, my students' performance has improved”
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
students”
96% of respondents agreed with the statement “Overall, the WORKS is a valuable professional development experience”
Algebra/ Data Analysis Page 85
0
Sept Oct Nov Dec Jan Feb Mar Apr
16
40
26
71
17
43
31
55
Math English Science Social Studies
0
23
32
18
57

Graphing Calculator Training: As a recipient of a $350,000 MSDE HSA Special Education grant for SY 2009-10, City Schools provided extensive training on the use
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).
These schools have the largest population of special needs students. Teachers received nine days of professional development supervised by a Texas
Instruments’ professional development facilitator (Calculator Specialist). Sessions were held in August 2009 (5 days), October 2009 (2 days), and November
2009, (2 days). Teachers who participated in the initial training subsequently facilitated common planning times with the math teachers in their respective
schools to share strategies on how to incorporate GCD technology into the instruction of mathematics. Moreover, the Calculator Specialist met with each school
at least once a month to facilitate the common planning time with the mathematics teachers and foster the adoption of GCD technology.
A direct consequence of this training initiative was the January 28, 2010 Systemic Professional Development day. Eight teachers from the August cohort, along
with one school-based teacher, the Calculator Specialist, and two facilitators from Texas Instruments, conducted a multi-session training day geared toward
introducing and sharing best practices and strategies on the use of GCD for instruction. This professional development day was externally validated by Texas
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
teachers in middle and high-schools. Topics focused on best instructional practices for courses ranging from Algebra/Data Analysis HSA to Calculus. Additionally,
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
math teachers were served by this professional development opportunity.
Bridge Projects: City Schools provided Bridge Project Professional Development workshops throughout the months of September, October, and November.
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
the Algebra/Data Analysis course and further reduce the number of students who need to complete Bridge Projects. Anecdotal evidence from the lead Bridge
Project scorer suggests that teachers who attend this workshop, on average, have a higher success rate – measured by the number of first-time submission
rejections – than teachers who do not attend this workshop.
ASSESSMENT:
Benchmarks: The Office of Academic Achievement piloted quarterly benchmark assessments for the 2007-2008 school year. These benchmarks enabled staff
members to assess students’ attainment of the CLG objectives and assessment limits. In addition, the benchmarks were used to identify students who were in
danger of failing Algebra/Data Analysis. All schools purchased scanners to input their scores so that the benchmark results would be available within five
minutes.
SCHOOL-BASED SUPPORT FOR STUDENTS
3. Describe where challenges are evident. In your response, identify challenges in terms of subgroups.
City Schools continue to present performance differences between White (non-Hispanic) subgroup and all other identified subgroups; with the former posting
higher percentage of proficient students than the latter in SY 2008-2009.
4. Describe the changes or adjustments that will be made to ensure sufficient progress. Include a discussion of corresponding resource allocations, and
incorporate timelines where appropriate.
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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
instruction and support for students with disabilities and LEP students.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Challenges in supporting all students in passing the HSA will be addressed by the following actions:
Adjustments:
Strengthen the entire K-12 mathematics instructional program so students come to high school with a firm grasp of foundational mathematics skills.
Identify high-quality core math curriculum and instructional materials so schools will be supported in structuring their math instruction.
Increase the content knowledge and skills of teachers at all levels so they are better able to meet the learning needs of students.
Provide extensive opportunities for teachers to participate in professional development created and lead by master mathematics teachers (PLC The
WORKS).
Identify interventions for specific purposes to provide schools with a choice of resources to address students’ learning gaps.
Educate teachers about the PK-12 Algebra strand that runs through the entire curriculum, so they better understand the skills that undergird Algebra
success.
Utilize benchmark assessments at all grade levels so teachers can more quickly diagnose and address learning gaps for students.
Support grade level teams of teachers in using their daily formative assessments as well as the City Schools’ benchmark assessments to collaboratively
plan a more effective instructional program.
Set the expectation that many City Schools’ students will meet the Algebra requirement in middle school so they can be prepared to take more rigorous
mathematics courses in high school.
Many adjustments are being made for 2010-2011 in order to improve the pass rate on the HSA Algebra/Data Analysis. A variety of textbooks were adopted for
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
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
County for students who need additional support).
Traditionally, textbooks for Algebra 1 (Glencoe and McDougall-Littell) are selected for use by schools. In support of this selection, the basic curriculum was
realigned by the Office of Mathematics to identify specific locations in the textbooks where VSC/CLG skills are taught.
To support teachers with their daily instruction, formative concept tests were developed for each VSC/CLG objective so teachers will know immediately if a
student has mastered that skill.
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Eighth grade students, who continue to demonstrate basic proficiency with math skills as they exit middle school, will be identified for an Algebra Readiness
course to increase their knowledge and understanding of core Algebra skills before they take HSA Algebra/Data Analysis.
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):
1. Identify any additional challenges that are evident.
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
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
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
percent and numbers of 11th graders have not yet taken the Algebra HSA (3.8 percent) than 10 th graders (5.0 percent).
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
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
only 1 10 th grader has not yet taken the Algebra HSA.
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
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
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
HSA (3.5 percent) than 10 th graders (4.3 percent).
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
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
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
(15.2 percent) than 10 th graders (25.0 percent).
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
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
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)
as 10 th graders (10.3 percent).
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
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
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
graders (10.5 percent).
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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
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
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
10 th graders (4.3 percent).
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
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
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
(8.6 percent) as 10 th graders (10.5 percent).
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
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
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
10 th graders (3.3 percent).
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?
What evidence do you have of their effectiveness? Include a discussion of corresponding resource allocations.
A shift in focus for improving students Algebra/Data Analysis HSA performance since the SY 2009-2010 has been to improve their teachers’ content knowledge
and skills so they are able to more effectively work with their students in the classroom.
A separate Algebra Governor’s Academy was held for Baltimore City teachers only. This intervention will continue to expand in the SY 2010-2011 with the
objective of reaching the totality of teachers who serve students enrolled in the HSA Algebra/Data Analysis and the Algebra Readiness courses.
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
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
initiatives.
The monthly Professional Learning Community (The WORKS), where teachers meet to learn the needed content for the coming month’s instruction and discuss
successful strategies that can be used to help students to understand the skills, will be continued for SY 2010-2011 . Teachers will discuss the student data and
analyze student work to determine what skills have been mastered. These Professional Learning Communities are led by teachers. Teachers will receive
stipends for attending these meetings. CAROI funds as well as the HSA Special Education funds will be used to pay for this initiative.
Additionally, as an extension of the training initiated with HSA Special Education funds, focused professional developed on the utilization of graphing calculator
devices (CGD) will be added to the professional development schedule of City Schools. The objective will be to increase teachers’ knowledge and skill in the use
Algebra/ Data Analysis Page 90

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
Algebra/Data Analysis exam.
Concomitantly, a cohort of high-school Teacher Leaders (TL) will be identified and deployed throughout City Schools. The role of the TL is to provide a model of
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
practice. TLs have been selected for their outstanding technical skill in their classroom management, data-driven decision making, mastery of instructional
delivery techniques, differentiation, and successful student performance.
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
convenient schedule for further collaboration. Additionally, TLs have office hours in the Central Office, where they are available to assist any teacher with the
many aspects of their instructional practice including, but not limited to, instructional planning, identification of resources, classroom management strategies,
etc.
City Schools is employing “Teacher Fellows” to assist with the evaluation and implementation of instruction on a school-by-school basis. There veteran
instructors have demonstrated effective teaching of the mathematics curriculum and are available on a daily basis to work with teachers within their classrooms.
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
upon the analysis of benchmark results.
SPECIAL EDUCATION
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
the rigor of the core content instructional programs for our students.
Increasing Access to the General Education Curriculum
The Office of Special Education’s IEP Development and Implementation Team will ensure that students with disabilities are able to access and make
progress in the general education curriculum by providing ongoing professional development to IEP Chairs, related service providers, and special
educators. This training will include:
The development of current, accurate, and compliant IEP Present Levels of Academic Achievement and Functional Performance statements
The development of standards-based IEP goals/objectives by utilizing the Goal Wizard on Maryland Online IEP (MDOIEP)
The development of appropriate accommodations, modifications, and supplementary aids and services
The utilization of data to drive quality decision-making when identifying appropriate educational services and environments for students with
disabilities
Algebra/ Data Analysis Page 91

Determination of the Appropriate Least Restrictive Environment (LRE) for Maximum Student Success
In order to provide access to the general education curriculum for students with disabilities, each school has an Inclusion Action Plan Committee to
develop and implement procedures and practices to increase the number of students with disabilities receiving services in LRE A and B. Each school is
responsible for:
Completing a revised Inclusion Action Plan, building on the past year’s successes in increasing the number of students receiving IEP services
in the general education setting.
Meeting with the Inclusive Practices and Co-Teaching team specialist (by the end of September 2009) to discuss the revisions and current
needs included in their Inclusion Action Plan to support providing access for students with disabilities to the general education curriculum.
The specialist will provide support, as needed, to implement the plan.
IEP teams will review students’ strengths, needs, classroom performance, standardized test scores, teacher-based assessments, curriculumbased
assessments, and benchmark test results as part of the discussion of each student’s identification for the appropriate State
assessment.
Increased Collaboration between General and Special Educators
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 and collaborate. The Office of Special Education will collaborate with the Academic Achievement Offices and the Networks to support schools in
improving the quality of their collaborative planning opportunities.
Algebra/ Data Analysis Page 92

Biology Page 93
Biology
Based on the Examination of AYP Proficiency Data for Biology (Table 3.5 and 3.6):
1. Identify the challenges that are evident.
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
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
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
smaller percent and numbers of 11th graders have not yet taken the Biology HSA (7.6 percent) than 10 th graders (60.9 percent).
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
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
graders have not yet taken the Biology HSA.
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
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
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
Biology HSA (7.9 percent) than 10 th graders (63.0 percent).
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
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
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
taken the Biology HSA (12.1 percent) than 10 th graders (35.7 percent).
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
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
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
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
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
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
percent) as 10 th graders (57.9 percent).
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
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
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
HSA (12.0 percent) as 10 th graders (77.0 percent).
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
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
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
Biology HSA (8.6 percent) as 10 th graders (61.4 percent).
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
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
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
(7.4 percent) as 10 th graders (64.7 percent).
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
you have of their effectiveness? Include a discussion of corresponding resource allocations.
Interventions for High School Biology
The most immediate intervention is that all schools not meeting AYP are required to provide 90 minutes of year-long instruction in Biology.
Students who are in danger of failing will be identified through teacher-generated assessments, and 6 district-generated benchmark exams that
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
will receive intervention. The interventions 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 Biology Curriculum. Particular attention is paid to special education students and ELL
students. Special Education’s IEP Development and Implementation team will provide professional development activities and 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 standards.
Biology Page 94

To ensure that appropriate materials and data analysis are used and that content and pedagogy are strengthened, the Office of Teaching and Learning will
continue focused professional development for ES0L teachers, general and special education teachers, and school-based professional developers of
science throughout the school year. Professional development activities will take place at the school sites.
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
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
activities, resources, and assessments to meet their students’ needs. The team created detailed curriculum documents containing rigorous hands-on activities
for each topic, research of common students’ misconceptions for each topic, web-based resources, and assessments. These documents were uploaded on the
Blackboard for teacher use. Schools were provided with electronic curriculum guidance documents that had been revised over a number of years by writing
teams of teachers. The documents included pacing guides, test questions, and the calendar for benchmark assessments. These guidance documents assisted
teachers with their lesson planning. The introduction of the teacher-made materials gave more coherence to the Biology courses as the materials continued to
be introduced to teachers of Biology in SY 2009-2010. This set of materials includes intervention strategies that enhance the range of materials, resources, and
instructional approaches available to teachers.
“Physics first” course (Freshmen Physics) was successfully launched in 8 schools across the district. This pre-Algebra program provides direct support to students’
mastery of the Skills and Processes of Science, critical reasoning, and experimentation. Another freshmen course, “Science and Sustainability”, was continued to
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
supports students’ mastery of the Skills and Processes of Science, critical reasoning, and experimentation.
Assessments
Prior to 2009 Baltimore City schools administered 4 cumulative Biology Benchmarks aligned to the district Biology curriculum. However, due to decentralization
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
timely and appropriate assessments 5 Biology Units (Ecology, Evolution, Chemistry of Cell, Cells and Body Systems, Genetics) were created to replace the
cumulative tests. This new approach to Benchmarks enabled staff members to assess students’ attainment of the curriculum objectives and assessment limits. In
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
education and limited English proficient students. When necessary, additional supports were provided to those students. These benchmark assessments are
constantly reviewed, evaluated and refined.
As an extension of the benchmarks, end-of-course assessments were instituted during SY 2009-2010. The assessments were designed by Master Teachers of the
following subjects: Biology, Chemistry, Physics First, Science and Sustainability.
City Schools has taken a number of steps to address weaknesses in high school biology teacher capacity. City Schools has formed science education partnerships
with institutions of higher education (Morgan State University, University of Maryland Baltimore County) as well as with nationally significant industries and
corporations (Lockheed Martin, Northrop Grumman). New partnerships with STEM educational programs (FIRST Robotics, VEX Robotics, LEGO League) are
Biology Page 95

sprouting. These partners have supported school system efforts to increase the number of outstanding individuals and have created environments for all
educators that maximize their impact on student achievement.
Additional supports in FY 2010 included the following initiatives:
New assessments and on-line data reporting system; and targeted intervention teachers based on student performance on the HSA.
City Schools provided Governor’s Academy in biology for 40 regular and special educators teaching Biology during the summer of 2009 for City School
Teachers and will conduct an Academy for 50 additional teachers in 2010
District- wide adoption of new Biology, Chemistry, and AP Sciences textbooks
D2L Biology on-line training ( 15 hours) is offered to biology teachers three times during the academic year (90 teaches per year)
Provide ongoing professional development and curricular resources during systemic Professional Development days in August and January and via High
School Biology Works.
Partnership with Morgan State University on implementing Algebra/Biology integrated curricula modules; piloted at Vivien T Thomas and Friendship
Academy of Science and Technology during 2009-2010FY. (NSF funded)
Over 50 teachers have received licenses to borrow lab materials from the Maryland Loaner Lab
150 teachers attended Maryland Association of Science Teachers conference in October 2009.
BioEYes embryology program for students was implemented in 8 High schools across the district
3. Describe what, if anything, the school system will do differently than in past years to address the challenges identified. Include a discussion of
corresponding resource allocations.
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 instruction and support for LEP students and students with disabilities. The following strategies, practices, and programs listed will be
implemented in order to address the concerns and overcome the challenges.
Strengthen the entire K-12 Science instructional program so students come to high school with a firm grasp of foundational science skills.
Increase the content knowledge and skills of teachers at all levels so they are better able to meet the learning needs of students.
Provide extensive opportunities for teachers to participate in professional development created and lead by master Science teachers.
Identify interventions for specific purposes to provide schools with a choice of resources to address students’ learning gaps.
Biology Page 96

Educate teachers about the PK-12 Life Science strand that runs through the entire curriculum, so they better understand the skills that undergird
Biology success.
Utilize benchmark assessments at all grade levels so teachers can more quickly diagnose and address learning gaps for students.
Support grade level teams of teachers in using their daily formative assessments as well as the City Schools’ benchmark assessments to collaboratively
plan a more effective instructional program.
Set the expectation that many City Schools’ students will meet the Science MSA requirement in middle school to prepare them to take more rigorous
science courses in high school.
Biology Page 97

Government
Based on the Examination of the 2009 High School Assessment Results for Government (Tables 3.4-3.8)
1. Identify the challenges that are evident.
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
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
(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
percent and numbers of 11th graders have not yet taken the Government HSA (3.4 percent) than 10 th graders (15.8 percent).
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
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
and 2 10 th graders have not yet taken the Government HSA.
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
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
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
Government HSA (3.5 percent) than 10 th graders (15.7 percent).
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
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
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
yet taken the Government HSA (3.0 percent) than 10 th graders (21.4 percent).
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
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
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
Government HSA (1.7 percent) as 10 th graders (14.5 percent).
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
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
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
percent) as 10 th graders (23.7 percent).
Government Page 98

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
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
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
Government HSA (5.1 percent) as 10 th graders (17.6 percent).
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
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
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
Government HSA (8.6 percent) as 10 th graders (50.9 percent).
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
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
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
Government HSA (3.3 percent) as 10 th graders (15.1 percent).
2. Describe the interventions that the school system has in place to support students in passing the Government HSA. How effective are they? What
evidence do you have of their effectiveness? Include a discussion of corresponding resource allocations.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
The most immediate intervention is that all schools not meeting AYP are required to provide 90 minutes of year-long instruction in American Government.
Students who are in danger of failing will be identified through teacher-generated assessments, and three district-generated benchmark exams that are
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
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
Government Topic Plans that have been added to the Government curriculum. Particular attention is paid to special education students and ELL students.
Adjustments for the special education subgroup include extensive and ongoing professional development for teachers and instructional support teachers
regarding differentiation of instruction and reading comprehension. This professional development has focused on content knowledge, pedagogy, assessment,
and coaching in an effort to create effective school-based instructional leaders. In addition, instructional support teachers have received professional
development on how to assist special education teachers in modifying instructional strategies for ELL and special education students.
The HSA Intervention Grant from MSDE allowed City Schools to focus on the instruction of ELL and special education students. Teams of teachers from 10
targeted neighborhood high schools participated in eight intensive professional development sessions that focused on government content and reading and
writing strategies. Those teams consisted of one government teacher, one ELL teacher and one special education teacher. Those teachers, in turn, used the
knowledge gained to work with specifically targeted ELL and special education students in one-on-one or small group tutoring sessions. Those teams largely
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.
Of particular note is the 8% increase made by special education students over the last two years.
The focus of all professional development initiatives has been on improving teaching and learning to increase student achievement on the Government HSA.
ESOL teachers and special education teachers have been included in all professional development initiatives, including the MSDE Governor’s Academy, MSDE
online course training, and City Schools’ High School “Works” initiative.
City Schools has implemented several initiatives, programs and strategies, to support students in passing the HSA. Professional development days across the
system are used to deepen classroom teachers’ familiarity with the content of the curriculum. Demonstration lessons are used to model pedagogical approaches
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.
Observational data are used to plan future professional development. School community members are advised of the opportunities through communications
with the principals and through regular meetings with the instructional support teachers (ISTs) and department heads. These school leaders are responsible for
the majority of the professional development provided with guidance from the Office of Teaching and Learning. These initiatives include the following:
Providing government teachers with training on how to utilize the online HSA Government course in partnership with MSDE.
Quarterly social studies content lead teacher meetings: The Office of Teaching and Learning provides a series of quarterly professional development
sessions. These sessions are comprised of content based presentations directly related to social studies standards assessed on the HSA, continued
“range-finding” seminars, updates from MSDE social studies briefings, and professional development on how to use data from the benchmark tests to
refine instruction.
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
reference to state curriculum objectives, recommended student products aligned to those objectives, and plans for ongoing assessment of student progress.
Government Topic Plans have been posted on TSS and are accessible by all teachers.
City Schools began implementation of a curriculum map for its government course in 2004. This curriculum map clearly tied system and online resources as well
as sample activities to specific requirements of the Core Learning Goals and assessment limits.
Finally, Fair Student Funding drives the resources that are given to schools. According to the Weighted Student Formula Yearbook 2009, “The money follows the
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
a base funding level, up from about $90 in SY 2007-2008. Schools also receive $2,200 for each student who is struggling academically and $2,200 for each
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
$9,000 per student, with some of that money designated for specific purposes.” Due to this initiative, principals are responsible for providing appropriate
resources for government instruction.
Government Page 100

3. Describe what, if anything, the school system will do differently than in past years to address the challenges identified. Include a discussion of
corresponding resource allocations.
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
instruction and support for LEP students and students with disabilities.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES:
Curriculum/Programs
During the summer of 2010, 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
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
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
Government teachers to significantly revise and implement an updated compliment of Government Topic Plans that are available to teachers on an ongoing
basis for SY 2010-2011. These Government Topic Plans pay special attention to previously identified underperforming subgroups of students. Continuing efforts
include:
Assessments
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
American Government course will take place during the 2010-2011 school year and will inform further revisions scheduled for the summer of
2011.
A team of experienced 10th grade American Government teachers will finish work on learning objects which are being embedded into modules for
the City Schools’ online American Government course. The first units are currently complete and the entire course will be completed by January of
2011.
Adoption of ancillary and supplemental materials will continue throughout the current academic year for all grade levels, but with special
attention being paid to those resources that offer the best support of inclusion of American Government concepts at the early and middle grade
levels.
The 2010-2011 academic years will continue to feature the administration of three benchmarks and an end of course assessment for students enrolled in
American Government courses. The benchmarks and end of course assessment for American Government have been modified to more accurately reflect the
reading comprehension/stimulus based questions that have become the hallmark of the current HSA. Results from the benchmarks and end of course
assessment will be captured through City Schools’ School Net system in order to guide future instructional delivery at the school and to provide insight to central
office personnel as to where additional supports may be necessary.
Government Page 101

Interventions
Professional Development
The 2010-2011 academic years will continue to feature three benchmarks and an end of course assessment for 9 th grade U.S. History. In addition,
the district will introduce the use of four benchmark assessments for 8 th grade U.S. History. These assessments pay close attention to key
American Government elements in an effort to build a stronger foundation for students and greater familiarity with stimulus based questioning 2
years prior to their 10 th grade American Government course.
The district is continuing to employ “Teacher Fellows” and “Teacher Leads” to assist in the evaluation and implementation of instruction on a
school-by-school basis. These veteran instructors have demonstrated effective teaching of the American Government curriculum and are available
on a daily basis to work with teachers within their classrooms.
The district has created teams of professionals called “Networks” who will work in tandem with “Teacher Fellows” to provide in-school assistance
based on either the request of particular schools or as prompted by the data collected through School Net.
The district has received grant money for the development of a series of professional development workshops specifically designed to assist
Special Education and ESOL teachers in their understanding of the American Government content as well as exposure to “best practices” for this
area.
The district will continue to offer a professional development opportunity on a monthly basis called “Social Studies Works” where American
Government and U.S. History teachers will gather to form Professional Learning Communities to facilitate the sharing of “best practices” strategies
in an effort to infuse successful projects in a wider-array of classes.
The district will continue to offer its successful Bridge Project Professional Development workshops as well as make an online tutorial available to
bridge teachers and coordinators. Past participants have found the workshops to be of great value in not only guiding students through the Bridge
Projects but in also helping to focus their instruction within their American Government classes and thereby helping to reduce the number of
students who will need to complete projects.
The district will continue to offer various sessions presented by successful outside organizations such as The Bill of Rights Institute and the Center
for Civic Education in a continued effort to draw upon outside expertise in the delivery of American Government instruction.
Government Page 102

HSA Graduation Requirement
Based on the Examination of Data for 2010 Graduates Who Met the High School Assessment Graduation Requirement by Option and Bridge Projects Passed
(Tables 3.9 and 3.10):
Describe your school system’s results. In your response, please report on the implementation of the Bridge Plan for Academic Validation.
City Schools’ aggressive efforts to keep high school students in school and help them graduate: 1,481 fewer students dropped out of school in SY 2009-2010 than
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
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
dropout rate of 6.2.
All City
Schools
% Accept
Algebra Biology English Government All Projects
#
Accept
#
Submit
%
Accept
#
Accept
Students Receiving Special Education Services
% Accept # Accept # Submit
Special Education/504 89% 2,402 2,692
Limited English Proficient 92% 157 170
City Schools has an overall pass rate of 90% across all 4 content areas
Special education students have an overall pass rate of 89
#
Submit
%
Accept
#
Accept
#
Submit
%
Accept
#
Accept
#
Submit
%
Accept
HSA Requirement Page 103
#
Accept
#
Submit
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%.
2. Identify the strategies to which you attribute the results. Include a discussion of corresponding resource allocations.
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
the necessary supports for them to succeed. Students partook of HSA tutoring and classes and met the overall HSA requirements by either passing individual
HSA tests in four subject areas, or by earning a combined score of 1602 across the four tests.
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
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
Department of Teaching and Learning assisted schools in organizing to allow students opportunities to complete projects. Teachers qualified to score projects
were identified and trained. Additional Bridge Project completion opportunities were provided off-site during spring break. All aspects of the Bridge Plan for
Academic Validation process were monitored closely by staff in the Office of Teaching & Learning and supplementary funding was provided by CAROI and other
grant funding.
Teachers were provided professional development opportunities twice a month for Bridge. The Office of Teaching and Learning supported Bridge through the
creation of parallel projects and activities that support Bridge instruction. The content directors were responsible for providing professional development as
well as support to those schools identified as a targeted school. Targeted schools were those schools with large numbers of projects to be completed.
Additional support was provided to those schools to ensure that students’ and teachers’ academic needs were addressed.
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
to analyze each school’s bridge data. These meetings provided information regarding content pass rate, number of projects left to complete, teacher
participation in professional development, and any issues or concerns pertaining to Bridge.
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
once a month on Saturday and Sunday. Teachers were paid a stipend to participate in monthly Bridge scoring. Schools were given data reports each month. The
report provided information regarding individual student project submissions and the school’s pass rate.
Regular principal and coordinator’s meetings were scheduled in order to ensure that schools continued to organize for outcomes. These meetings provided
school leaders with the opportunity to further analyze their school’s data and make adjustments as necessary.
3. Describe where challenges were evident.
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,
needed to find the time to implement such a massive undertaking. Schools needed to determine how to implement Bridge in their buildings as well as
determine how to get students to buy-in to the new requirements. Schools faced the challenge of ensuring that every student eligible for Bridge had an
opportunity to participate. Schools also needed to ensure that parents understood the additional pathway to meeting the HSA requirement. In some schools,
schedules had to be reconfigured and staff reallocated to ensure that there were teachers for Bridge.
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
3.11)
1. Identify the challenges that persist.
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
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.
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
passing the High School Assessments. Include a discussion of corresponding resource allocations.
Rising 2011 seniors were provided with the opportunity to attend summer school in order to complete Bridge projects. The addition of Summer School Bridge
allowed the district to begin to address the large numbers of potential projects early. The City Schools Master Plan Update contains practices, programs and
strategies for SY 2010-2011 to increase the rigor of instruction and support to students in the HSA assessed areas in order to ensure that student have multiple
pathways to meet the HSA graduation requirement. The following is the plan for the Bridge Project option:
City Schools 2010-2011 Bridge Success Plan
Each school:
– Selects a staff member to act as Bridge Plan Coordinator
– Submits Bridge Plan Implementation Plan to the Network Lead and Coordinator of Extended Learning
– Meets with the Executive Director of Secondary Schools to discuss its submission plan
Schools may choose to offer Bridge Plan courses during the school day or support students during after-school and Saturday programs.
Schools 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
40 projects in English, government, or biology.
Staff from the Office of Teaching and Learning will support these schools by
HSA Requirement Page 105

– Visiting classrooms and providing feedback
– Attending collaborative planning sessions.
– Ensuring teacher participation in content-specific professional development.
– Assisting in student tracking and student-level supports
School Year 2009-2010
Bridge to Excellence
Priority 1: To ensure Bridge is implemented throughout Baltimore City Schools through professional development and instruction.
Objective 1: To ensure that all students have a fair opportunity to demonstrate their knowledge and skills if traditional testing instrume nts
are not effective for them.
Strategies Grade
Level
Curriculum/Program
Bridge Leadership Team
meeting with all schools
implementing Bridge for the
year.
Bridge scoring sessions
Bridge professional
development (4 content
areas)
12 th
graders
with the
potential
to
graduate
Timeline
Mo/Yr
September
2010
Person/s
Responsible
Extended Learning
Coordinator
Teachers Monthly Extended Learning
Coordinator and Office
of Teaching and
Learning
September
October
November
2010
Office of Teaching and
Learning
Evaluation/Evidence Status Report
School level
attendance
Scored projects
Improved teaching
strategies for Bridge
monitors
HSA Requirement Page 106
Bridge coordinators
met quarterly to
update data, address
concerns and clarify
procedures and
processes.
Continued Bridge
scoring and training.
Increased pass rate

Bridge Work Group
Bi-monthly
Extended Learning
Coordinator
Bi-monthly meeting
with Teaching and
Learning, Networks,
Special Education on
Bridge progress in the
district. Results from
Bridge scoring
discussed. Targeted
support suggested for
schools who need
additional supports
HSA Requirement Page 107
Continued meeting
addresses schools
having difficulty
meeting targets as
well as schools with
low pass rates for
Bridge submissions.

I.D.ii
Limited English Proficient Students

I.D.ii
Limited English Proficient Students
Table 4.1 System AMAO I, 2009-2010
Total
Part A. AMAO I Data
N
(Students who
tested in both
2009 and 2010)
Table 4.2 System AMAO II, 2009-20010*
Total
Number Who
Met Target
Limited English Proficient Students Page 109
%
(% = Number
Who Met Target)
(58% is the
target)
1,129 936 82.9%
N
1,986
Number Who
Met Target
%
(16% is the
target)
(MSDE request
for excused
students has
been submitted) 174 11.3%

AMAO II Information Available Through Local Data
Number of ESOL
students as of
May 20, 2010
2,259 (Including
PK)
1,966 (Excluding
PK)
Number of ELLs who
have been in City
Schools less than
three years.
Service Information and Exit Information:
Percentages of ELLs who have been in
City Schools less than three years who
exited ESOL services based on MSDE LAS
testing criteria.
Number of ELLs who
have been in City
Schools more than
three years.
Percentages of ELLs who have been in
City Schools more than three years who
exited ESOL services based on MSDE LAS
testing criteria.
1,736 11.3% 523 24%
1,443 9.8% (Excluding PK)
77% of all ESOL students have been in service for less than 3 years
11.3% of ESOL students with less than 3 years of ESOL service exited ESOL (including PK)
9.8% of ESOL students with less than 3 years of ESOL service exited ESOL (excluding PK)
23% of all ESOL students have been in service for more than 3 years
24% of ESOL students with more than 3 years of ESOL service exited ESOL
Table 4.3: System AMAO III, 2009-2010
AYP Status for Limited English Proficiency (LEP) Students*
Reading Math
Elementary Middle High Elementary Middle High
2008 Met Not Met Not Met Met Met Not Met
2009 Met Not Met Not Met Met Not Met Not Met
Limited English Proficient Students Page 110

2010 Not Met Not Met Not Met Met Not Met Not Met
Based on the Examination of Local Data:
Overall, LEP students have improved in state required assessments based on many factors. Accommodations are used as a basis for many professional
development sessions for all teachers, including those who work with diverse learners. Monitoring of instruction by school leaders ensures that daily instruction
includes accommodations, and that testing accommodations are in place. As the population of ELLs grows, more schools are receiving students and each of their
measures of student achievement has been improving.
The total number of students in grades prekindergarten through twelve receiving English to Speakers of Other Languages (ESOL) services for the 2009-2010
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
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
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
shows a need for professional development for elementary grade level teachers. Only 331 students were enrolled in grades nine through twelve. New entries
to the school system numbered 848 equaling 38% of the entire ESOL population.
Student language proficiency levels are assigned based on LAS Links assessment scores. Levels include: 1 (low-beginner), 2 (high-beginner), 3 (low-intermediate),
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
subtest skill area.
Based on a local review of the LAS Links test scores available from CTB McGraw Hill for the 2009-2010 school year, 14.2% of all ESOL students exited services,
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
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
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
ESOL service comprise only 23% of the total population. Of these students, 24% exited services.
Student language proficiency levels for the 2009-2010 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
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).
Limited formal schooling and illiteracy in the first language impacted the City Schools’ language proficiency levels. One hundred forty one students receiving
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
the ESOL population in grades nine through twelve.
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
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
who exit ESOL as shown by the analysis of exit percentages by cohort.
A. Based on the Examination of AMAO I, AMAO II, and AMAO III Data (Tables 4.1- 4.3):
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 City Schools for
the spring testing window in both 2009 and 2010 improved their proficiency scores by at least fifteen points.
2. ESOL Program activities and strategies, which have contributed to students’ growth in English proficiency, follow successful language learning research
and best practice reports. There are systemic and school based activities that have supported the language learning of ELLs, and contributed to their
success in both social and academic English. The Baltimore City Essential Goals and Indicators are used to provide schools with the necessary guidance
and measurements to continue to improve classes for all students while targeting specific subgroups.
3. Challenges are evident in the progress of Limited English Proficient students towards attaining English proficiency by each domain in Listening, Speaking,
Reading and Writing. Language learning takes time, and LEP students demonstrate the most difficulties with producing writing that meets standards set
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
LAS Links test.
4. The changes or adjustments that will be made to ensure sufficient progress of Limited English Proficient students towards attaining English proficiency
include monitoring student populations and the student teacher ratios. It will continue to be important to maintain an efficient case load for teachers to
enable them to schedule additional time with the most-needy recent arrivals. There will be a need to ensure that the resource allocations include
sufficient teacher and bilingual support positions. Networks will ensure that general educators are supported as they accommodate and modify
instructional practices to ensure equitable participation for children learning English as a new language.
B. Describe the Improvement Plan specifying action to be taken for not meeting AMAO I: N/A
C. Describe the Improvement Plan specifying action to be taken for not meeting AMAO II:
Two Year Improvement Plan for Addressing AMAO II and III
Limited English Proficient students met AYP in City Schools for both the Elementary and High School tested grades. City Schools will continue to improve
services to middle grade students by moving towards K-8 schools, where students in middle grades attend their neighborhood elementary school, and where
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.
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
teachers and those who are not familiar with students with diverse learning needs.
Limited English Proficient Students Page 112

Since we have such a high percentage of students who are new to Baltimore each year, it will be necessary to increase the amount of time that beginner
students spend in ESOL specific classes each day to improve English proficiency. Another goal will be to add professional development days for new teachers
on how to best accommodate ELLs in the mainstream class. The systemic New Teacher Institute included required sessions on accommodations for diverse
learners, and a 90 minute session specifically addressing linguistically and culturally diverse student populations. Additional professional development must
be planned to ensure that ESOL teachers are improving teaching skills as well. Professional development will also be delivered to administrators in order to
ensure proper instructional monitoring. It will be necessary to increase the numbers of bilingual assistants for schools with growing populations of various
language populations. The staff members will ensure that parents are involved with their student’s education and provide for overall school improvement.
Improvement Plan Year One 2010-2011
Professional Development planned for Schools 105, 405, 248 and 243 on improving academic achievement for ELLs. (September , 2010)
Program Evaluation Committee charged with reviewing 2010 scores to determining the specific domain that is needed for improvement and most
appropriate additional strategies for increasing ELL student achievement on the LAS Links Test Battery. (October, 2010)
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
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
letters will be sent home in early September, 2010.
Parent liaisons will make phone calls home for those parents who could not read or translated letters were not available in those languages. September,
2010.
Elementary ESOL teachers may participate in PD regarding using test data and Instructional Guides to drive instruction. (August 24 and October , 2010)
Evaluation of program activities by Achievement and Accountability (A&A) staff began in June, 2010.
Publication and dissemination of evaluation findings by A&A. (January, 2011)
Use of evaluation findings by LEP staff to continue and inform ongoing improvement plan. (Spring 2011)
D. Describe the Improvement Plan specifying action to be taken for not meeting AMAO III:
Improvement Two Year Plan SY 2011-2012
Professional development on most effective practices identified in evaluation provided to ESOL teachers. (September 2011)
If AMAOs are not met, ESOL Program staff will distribute letters to parents explaining the failure to meet AMAOs. (September 5th, 2011)
Parent liaisons make phone calls home for those parents who could not read or translated letters were not available in those languages. (October, 2011)
Provide teachers at secondary sites, especially the newest sites for ESOL services, with appropriate materials for building both literacy and academic
language for LEP students with limited formal schooling. (September -October 2011).
Monitoring of LEP student learning via analysis of benchmark assessment (Quarterly)
Limited English Proficient Students Page 113

Elementary and Secondary ESOL teachers participate in professional development regarding academic language and writing improvement based on LAS
Links test data and Instructional Guides to drive instruction. (November, 2011)
Professional Development offered for identified high need schools on providing accommodations and modifications for ELLs. Two sessions will be
provided per school each semester during SY 2011-2012
Use MSA/HSA data to continue evaluation of program and activities, and to revise the LEP achievement improvement plan. (June 2011)
Limited English Proficient Students Page 114

I.D.iii
Adequate Yearly Progress

School Improvement:
A. Based on the Examination of School-level AYP Data (Tables 5.1 and 5.2):
Adequate Yearly Progress
I.D.iii
Adequate Yearly Progress
1. Identify the challenges, including those specific to Title I schools, in ensuring that schools make Adequate Yearly Progress. Describe the changes or
adjustments, and the corresponding resource allocations, which will be made to ensure sufficient progress. Include timelines where appropriate.
In the aggregate, elementary grade 3, 4, and 5 have achieved seven years of almost continuous improvement on MSA reading and mathematics, and
exceeded the annual measurable objective in reading and mathematics in 2010. At the elementary level, City Schools has increased the number of schools
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
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 2010. This
variability indicates that the elementary schools have been challenged to provide continuously improving instructional programs to meet the demands of
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
2009, the percentage of City Schools elementary schools that are Title I schools ranged between 75 percent and 79 percent. In 2010, with an increase in the
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
Expanding Great Options initiative, nearly 92 percent of elementary schools were Title I. The Title I schools, a critical mass of elementary schools, show
similar variability in making AYP, indicating that the challenges are consistent among the majority of elementary schools.
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
2010 was 73.6 percent at grade 6. At the middle school level, City Schools had increased the number of schools from 22 middle schools in 2003 to 25 in
2009; however, with the implementation of the Expanding Great Options initiative to close low-performing and under enrolled schools, there were 17
middle schools in 2010. In 2010, 88 percent of middle schools received Title I funding. Four traditional middle schools made AYP in 2010. This level of
performance indicates that the middle schools have not developed and implemented instruction programs that are sufficiently rigorous and aligned to the
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
state standards by 2013-2014. The number of Title I middle schools has decreased from 21 in 2008 to 15 in 2010. The Title I schools, a critical mass of
middle schools, show similar low rates of making AYP, indicating that the challenges are consistent among the majority of middle schools.
City Schools has been expanding its K-8 (or pre-K) grade configuration schools over the past four years. The Office of Achievement and Accountability has
collected longitudinal, comparative data on the academic achievement of various middle grade school configurations. These data demonstrate the success
of the K-8 school model.
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None of the City Schools high schools have received Title I funding since 2007. Between 2006 and 2009, the number of high schools has decreased from 42
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
AYP in 2003 to more than half succeeding in 2009 indicates that the high schools have made strides in providing continuously improving instructional
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-
2014.
FAIR STUDENT FUNDING: A major City Schools reform of SY 2007-2008 was moving local funds resources and decision-making authority from central
administration to the schools through the Fair Student Funding (FSF) initiative. This initiative gives schools per pupil funding and more flexibility over allocating
resources, with the goal of shaping school-based programs to meet student needs within a framework of support, guidance and accountability. The reform
reflects City Schools’ theory of action that if resources are in the schools, school communities have autonomy over resources, resources are allocated
transparently--based on student population and characteristics--and central office provides appropriate guidance, support, and accountability, then school
communities will continue to make improved decisions that accelerate student achievement. Under Fair Student Funding in schools went from controlling just 3
percent of their local resources in SY 2007-2008 to 81 percent in 2009-2010, with local dollars based on their student numbers and needs. City Schools’ Fair
Student Funding plan provides schools with a base allocation determined by projected enrollment, and additional per pupil allocations that are determined by
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
MSA, students scoring at the advanced level, students with disabilities, and incoming kindergarten students who have been evaluated as “not ready” on MMSR
(elementary schools). Thus, the FSF budgeting process provides the school with need-based funding. A central office right-sizing and reorganization was
launched to redeploy resources for schools; and schools became directly responsible for student achievement. This local funding reform was applied to all
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
Student Funding laid the foundation for differentiated support for schools to address their needs—not a one size fits all funding model.
Per federal requirements, the Fair Student Funding school budget approval process required that Title I schools in improvement allocate not less than 10% of
funds made available for the purpose of providing to the school’s teachers and principal high-quality professional development that: directly addresses the
academic achievement problem that caused the school to be identified for improvement, meets the requirements for professional development, and is
provided in a manner that affords increased opportunity for participation. Schools used their Title I funding to support positions, extended learning
opportunities, and materials and technology in order to accelerate student achievement.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES:
Discussions of guidance and support in the areas of curriculum and instruction, systemic professional development, assessments, and interventions for each
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
Proficient Students
Adequate Yearly Progress
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DIFFERENTIATED ACCOUNTABILITY
Begun in SY 2008-2009, the School Accountability Framework has increased accountability for schools and those who support schools. The process includes
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
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
Schools to monitor school performance and to provide school leaders with feedback. The tool provides data that contributes to decisions regarding school
leadership.
B. Based on the Examination of Schools in Improvement Data (Tables 5.3 and 5.4):
1. Describe the actions that the school system is taking including the changes or adjustments, and the corresponding resource allocations to ensure that
the No Child Left Behind and Title I requirements for schools identified for Developing Needs (Improvement-Year 1; Improvement-Year 2; and
Corrective Action) and Priority Needs (Restructuring-Planning and Restructuring-Implementation) are being addressed (Tier III schools).
Since SY 2005-2006, with the exception of 2005 and 2009, City Schools has had a pattern of more schools entering school improvement (Year 1) than
exiting annually. Although achievement of the AMO is a critical NCLB requirement, this measure does not account for growth in achievement. With
approximately 40 percent of the schools in some status of school improvement, the overall growth in achievement in the district indicates that schools in
improvement that may not made AYP have, nonetheless, been making significant progress. And with increasing annual AMO targets, all schools require
support in continuing to accelerate student achievement. Therefore, City Schools is focused on ongoing support for all schools, continuing local
interventions and initiatives and maximizing additional state and federal opportunities to provide intensive support to the persistently low-performing
schools.
2. Describe actions that the school system took during the 2009-2010 school year.
In SY 2009-2010, City Schools required schools to develop school improvement plans (SIP) that addressed the NCLB requirements and Title I
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
Adequate Yearly Progress
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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
Support Network Teams. The SIP was then submitted to the Executive Directors of Elementary/K-8 and Secondary Schools for approval.
To fulfill MSDE requirements for Developing Comprehensive Needs Schools in the 3 rd year of school improvement (corrective action), Networks
conducted the Teacher Capacity Needs Assessment (TCNA) at 10 schools (including 2 schools in RI that were proposing a change in alternative
governance) and provided technical assistance to those schools in developing action steps to improve student achievement. The Networks observed for
implementation of action steps to improve student achievement in Priority Comprehensive Schools in the first year and second of restructuring
implementation for reports MSDE. In SY 2009-2010, seven schools completed the restructuring planning process with technical assistance in completing
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
implementation of individual school action plans by the Networks, whose responsibilities include accessing central office support for schools, the schools
in improvement received ongoing support.
SY 2009-2010 marked the final year of State School Improvement Grant (SSIG) funding for schools in improvement. The purpose of the activities funded
by the grant was to support progress toward achieving the ESEA student achievement goals through (1) increasing teaching capacities of both struggling
and effective teachers and (2) providing extended learning opportunities for elementary, middle, and high school students achieving at the basic level in
mathematics and literacy.
Adequate Yearly Progress
253 participated in a Skillful Teacher Literacy Academy
117 teachers of mathematics, biology, American Government, and English participated in Governor’s Academy
269 teachers completing their first year in City Schools participated in New Teacher II, end-of-year follow up workshops
Elementary and middle schools were provided opportunities for Extended Learning sessions and Bridge Project activities during spring break
were supported
10 schools received support for teacher participation in the TCNA as required by corrective action or changing alternative governance
The Office of Teaching and Learning developed a Graphing Calculator Lending Resource Center to loan calculators to schools until they are
able to purchase calculators with school funds, in order to support every first-time algebra student.
3. Describe the actions that the school system will take once school improvement status is determined for the 2010-2011 school year.
In September 18, 2009 letter from the State Superintendent, Baltimore City Schools was notified that its System Improvement Status for SY 2009-10 was
Not a System in Improvement. City Schools will continue the initiatives and supports previously described for schools in improvement in SY 2010-2011,
with the exception of those activities specifically funded by the State School Improvement Grant.
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FAIR STUDENT FUNDING: In SY 2011, City Schools will continue to fully leverage all federal stimulus funds already allocated while pursuing additional grant
funding opportunities. The fiscal priority for City Schools is sustaining funding to schools, despite the challenging and changing financial landscape, so that
SCHOOL SUPPORT NETWORKS: In the reorganization of central office for SY 2009-2010, City Schools developed a unique model for providing differentiated
support to schools: the School Support Network Teams. These teams, comprised of a team lead, and academic, student support, and business liaisons, plus a
DSS social worker, provide support to a heterogeneous group of approximately 15 elementary/K-8 or secondary schools. Academic liaisons, whose selection was
based on their school-based instructional and leadership experience, are being held accountable for the success of their network schools in meeting their
cumulative performance targets in all critical areas. The responsibilities of the academic liaisons include content knowledge, instruction, assessment, and
technology. They develop work plans for their assigned schools, based on the schools’ areas in need of improvement, thus providing differentiated support to
schools.
The networks’ schools are grouped more homogeneously for 2010 - 2011 and additional academic support is provided to high school teams. Network support
teams are assigned schools based on the expertise they bring to schools’ specific circumstances and challenges. The network support teams’ collective skill sets
are tied to the needs of their schools. School support is a direct response to school need.
ACADEMIC PRIORITIES
In acknowledgment of the challenges which City Schools still faces in fulfilling its mission of excellence for every child at every level, the district has framed its
strategic academic work on three key instructional priorities: rigor, engagement, and intervention
Rigor
Develop a common set of expectations for what constitutes rigorous teaching and learning in all classrooms across the district through development a deep
understanding of the Common Core State Standards.
Begin implementation of the internationally benchmarked and research- based Common Core State Standards, which will increase the depth of
instruction and classroom learning.
Continue to provide systemic, subject-specific professional development for teachers to increase capacity for effective instruction in all schools.
Engagement
Differentiate approaches to teaching and expectations for student involvement in the work of their classrooms.
Capture student interest in learning using effective instructional strategies.
Adequate Yearly Progress
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Provide instruction that challenges students to become responsible for and invested in their learning.
Continue differentiated classroom instruction and focus on research-based teaching strategies.
Intervention
Understand the academic needs of students through the use of data and develop systems to support individualized learning needs.
Implement system-wide response to intervention strategies
Implement integrated academic and behavior intervention strategies
Provide a continuum of instructional supports for students
Leadership Development
To increase the capacity of schools to address the instructional priorities, City Schools is also focusing on extensive leadership development. Training and
support will be provided to assist principals in the transition from transactional leaders to strategic leaders and to facilitate teachers’ development in the
content areas and research-based teaching strategies. Specific initiatives for include:
Monthly leadership development sessions focused on how leadership actions build teachers’ understanding and implementation of the Core
Common Standards, appropriate use of interventions to support students, and strategic planning to increase whole school performance.
Monthly professional learning community meetings, led by School Support Networks, to share best practices.
New Principal development to address the specific needs of new school leaders.
Assistant principal and aspiring leader development to prepare identified staff for transition into leadership positions.
Address the Attendance/Achievement Gap
The Offices of Teaching and Learning and Student Support are collaborating on strategies to leverage students’ engagement in their classrooms and schools
with community support strategies through both prevention and intervention strategies.
Adequate Yearly Progress
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Prevention:
Conduct a city-wide attendance campaign.
Inform parents and community on strategies to increase attendance.
Promote positive adult-student relationships in schools.
Train teachers in engagement and intervention strategies.
Involve mental health professionals and other partners in attendance initiatives.
Share local and national best practices.
Intervention:
Use data to identify students whose attendance puts their academic success in jeopardy.
Provide consistent early interventions and communication to parents regarding absences through contacts such as home visits and attendance hearings.
Engage community-based partners for resources to support intervention programs.
Provide programs to assist high need students in coping with conflict and challenges.
SCHOOL PERFORMANCE PLANNING
In SY 2009-2010, the Offices of Title I and Chief of Staff collaborated on conducting a process improvement for school-based planning. With the objectives of (1)
building capacity in school leadership teams for strategic planning and (2) preparing to merge strategic planning with budget development for SY 2011-2012, the
SIP template was revised to focus on evidence-based development of priorities for student achievement and renamed the School Performance Plan (SPP).
Professional development for school leaders began in summer 2010 with strategic planning workshops at the Chief Academic Officer’s Leadership Institute and
follow-up sessions were provided for school planning teams. Strategic planning will continue to be part of the professional development for principals during SY
2010-2011. The SPP continues to address the NCLB planning requirements for schools in improvement and Title I planning requirements.
C. Based on your review of "persistently low-performing Tier I and Tier II schools" in your system (affected school systems only):
Adequate Yearly Progress
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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
corresponding allocations that will be used. Refer to relevant portions of your School Improvement Grant (SIG) application if applicable and as
appropriate.
EXPANDING GREAT OPTIONS AND THE ARRA SCHOOL IMPROVEMENT GRANT
Expanding Great Options (EGO) is a City Schools local initiative to expand and diversify the portfolio of schools to which City residents can choose to send their
children. Through EGO, City Schools began to link school performance and parent choice to facility improvement and new school creation strategies, and set
about ensuring the emergence of a system of great schools. In SY 2008-2009, EGO included opening new schools, particularly the expansion of Transformation
Schools with planned grade 6-9 configurations; closing failing schools; reorganizing city-wide special education programs; expanding pre-kindergarten; and
providing Alternative Options Programs (AOP) that address specific student needs.
In the fall of 2009, City Schools analyzed data for schools with the lowest state test scores in 2008-2009. The initial analysis reviewed 60 schools on the following
measures: student achievement and enrollment trends; previous intervention strategies, such as changes in leadership or actions from the prior year’s EGO
process; fiscal sustainability; building utilization rate and condition; geographic location and school options in the area; and rubric scores on the five
characteristics of a successful school developed by City Schools in partnership with Education Resource Strategies, a nonprofit consulting firm specializing in
urban education reform. The timing of the American Recovery and Reinvestment Act of 2009 (ARRA) provided City Schools with an opportunity to leverage
federal stimulus funds to support and expand recommendations from EGO. With the largest number of persistently low-performing Tier I schools in the state,
City Schools will receive more than $25 million in federal Title I School Improvement Grant funds.
City Schools identified transformation strategies that made the most sense for each identified school. City Schools referenced the Title I School Improvement
Grant guidelines under ARRA, which reflect national best practices in school intervention. These options include changing a school’s leadership and staff, using
reform principles to improve a school (e.g.: extended learning time, embedded professional development, etc.), closing a school and re-opening it under the
management of a new operator, and closing a school altogether and transferring its students to a higher performing school.
ARRA also makes available stimulus dollars to strengthen instructional capacity at schools that are not proposed for replacement or closure, and City Schools
also incorporated these opportunities into its EGO 2010-2011 recommendations for transforming and closing its lowest-performing secondary schools. Two
schools were chosen for turnaround. Those schools are Booker T. Washington Middle School and Augusta Fells Savage High School. Five schools were chosen for
restart, meaning that an external partner was selected to work intensely with the school on climate, attendance, and academic measures. All schools will spend
time and resources to develop a new school mission, vision, and shared values, as they implement dramatic academic, climate, and student support reforms.
Those five schools are Calverton Elementary/Middle, William C. March Middle, Commodore John Rodgers Elementary/Middle, Garrison Middle, and Chinquapin
Middle/Baltimore IT Academy. City Schools has gone to great lengths to ensure that the approved and signed contracts reflect the intended program Operators’
Adequate Yearly Progress
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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
started over in school improvement and will not be in restructuring implementation for 2010-2011.
As a result of the EGO process, five additional schools closed June 30, 2010: Diggs-Johnson Middle, West Baltimore Middle, Winston Middle, Paul Laurence
Dunbar Middle, and Doris M. Johnson High School.
RACE TO THE TOP
With the success of Maryland’s Race to the Top (RTTT) proposal, City Schools will continue to be a major partner in the state-wide implementation to the RTTT
scope of work. In addition to the academic priorities previously described, which address the adoption of the Common Core State Standards, City Schools will
implement the following components of the state RTTT scope of work:
Complete construction of the Data Warehouse and Student Performance System to enhance student tracking and system accountability.
Improve teacher effectiveness and performance through the adoption of the innovative new teachers’ contract, which puts structures in place to
implement the state policy regarding the use of student performance data in the evaluation process.
Continue planning local EGO initiatives and federally-funded SIG interventions for SY 2011-2012 to turn around low-performing schools.
On October 8, 2010, City Schools received the RFP for Title I 1003(a) School Improvement Grant for 2010 -2011. This funding will support additional
technical assistance on strategies for accelerating achievement for schools in improvement.
Adequate Yearly Progress
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I.D.iv
Attendance Rates

Attendance Rates
I.D.iv
Attendance Rates
Attendance rates are an additional measure used in Maryland’s Adequate Yearly Progress calculation.
Based on the Examination of the Attendance Data (Table 5.5):
1. Describe where progress in increasing attendance rates is evident. In your response, identify progress in terms of grade band and subgroups.
The following results reflect detailed AYP progress performance of all students in the Elementary, Middle, and High School grade bands and subgroups.
Elementary Schools
System-wide, elementary school students had an overall attendance rate of 93.6 percent during SY 2009-2010, a .1 percentage increase from SY 2002-
2003 (93.5 percent)
Middle Schools
The strongest subgroups in this category were:
- Asian/Pacific Islander students with 95.3 percent attendance, 1.3 percentage points above the 94 percent target rate.
- Hispanic students with 95.1 percent attendance, 1.1 percentage points above the 94 percent target rate.
- LEP students with 95.5 percent attendance, 1.5 percentage points above the 94 percent target rate.
Since SY 2002-2003, the attendance rate for City Schools middle school students has increased by 6.6 percentage points (86.6 percent to 93.2 percent).
From SY 2008-2009 to SY 2009-2010 the middle school attendance rate also increased (.5 percentage points from 92.7 percent to 93.2 percent). Six
student subgroups showed increases in attendance rates from SY 2008 to 2009 to SY 2009 to 2010.
African American students had a .6 percentage point increase (92.8 to 93.4 percent)
American Indian/Alaskan Native students had a 3.7 percentage point increase (87.7 percent to 91.4 percent)
Hispanic students had a .6 percentage point increase (93.9 percent to 94.5 percent);
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High Schools
Attendance Rates
White (Not of Hispanic Origin) had a .1 percentage point increase (91.1 percent to 91.2 percent);
FARMS students had a .4 percentage point increase (92.8 percent to 93.2 percent);
Special Education students had a .6 percentage point increase (90.6 percent to 91.2 percent)
Since SY 2002-2003, the attendance rate for City Schools’ high school students has increased by 2.2 percentage points from 80.4 percent to 82.6
percent). Two student subgroups showed increases in attendance rates from SY 2008 to 2009 to SY 2009 to 2010.
American Indian/Alaskan Native students had a 4.2 percentage point increase (83.9 percent to 88.1 percent)
Asian/Pacific Islander students had a .2 percentage point increase (90.2 percent to 90.4 percent)
2. Identify the practices, programs, or strategies, and the corresponding resource allocations to which you attribute the progress.
GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES:
Programs/Practices
There were several initiatives utilized to improve attendance and reduce truancy during the 2008-2009 school year.
The Attendance and Safety Stat process, a system wide process for reviewing student attendance and discipline data, was restructured for more
effective accountability. The team convened on a weekly (Safety Stat) and bi-weekly (Attendance and Safety Stat) to review data, identify areas of need,
and to provide appropriate supports, interventions, and strategies to schools.
Attendance Monitors:
- Continued to implement the 2009-2010 School Responsibility and District Support for Absent/Truant Students for early identification and strategies
for chronically absent students.
- Implemented policy and procedural action steps for attendance (strategies/interventions, sample attendance letter, referral form, and attendance
bands)
Attendance Office Staff:
- continued to work with the Office of Communications and ITD to ensure that all City Schools were knowledgeable about the Global Connect System
for attendance purposes
- maintained their level of consultation and support to identified schools with the highest truancy rates for the purpose of improving attendance
outcomes and decreasing truancy
District Level Attendance Hearings continued as an initiative for SY 2009-2010. The purpose of these hearings was to support and guide parents (and
students) who have accumulated 16 or more unlawful absences. During these hearings schools were asked to demonstrate accountability in terms of
documenting student absences as well as school based interventions. For SY 2009-2010 Attendance Office Staff sent over 4,400 letters to parents to
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
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improved their attendance. The attendance hearings have been instrumental in helping to improve the AYP attendance rates of regular education
students.
BSMART, a program sponsored by University of Maryland School of Law, supported families in finding solutions to the problems leading to lateness or
absences. For SY 2009-2010 BSMART program continued in Lakewood ES (#86), Masonville Cove Community Academy (#239), Curtis Bay ES (#207),
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
(#76) as schools to participate in mediation program.
The University of Baltimore Truancy Court Program supported schools, families and students by working with them in a mock style courtroom and
providing related strategies and interventions. University of Baltimore Truancy Court continued in Steuart Hill Academic Academy (#4), City Springs E/M
(#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
was discontinued in Frederick Douglas (#450) and relocated to Patterson High School (#405).
Student Attendance Work Group (SAWG) members recommended several changes to City Schools attendance programs and practices including:
- federal, state and local laws and policies that govern attendance,
- levels, trends and impact of student attendance in Baltimore City Schools,
- health and mental health issues affecting attendance,
- transportation to and from City Schools,
- best practices from other US cities,
- impact of after-school and community schools on attendance,
- attendance issues of court-involved youth and court approaches to truancy,
- Homelessness and mobility, and student and parent attitudes.
Professional Development/Workshops
Based on the data provided and reviewed during Attendance Stat, ongoing professional developments and trainings were provided to City Schools’ staff.
Attendance Rates
Attendance Office Staff maintained:
- Efforts of collaboration and staff development as needed with Student Support Team coordinators and staff on attendance referrals and related
interventions.
- Efforts of collaboration and staff development as needed with Special Education coordinators and school staff on the attendance of students
with disabilities
- Efforts of support and guidance to all City Schools through ongoing site visits and professional development.
During August, September and October 2009 scheduled ten workshops for Attendance monitors on attendance coding in SMS, updated attendance
procedures, H1N1 procedures, and best practices for increasing attendance and reducing truancy of both regular and special education students.
Attendance Monitors were encouraged to work with Special Education chairpersons on student attendance issues during IEP meetings and to review
data of students with disabilities as well as regular education students through SMS, Principal’s Dashboard, and data
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Interventions
Attendance Rates
During July and August 2009 provided training on attendance to all Network Level Staff and DSS workers.
July, August, and September 2009 provided SMS training and technical assistance to City Schools Attendance Monitors through an online process.
July, August, and September 2009 provided Global Connect Training to City Schools Attendance Monitors through an online process.
On October 27 2009 sponsored school based workshop for parents and staff at Reginald F. Lewis high School (#419)
On November 2009 hosted two workshops at West Baltimore Middle School for Principals on updated attendance policies and procedures
On December 3, 2009 sponsored school based training for parents of regular education students and students with disabilities and staff at
Montebello Elementary/Middle School (#44)
On December 9, 2009 sponsored school based workshop for parents of regular education students and students with disabilities and staff at Sinclair
Lane Elementary School (#248)
On December 16, 2009 participated in IEP Chairs monthly professional development.
On January 15, 2010 provided training on attendance and AOP for attendance monitors in Networks 9, 19 and 11
On January 20, 2010 participated in IEP chairs monthly meeting.
On January 22, 2010 provided professional development to DSS Caseworkers around home visit procedures and referral process
On January 29, 2010 provided professional development to Attendance Monitors in Networks 12, 13, and 14 around issues related to attendance
marking of students in general education and students with disabilities.
On March 5, 2010 provided professional development to Attendance Monitors in Networks 1,3, and 8 around attendance marking, Global connect
calls, and student withdrawals
On March 19, 2010 provided professional development training to Attendance Monitors in Networks 2 and 4 around attendance marking of general
education students and students with disabilities, Global Connect calls, and student withdrawals
Student Attendance Workgroup (SAWG), comprised of community based organizations, educators, and non-profit organizations, analyzed and
surfaced ideas about the best attendance practices in urban school nation-wide. SAWG served in a consultative role to City Schools while
investigating reasons for high rates of school absence as well as identifying policies and resources necessary to increase the number of students who
attend school every day.
Student Support Teams (SST) developed and implemented prevention/intervention plans which identified root causes of poor attendance and
provided strategies of intervention
Attendance/Truancy Office provided on-going truancy investigations, parent information sessions, counseling services, and outside referrals for
students who were habitually truant and their parents.
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Assessments
Resources
Attendance Rates
Partnership continued with the Baltimore City Police Department to transport students who were in violation of the daytime curfew law back to
their school of enrollment.
Staff in the Office of Attendance and Truancy continued to support the efforts of the schools by making school site visits, conducting attendance
hearings, and consulting with the Special Education Office. Staff also assisted schools in cleansing their attendance data.
School based Truancy Court program in partnership with the University of Baltimore School of Law was implemented in: Steuart Hill Academic
Academy (#4), City Springs E/M (#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 was discontinued in Frederick Douglas (#450) and relocated to Patterson High School (#405).
Consulted and supported identified schools (#75, #79, #162, #178, #400, #401,#405, #406, #410, #413, #418, #419, #420, #424, #428 #430, #434,
#435, #450, #454) with the highest truancy rates to improve attendance outcomes and decrease truancy.
Consulted and supported targeted middle and high schools (#42, #46, #75, #79, #80, #98, #124, #130,#401, #405, #406, #410, # 413, #419,
#420,#424, #426, #428, #430, #434,#435 #450) with the highest rates of students with disabilities (SWD) classified as habitually truant
The BSMART program continued to address the attendance needs in identified schools For SY 2008-2009 Baltimore Student Mediation and
Resolution (B-SMART) program in partnership with the University of Maryland School of Law was implemented in: eight schools (Lakewood ES #86,
Masonville Cove Community Academy #239, Curtis Bay ES #207, Morrell Park E/M #220, Maree Garnett Farring ES #203, Bay Brook ES #124, Pimlico
E/M #223, and Beechfield Elem #246.
Community agencies’ partnerships (i.e. Baltimore City Police Department, Department of Juvenile Services, Department of Social Services, City Hall,
Health Department, and Maryland State Department of Education) were ongoing to decrease truancy.
District and School attendance data, requested through Information Technology Department (ITD) and the Attendance Stat team, were analyzed to
determine appropriate school supports
Attendance reports were available and accessible for central office, schools, and community partners through: edata, Principal’s Dashboard, and
SMS.
Staff supports in SY 2009-2010 included the following:
Coordinator, Staff Associate, and Youth Services Supervisor, and Temp staff in Attendance and Truancy Office supported schools’ efforts
Additional staff (DSS and DJS) in the Attendance/Truancy Office supported schools’ efforts through site visits, attendance hearings, assisting
attendance monitors with data cleansing, and consultations with IEP teams, SST members, Student Support Network Staff, and DSS Liaisons.
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3. Describe where challenges are evident. In your response, identify challenges in terms of grade band and subgroups.
Elementary Schools
Middle Schools
Five student subgroups fell below the 94 percent target rate.
Attendance Rates
- African American students had 93.6 percent attendance, .4 percentage points below the target
- American Indian/Alaskan Native had 92.7 percent attendance, 1.3 percentage points below the target
- White (Not of Hispanic Origin) had 93.3 percent attendance, .7 percentage points below the target
- FARMS students had 93.6 percent attendance, .4 percentage points below the target
- Special Education students had 92.4 percent attendance, 1.6 percentage points below the target
Although the attendance rate for middle school students increased by .5 percentage points from SY 2008-2009 to SY 2009-2010, there were five subgroups that
fell below 94.0 percent.
High Schools
African American students had 93.4 percent attendance, a .6 percentage points below the target.
American Indian students had a 91.4 percent attendance, a 2.6 percentage points below the target.
White (Not of Hispanic Origin) had 91.2 percent attendance, a 2.8 percentage points below the target
FARMS students had 93.2 percent attendance, .8 percentage points below the target.
Special Education students had 91.2 percent attendance, 2.8 percentage points below the target.
The attendance rate for the high school subgroup was 82.6 during SY 2009-2010, 11.4 percentage points below the 94 percent attendance standard.
Eight student subgroups fell below the 94 percent attendance target rate
- African American students had 82.3 percent attendance, 11.7 percentage points below the target
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Attendance Rates
- American Indian/Alaskan Native had 88.1 percent attendance, 5.9 percentage points below the target
- Asian/Pacific Islander had 90.4 percent attendance. 3.6 percentage points below the target
- Hispanic students had 82.7 percent attendance, 11.3 percentage points below the target
- White (Not of Hispanic Origin) had 84.5 percent attendance, 9.5 percentage points below the target
- FARMS students had 83.0 percent attendance, 11 percentage points below the target
- Limited English Proficient students had 86.9 percent attendance, 7.1 percentage points below the target
- Special Education students had 77.0 percent attendance, 17.0 percentage points below the target
Overall Attendance Challenges
SY 2009-2010 Challenges:
- Helping all stakeholders (students, parents, community) understand the connection between students missing school and their levels of
achievement
- Need for greater disaggregation of data to look at specific areas of student’s and school’s needs
- Making data more available/accessible to all staff to adequately address student needs e.g. students with disabilities
- Clearer and more consistent early communication:
– to parents (letters, phone calls, home visits, referral process to central office)
– between teachers and attendance monitors regarding students who do not attend schools
- Schools did not consistently implement early intervention strategies
- Schools did not consistently following the School Responsibility and District Support for Absent/Truant Students
- Schools need for full-time dedicated attendance monitors
- All schools did not have attendance action plans or discuss attendance in their school improvement plans
- More consistency in attendance marking and monitoring by teachers and attendance monitors especially at the secondary levels (periods)
- Better integration of services between City Schools and community partners
- Need for additional opportunities of teacher training on ways to:
– engage students academically so that they will want to come to school
– promote positive adult and student relationships at school
- Lack of integration of mental health services into schools to assist students with barriers that may prevent them from attending schools and
succeeding academically
- Increased consistency in the number of SST/IEP meetings and interventions for attendance and truancy issues
- School Incentive and reward programs focused primarily on students with perfect attendance rather than also including those with
improved attendance records.
4. Describe the changes or adjustments that will be made along with the corresponding resource allocations to ensure sufficient progress. Include timelines
where appropriate.
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GUIDANCE AND SUPPORT PROVIDED TO SCHOOLS BY CENTRAL OFFICES
Curriculum/Program
Develop procedural action steps which assist schools in getting students to school, ensuring engagement, and providing students with safe and
effective learning environments
Use five attendance measures to develop and drive school and district-level work: average daily attendance, chronic absence, high attendance, habitual
truancy, suspensions
Focus on attendance in key transition grades (K and 1 st ); (5 th and 6 th ); (8 th and 9 th )
Identify measures for attendance record-keeping and develop attendance audit procedures
Have attendance monitors record reasons for student absences in SMS
Provide consistent early interventions to parents regarding absences through contacts such as home visits and Parent Attendance Meetings.
Continue to review and implement recommendations by Student Attendance Workgroup (SAWG)
The Fair Student Funding plan will continue to be utilized to: support schools in creating effective truancy and incentive programs through increasing
accountability
Increase collaboration between Attendance Monitors, SST, and IEP teams for early intervention attendance strategies and supports
Each school will address student attendance in their Attendance Action Plan that is reviewed monthly for implementation and changes.
Focus identified schools on the positive aspects of attendance (attendance rewards, incentives and achievement letters)
Target schools with the greatest truancy needs in order to increase attendance
Increase public awareness about the relationship between graduation rates, attendance, and academic success by involving the media to combat
truancy
Utilize Network and DSS level staff to support and guide schools’ efforts for increasing student attendance
Train teachers on ways to engage students and tools for promoting positive adult-student relationships in schools
Meet consistently with Special Education Coordinators to discuss IEP teams scheduling meetings for students with disabilities who have attendance
issues
Participate in Central Office SST Attendance meetings with parents and students to identify root causes for not attending school and provide resources,
support, and case management
Attendance Office will synchronize efforts with Community School coordinators to increase attendance rate for identified schools
Compile a resource list of mental health services to disseminate to schools’ clinical staff
Increase community and parental involvement
Provide comprehensive professional developments and/or workshops for school staff and parents on the Compulsory Attendance Law and effective
strategies for increasing attendance
Implement the Global Connect Parent Notification System in all City Schools
Attendance Rates
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Continue to generate letters to habitually truant students/parents from the State’s Attorney’s Office
Focus on students with chronic absences (lawful and unlawful)
Focus on continuing to increasing attendance of student high attendees (students with five or less absences)
Increase focus on 6,237 students identified as habitual truants for SY 0910
The University of Baltimore Truancy Court Program will continue in identified elementary and middle schools to provide assistance to students and
their families.
The University of Maryland BSMART program will continue in identified schools for addressing the attendance needs of students.
Attendance and Safety Stat Team will:
- place a stronger emphasis on increasing the attendance of students with disabilities; to coordinate and collaborate additional efforts
with the Community Site Coordinators for attendance improvement; to increase the number of Parent Attendance Meetings
scheduled for students with disabilities; target students with chronic absences (lawful and unlawful) across two prior years; target
students identified as habitual truants for both SY 0910 and SY 1011; focus on early absences (kindergarten and 1 st grade students);
focus on transition grades (students transitioning from elementary to middle grades and middle to high school grades, as these years
are indicators of high school graduation and where we see an acceleration of truant students)
Professional Development
Interventions
District:
Attendance monitors in each school will have attendance procedural and SMS training to ensure accuracy of data entry and knowledge of daily
attendance responsibilities
Additional professional developments and trainings are scheduled for SSTs, ITAs, Network staff personnel, related service providers, parents, and
community leaders throughout SY 2010-2011.
Collaborative sessions with the Office of Teaching and Learning on the importance of rigor, engagement, and interventions in ensuring that students
want to come to school every day and on time
Attendance Monitors workshops scheduled for August 25, 2010
Online SMS Data Entry training for attendance monitors and/or principal designee is scheduled throughout the months of August, September and
October
Truancy Court Program workshop for identified schools is scheduled for June 21, 2010
CAO Leadership Launch August 17, 2010
BSMART orientation is scheduled for September 16, 2010
Attendance Monitors Appreciation and Professional Development Day scheduled for October 15, 2010
Attendance Rates
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School:
Initiate an Attendance and Communications Campaign to increase public knowledge about truancy
Collect and analyze data and trends in all areas including: school climate, attendance (chronic absences, habitual truancy, high attenders, cumulative
attendance), suspensions, academic performance
Publicize for all stakeholders the funding lost when students are absent from school
Create prevention, intervention, and incentive strategies based around areas of need
Hold Principals accountable for attendance in their schools and for providing students with interventions that encourage academic success and
increased attendance in school
Audit school records to ensure that due diligence is being followed and documented in folders
Ongoing professional development sessions information regarding State of Maryland attendance law, accurate attendance accounting techniques, ways
to engage students and parents, identifying at-risk students, local and national attendance data, and effective strategies of discipline, opportunities for
reinforcement and incentive programs for students
Through GKCB and Expanded Great Options create programs designed to address varying student academic needs
Attendance and Safety Stat process to review district and school data for trends, areas of support and need
Revise Parent Attendance Meeting process and related letters to better meet the attendance needs of students and parents
Meet with DSS, DJS, and other partners regarding role for upcoming school year Attendance/Truancy Office will provide wrap-around services to
students and their families regarding barriers to daily school attendance. Attendance staff associates in collaboration with Network and DSS staff will
serve as resources to schools on student attendance and provide direct counseling and intervention services to students and their families.
Attendance/Truancy Staff will:
- target schools with the greatest truancy needs in order to increase attendance with a focus on implementing interventions which address the
attendance of students with disabilities
- investigate attendance concerns and develop in collaboration with schools and network support staff a report of action steps, follow-up, and
outside referrals.
- coordinate with the State Attorney’s Office to communicate the Compulsory Attendance Law to parents
Restructure District Level Attendance Hearings (renamed Parent Attendance Meetings)
Parent Attendance Meetings will be scheduled with habitually truant students and their parents. When needed, cases will be referred to Department of
Social Services and the Division of Juvenile Services for intervention (CINS). Attendance/Truancy Staff will work in collaboration with Operation Safe Kids
to transition students back to school from juvenile services. Attendance/Truancy Staff will also work with the Baltimore City Health Department to
collaborate on increasing attendance and reducing the number of youth who are at risk for school failure, severe injury or death from violence.
Ensure that all staff understand the connection between attendance and student achievement
Utilize the SST and IEP process to address attendance issues and provided interventions, strategies, and community resources to increase overall student
achievement
Attendance Rates
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Counseling by the school’s counselor, social worker, or psychologist for students with poor attendance and/or discipline issues
Referral of students to community-based organizations for additional support
Consistent communication to parents regarding student absences (Global Connect calls every day, letters and home visits as needed)
Importance of attending school included in teacher lesson plans
Discuss attendance during departmental meetings, staff meetings, and Family Council meetings
Pair at-risk students with mentors and mental health professionals in the school who are responsible for helping their personal, academic, and social
development
Encourage students, parents, and staff to engage in positive problem –solving activities and techniques including social skills training, active listening,
anger management
Implement a school peer networking club where students are taught the relationship between attendance and their success and paired in groups for
mediation
Create a school wide attendance action plan to for the entire school and community to use and also individual attendance intervention plans for
targeted students
Collaborate with community organizations and local businesses about the Daytime Curfew Law
An action plan to address attendance needs of students who are out-of-compliance with immunizations
Individual schools’ Family Student Councils will develop identified targeted strategies to improve student attendance (i.e., incentives, attendance
programs, certificates, etc.).
The BSMART program will address the attendance needs in identified schools. Orientation is scheduled for September 16, 2010.
Schools will implement progressive student support interventions for attendance in classrooms and school-wide that will be facilitated through effective
Student Support Team, IEP teams, and mental health services provided by social workers, psychologists, and counselors.
Parent and Community Communications and Engagement
The Attendance/Truancy Office will:
- collaborate with schools on emphasizing to parents and the community the important connection between sending children to school every day
and how well they perform academically in school
- increase outreach to community partnerships and local businesses to establish a continuum of services to students and their families eliminating
root causes and barriers to regular school attendance.
- coordinate efforts with the Office of Family and Community Engagement
- for the development of an attendance and communications plan
- increase community partnerships with Department of Social Services, Department of Juvenile Services, State’s Attorney, University of Baltimore,
University of Maryland, Baltimore City Health Department, Volunteer groups, City Hall, Operation Safe Kids, Child Fatality Review, Safe and
Sound, Associate Student Congress of Baltimore City, Student Attendance Work Group, Peer Networking Club, MTA’s Rate Your Ride Launch,
Attendance Rates
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Resources:
Attendance Rates
School Every day-Abell Foundation, Task Force Marketing, Wide Angle Media Student poster campaign, Open Society Institute, Youth
Ambassadors, Maryland Attendance Project, Faith-based organizations, and the Mayor’s Office
Fair Student Funding provided opportunities for principals to utilize resources for school initiatives such as incentives and rewards for student
attendance on a monthly, quarterly, semester, and end of the year basis.
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
The attendance priority is based on City Schools essentials for closing the gap between achievement and learning, providing a safe, supportive learning
environment that promotes high achievement for every student through improving attendance and decreasing truancy. Since SY 2003 City Schools attendance
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
2010. Middle schools from 86.6 percent in SY 2003 to 93.2 percent in SY 2010. High schools increased from 80.4 percent in SY 2003 to 82.6 in SY 2010. Over the
past two years the AYP attendance rate for City Schools has shown a .5 percentage point increase among middle school students from 92.7 percent in SY 0809 to
93.2 percent in SY 2010.
Daily school attendance is essential for City Schools students to acquire the required skills and values for post-secondary options and to become successful in
life. Parents, students, and staff are responsible for ensuring regular school attendance and to do everything possible to make student attendance a top priority.
Going into 2010-2011, City Schools’ focus now deepens in terms of what is happening in the classroom, and making sure that excellent teaching and learning is
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
are conducive to learning, and engaged through rigorous curriculum and exceptional instruction. Through Fair Student Funding, school administrators will have
the resources, flexibility and responsibility to help students graduate and be successful in college and the 21 st Century global workforce. Parents and community
members will have the opportunity to participate in decisions regarding resource allocations for increasing attendance rates and reducing student truancy.
City Schools is currently implementing the following to address student attendance issues:
Strategies such as encouraging student engagement, positive relationships between adults and students, mental health services, participation in
after-school programs, and other targeted interventions for closing the gap between attendance, learning, and achievement
Student Attendance Workgroup recommendations about the most effective local and nationwide policy and procedural practices for getting
students to attend school daily.
The Global Connect Parent Notification System in schools and central office for daily communicating of student absences (lawful and unlawful) and
tardiness to parents
An Attendance and Communication Campaign to increase public knowledge about truancy is being implemented
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Attendance Rates
Improving City Schools Attendance and Safety Stat process for addressing chronic absences, habitual truancy, average daily attendance, SST
referrals, and discipline/suspension issues.
Office of Attendance and Truancy collaborates with Networks and DSS Liaisons to guide and support schools in submitting target goals and plans to
improve attendance
The SST team assists networks and schools in implementing progressive student support interventions for attendance.
The IEP team monitors and provides support on attendance for students with disabilities (SWDs)
Identification of local and national research based best practices to increase attendance, graduation rates, and to reduce students who drop out.
Updated attendance operational/procedural forms have been distributed to network staff, administrators, and attendance monitors
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Attendance Rates
School Year 2010-2011
Attendance
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
Objective 1: By June 2011, increase attendance rate for each subgroup.
Strategies
Curriculum/Program
1. Use the five attendance
measures (average daily
attendance, chronic absence, high
attendance, habitual truancy,
suspensions) identified by the
Student Attendance Work Group
(SAWG) to drive attendance work
and to predict students who will
need additional academic supports
2. Schools will identify an
attendance monitor or a person
designated to monitor and update
student attendance records in
SMS
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
K-12 7/10 – 10/11 Administrators
Attendance Monitors
Networks
Attendance/Truancy Staff
Community Partners
Office of teaching and
Learning
K-12 8/10-10/10 Administrators
Networks
Attendance/Truancy Staff
Evaluation/Evidence Status Report
100% of City Schools will utilize
SAWG recommended data
points for analyzing patterns
and trends of student
attendance
100% of City Schools will
identify Attendance Monitors
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Attendance Rates
School Year 2010-2011
Attendance
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
Objective 1: By June 2011, increase attendance rate for each subgroup.
Strategies
3.Schools will implement
programs that focus on teaching
students ways to cope with
conflicts and challenges in the
classroom
Interventions
4.Target efforts on early
identification and intervention of
chronically absent students those
in and transitional grades
5. Implement a city-wide
Attendance and Communications
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
K-12 9/10-6/11 Administrators
School Staff
K-12 9/10 – 6/11 Administrators
Networks
Student Support Teams
IEP teams
Attendance/Truancy Staff
Evaluation/Evidence Status Report
100% of City Schools will have
identified coping-skills and
conflict-resolution programs
available to students
100% of schools will implement
early identification and
interventions strategies to
target chronic absences and
transitional grades
K-12 10/10-6/11 Administrators 100% of schools will implement
strategies and methods of
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Attendance Rates
School Year 2010-2011
Attendance
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
Objective 1: By June 2011, increase attendance rate for each subgroup.
Strategies
Campaign that communicates to
parents, students, staff and the
community the importance of
daily school attendance
6. Collaborate with schools under
the Fair Student Funding plan to
encourage academic success and
provide incentives for students on
monthly, quarterly, semester, and
yearly basis
Grade
Level
Timeline
Mo/Yr
Parents
Person/s
Responsible
Community Partners
Students
City Schools Staff
K-12 7/10 - 6/11 Attendance Liaisons
Administrators
Networks
Attendance Monitors
Attendance/Truancy
Evaluation/Evidence Status Report
incentives identified in
Attendance Campaign plan
100% of schools will utilize Fair
Student Funding to create
effective incentive programs to
encourage daily school
attendance and academic
achievement
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Attendance Rates
School Year 2010-2011
Attendance
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
Objective 1: By June 2011, increase attendance rate for each subgroup.
Strategies
7. Utilize the SST and IEP teams to
address attendance issues of
regular education students and
students with disabilities and to
provide interventions, strategies,
and community resources.
8. Implement attendance
programs (University of Baltimore
Truancy Court and University of
Maryland BSMART) in identified
schools
9. Utilize Global Connect Parent
Notification System at the school
level and district level to contact
parents about student absences
and tardiness.
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
K-12 9/10 – 5/11 Administrators
Networks
Student Support Team
IEP teams
Evaluation/Evidence Status Report
100% of schools will use SST
and IEP teams to support
improvement of student
attendance.
K-12 9/10-4/11 Attendance/Truancy Staff 50% attendance increase for
participating students
K-12 7/10 – 6/11 Attendance/Truancy Staff
Administrators
Attendance Monitors
100% of schools will utilize
Global Connect System for
attendance
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Attendance Rates
School Year 2010-2011
Attendance
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
Objective 1: By June 2011, increase attendance rate for each subgroup.
Strategies
10. Collaborate with community
school coordinators to increase
attendance incentives for students
and provide resources for
intervention programs
11. Parent Attendance Meetings
to target students with chronic
absences and to provide school
and community resources to
parents and students
12. Consult and support identified
schools with the highest academic
and attendance needs to improve
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
K-12 8/10-6/11 Community School
coordinators
Networks
Administrators
Attendance/Truancy Staff
K-12 10/10-5/11 Attendance/Truancy Staff
Network Staff
Safety and Student Support
Staff
City Schools Attendance
Staff
K-12 9/10-6/11 Attendance/Truancy Staff
Networks
Evaluation/Evidence Status Report
100% of identified schools will
submit to the
Attendance/Truancy Office a
plan for addressing attendance
incentives
100% of Secondary Schools will
be scheduled for Parent
Attendance Meetings
100% of schools with highest
truancy rates will receive
consultation, guidance, and
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Attendance Rates
School Year 2010-2011
Attendance
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
Objective 1: By June 2011, increase attendance rate for each subgroup.
Strategies
student outcomes and decrease
overall student absences
13. Consult and support schools
with the highest rates of students
with disabilities (SWD) classified as
habitually truant
Assessments
Grade
Level
Timeline
Mo/Yr
IEP Teams
SST Teams
Person/s
Responsible
K-12 9/10-6/11 Attendance/Truancy Staff
IEP Teams
Special Education
Office
support.
Evaluation/Evidence Status Report
100% of schools with low
attendance rates for students
with disabilities will receive
consultation, guidance and
support including Parent
Attendance Meetings.
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Attendance Rates
School Year 2010-2011
Attendance
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
Objective 1: By June 2011, increase attendance rate for each subgroup.
Strategies
14. Continue to use Attendance
and Safety Stat process to monitor
and analyze student attendance
and discipline data to inform need
for school interventions and
supports
Professional Development
15. Provide professional
developments for school
administrators, networks and
attendance monitors on the
Compulsory Attendance Law and
related policies.
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
K-12 9/10 – 6/11 Attendance/Truancy Staff
Networks
AttendanceStat Team
K-12 7/10 – 5/11 Attendance/Truancy Staff,
Evaluation/Evidence Status Report
100% participation in
bimonthly AttendanceStat
meetings.
100 % of school administrators,
network staff, and attendance
monitors will receive
professional development on
Compulsory Attendance Law
through active participation
through principals’ trainings or
on-line review as well as
ongoing professional
development to assist them in
increasing student attendance.
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Attendance Rates
School Year 2010-2011
Attendance
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
Objective 1: By June 2011, increase attendance rate for each subgroup.
Strategies
16. Provide professional
development to administrators,
networks, and attendance
monitors on interpreting and
analyzing attendance data
including the five measures of
attendance (habitual truancy,
chronic absence, average daily
attendance, high attendees,
suspensions)
17.Support schools in providing
professional development to
teachers and staff regarding
student engagement techniques,
intervention strategies, and ways
to promote positive adult-student
relationships at school
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
K-12 8/10 – 5/11 AttendanceStat Team
Attendance/Truancy Staff
K-12 10/10 – 5/11 Administrators
Office of teaching and
Learning
Network Staff
Attendance/Truancy Staff
Evaluation/Evidence Status Report
100% of school administrators
and attendance liaisons will
receive professional
development on interpreting
and analyzing attendance data.
80% of schools will receive
professional development on
student engagement,
interventions, and positive
adult-student relationships.
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Attendance Rates
School Year 2010-2011
Attendance
Priority 1: Supporting and improving student achievement by increasing student attendance for all groups.
Objective 1: By June 2011, increase attendance rate for each subgroup.
Strategies
Grade
Level
Timeline
Mo/Yr
Family and Community/Communication and Engagement
18. Develop and collaborate with
stakeholders (parents, students,
community partners) regarding
the City Schools’ attendance
policy, procedures, and prevention
and intervention strategies for
students and families.
19. Meet with parents and
community leaders regarding
attendance issues and
parent/student accountability and
responsibilities
Person/s
Responsible
K-12 8/10 – 5/11 Attendance/Truancy Staff
Networks
Public Relations Director
Family and Community
Engagement Director
K -12 7/10 – 5/11 Attendance/Truancy Staff
Family and Community
Engagement
Administrators
Evaluation/Evidence Status Report
The Attendance/Truancy Office
meet with Publication Office
and the Parent Community and
Engagement Office to discuss
and develop a Student
Attendance Policy/Procedures
Data collection of sign-in
sheets, agendas, and
evaluations of family and
community engagement
meetings that addressed
attendance.
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I.D.v
Graduation and Dropout Rates

I.D.v
Graduation Rates and Dropout Rates
Graduation Rates
Based on the Examination of Graduation and Dropout Rate Data (Table 5.6 and 5.7):
1. Describe where progress in moving toward the graduation/dropout target is evident. In your response, identify progress in terms of subgroups.
The Baltimore City Public Schools (City Schools) had a graduation rate of 65.98% in SY 2009-2010, which is a 3.29 percentage point increase from SY 2008-2009
rate of 62.69 and a seven-year 11.8 percentage point increase from a rate of 54.18 in SY 2002-2003.
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
SY 2009-2010. Seven out of the eight NCLB subgroups showed a seven-year gain in their graduation rate from SY 2002-2003 to SY 2009-2010. Three subgroups
(Asian/Pacific Islander, FARMS and Limited English Proficient students) were above the 2010 graduation rate AMO of 85.50.
The following results reflect the progress of the graduation rate performance of the various subgroups:
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
2009-2010. This subgroup also posted a seven-year gain of 11.72 percentage points from a rate of 54.17 in SY 2002-2003.
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 2009-2010,
and were 4.24 percentage points above the 2010 AMO. This subgroup also posted a seven-year gain of 14.74 percentage points from a rate of 75.00 in
SY 2002-2003.
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 2009-2010. This
subgroup also posted a seven-year gain of 8.04 percentage points from at rate 72.73 in SY 2002-2003.
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
SY 2008-2009 to a rate of 42.60 in SY 2009-2010. This subgroup also posted a seven-year gain of 5.06 percentage points from 37.54 in SY 2002-2003.
Limited English Proficient students held steady between SY 2008-2009 and SY 2009-2010 posting a graduation rate of 100.00 percent. In SY 2008-2009
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 2009-2010 rate
was 14.5 percentage points above the 2010 AMO. This subgroup also posted a seven-year gain of 18.18 percentage points from a rate of 81.82 in SY
2002-2003.
Graduation and Dropout Rates Page 149

Despite steady increases since SY 2002-2003, City Schools students are still not meeting state standards in graduation. All Students in the aggregate had a
graduation rate of 65.98, which is 19.52 percentage points below the state 2010 graduation rate AMO of 85.50. Three subgroups actually experienced a
decrease in their graduation rate from SY 2008-2009, and all subgroups, except three, did not meet the 2010 AMO.
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 2009-2010.
White students posted the first decrease for this subgroup in seven years. The graduation rate for SY 2009-2010 was 61.50 this is a decrease of 4.7
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
50.53 in SY 2002-2003.
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 2009-2010. Even though this
is a decrease, this subgroup’s graduation rate is 10.72 percentage points above the 2010 AMO of 85.5, which this subgroup has met for the second
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.
The Baltimore City Public Schools (City Schools) had a dropout rate of 4.07 in SY 2009-2010, which is a 2.13 percentage point decrease from 6.20 in SY 2008-2009
and a seven-year 6.40 percentage point decrease from a rate of 10.47 in SY 2002-2003.
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 2010
satisfactory standard of 3.54.
The following results reflect the progress of the dropout rate performance of the various subgroups:
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 2009-2010. This subgroup also
posted a seven-year decrease of 6.6 percentage points from a rate of 10.63 in SY 2002-2003.
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
percentage points in SY 2009-2010 and were 0.98 percentage points below the satisfactory standard for SY 2010. This subgroup has posted a seven-year
decrease of 7.34 percentage points from a rate of 9.90 in SY 2002-2003.
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 2009-2010, and this
subgroup rate was 1.97 percentage points below the 2010 satisfactory standard. This subgroup also posted a seven-year decrease of 3.25 percentage
points from a rate of 4.82 in SY 2002-2003.
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
posted a seven-year decrease of 0.51 percentage points from a rate of 0.51 in SY 2002-2003.
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 2009-2010. This subgroup also
posted a seven-year decrease of 6.04 percentage points from 14.16 in SY 2002-2003.
Despite steady decreases since SY 2002-2003, City Schools students are still not meeting state standards in dropout. All Students in the aggregate had a dropout
rate of 4.07, which is 0.53 percentage points above the state 2010 satisfactory standard of 3.54. Three subgroups actually experienced an increase in their
dropout rate from SY 2009-2010.
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 2009-2010. However, this subgroup met
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
of 6.45 in SY 2002-2003.
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 2009-2010. This subgroup also posted a
seven-year decrease of 4.01 percentage points from a rate of 9.58 in SY 2002-2003.
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 2009-2010. However, this subgroup met
the state standard for the 5 th consecutive year.
City Schools continues to be concerned about the high percentage of students leaving school before obtaining a high school diploma. Key strategies in
addressing this priority are the development and implementation of high school assessment success plans, high school assessment mastery courses, and ongoing
professional development related to course sequence, transcript verification, and college readiness and access data. Other key strategies include the
implementation of the AVID Program, (Advancement via Individual Determination), on-going resource fairs targeting students who have dropped out of high
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.
City Schools will be evaluated on the effectiveness of this priority by tracking the number of students who graduate high school, successful completion of the
high school assessment success plans, the percent of transcripts that are verified as accurate through an internal transcript audit, and by tracking the percentage
of students who meet the USM and Career and Technology requirements. City Schools will be further evaluated on the effectiveness of this priority by the
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
SAT participation and performance rates. City Schools will closely examine the post-secondary outcomes for all seniors to ensure a successful transition to
college or the workforce. Data from the National Student Clearinghouse on college enrollment and from the Maryland State Department of Education (MSDE)
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
achieve this aggressive plan, financial and human resources will be provided from grants and local funding streams.
DIFFERENTIATED ACCOUNTABILITY
The School Accountability Framework has increased accountability for schools and those who support schools. The process includes development of a baseline
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
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
Schools to monitor school performance and to provide school leaders with feedback. The tools provide data that contributes to decisions regarding school
leadership.
Graduation and Dropout Rates Page 152

School Year 2010-2011
Graduation and Dropout
Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
Curriculum/Program
1. Ensure that City Schools counselors
have reviewed all senior transcripts by
9/30/10 and successfully advised all
seniors of their options for obtaining
their diplomas either by passing the
high school assessments or completing
a Bridge plan project.
2. Implement the high school
accountability data tool for the purpose
of evaluating high schools’ progress in
the delivery of programs and services
linked to increasing students
matriculating into post-secondary
institutions.
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
HS 09/10 Director of
School
Counseling and
Guidance
HS 09/10-
06/11
Executive
Director of
Secondary
Schools and the
Chief
Accountability
Officer for
Research and
Evaluation
Evaluation/Evidence Status Report
Documentation of completed
transcripts in Prep Headquarters,
which is the City Schools official
college and advising database.
Documentation of students who
require Bridge Plan project is in
“CONNECT”.
100% of the schools serving
grades 6-12 will show progress on
the college readiness and access
indicators from the accountability
data tool.
3. Continue to implement the choice
process for 5
Graduation and Dropout Rates Page 153
th and 8 th K-8, 10/10- Coordinator of 100% of 5
grade students to
meet the unique needs of all learners.
MS,
HS
6/11 Student
Placement,
Director
School
Counseling
Guidance,
Executive
of
and
Directors of
Elementary and
th and 8 th grade students
will complete applications during
the choice process.
75% of students who qualify for
their first choice during the high
school application process will
receive that choice.

School Year 2010-2011
Graduation and Dropout
Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
4. Develop a PSAT/SAT and AP strategy
plan for the purpose of score
improvement. The plan will include,
but not be limited to the following:
Develop and implement pre-AP
program for grades 6-11
An audit of all high school SAT
Prep courses.
A SAT Prep Boot Camp for
seniors prior to the November
SAT administration.
A creation of a position at the
coordinator level to oversee
and support the expansion of
the advanced placement
program.
Grade
Level
HS
MS
K-8
Timeline
Mo/Yr
10/10-
06/11
Person/s
Responsible
Secondary
Schools
Executive
Director of
Teaching and
Learning
Evaluation/Evidence Status Report
Improved performance on the SAT
and AP exam by 5 percentage
points.
Increase in the number of schools
offering AP courses to 25.
Graduation and Dropout Rates Page 154

School Year 2010-2011
Graduation and Dropout
Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
5. Create 9 th grade academies staffed
with to help students transition
successfully to high school, and create
summer programs that prepare
struggling students to be successful in
gateway courses such as algebra, and in
college- preparatory advanced
placement classes. Increase the
number schools implementing AVID and
create a position at the coordinator
level to oversee and support the
expansion of AVID.
6. Create dual enrollment/dual credit
courses for purposes of accelerating the
high school graduation rate and career
and college options for 11 th and 12 th
grade students.
Grade Timeline
Level Mo/Yr
HS 09/10-
06/11
HS 09/10-
06/11
Person/s
Responsible
Executive
Directors of
Teaching and
Learning
Secondary
and
Schools, Director
of Learning to
Work
Principals
and
Executive
Director of
Teaching and
Learning and
Director of
Learning to Work
Evaluation/Evidence Status Report
100% of all Schools serving grade
9 will have developed 9 th grade
academies and academically
enriching summer programs.
Increase in the percent of
students who are dually enrolled
and earning dual credits by 5
percentage points.
Graduation and Dropout Rates Page 155

School Year 2010-2011
Graduation and Dropout
Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
7. Invest in studies and reviews that
can strengthen programs over time by
assessing the rigor of coursework in
high-poverty schools in order to revise
curriculum and develop instructional
programs for gifted and talented
students in those schools.
Assessments
8. Continue to review the first quarter
grades and benchmark assessments of
9 th and 10 th grade students to
determine the need for the high school
assessment success plans.
Grade
Level
K-8
MS
HS
Grades
9 & 10
Timeline
Mo/Yr
09/10-
06/11
10/10-
6/11
Person/s
Responsible
Chief Academic
Officer, Chief
Accountability
Officer,
Executive
Director of
Teaching and
Learning, and
Director of the
Office of
Enrichment
Executive
Director of
Secondary
Schools and
Director School
Counseling and
Guidance
Evaluation/Evidence Status Report
Increase in the number of
students enrolled in gifted and
talent programs, and advanced
placement courses
All 1 st quarter grades and
benchmarks of 9 th and 10 th grade
students will be reviewed by
November 2010.
Graduation and Dropout Rates Page 156

School Year 2010-2011
Graduation and Dropout
Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
9. Train principals, teachers, school
counselors and other staff to use data
to identify the specific need to succeed,
to adjust classroom instruction to
better address student strengths and
weaknesses and to target professional
development and other resources on
student and teacher needs. Data
training will include the following:
Maryland School Assessment
and High School Assessment
programs
Quarterly benchmarks
School Choice
Graduation and Dropout
PSAT, SAT and AP
MHEC Student Outcomes
Achievement Report
Grade
Level
K-8
MS
HS
Timeline
Mo/Yr
09/10-
06/11
Person/s
Responsible
Chief Academic
Officer,
Executive
Directors of
Teaching and
Learning and
Secondary
Schools, and
Director of
School
Counseling and
Guidance
Evaluation/Evidence Status Report
100% of the teachers and
counselors will have attended
Professional development
sessions on the aforementioned
topics.
Graduation and Dropout Rates Page 157

School Year 2010-2011
Graduation and Dropout Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
10. Continue to implement the college
verification process as a way to track
the college enrollment rate and college
graduation rate as part of a process to
analyze the college readiness of seniors
who are graduating from the Baltimore
City Schools.
11. Implement a system to analyze
PSAT/NMSQT and SAT data as a
mechanism to inform curriculum
developers.
Grade Timeline
Level Mo/Yr
HS 10/10 –
06/11
HS 10/10-
6/11
Person/s
Responsible
Director of
School
Counseling and
Guidance and
the Education
Specialist for
College and
Career Readiness
Chief
Accountability
and Executive,
Chief Academic
Officer and
Executive
Director
Teaching and
Learning
Evaluation/Evidence Status Report
Increase from % to % the number
of students who are graduating
from high school and enrolling in
college.
Increase in PSAT/NMSQT scores
by 5 percentage points.
Increase in SAT combined scores
by 5 percentage points.
Graduation and Dropout Rates Page 158

School Year 2010-2011
Graduation and Dropout Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
Interventions
11. Explore the option of developing a
Baltimore Early College High School
(ECHS). ECHSs to offer to middle and
underachieving students the
opportunity to complete both a high
school diploma and an associate’s
degree or equivalent within four or five
years.
12. Continue to implement the
Alternative Options Program and Online
Credit Recovery Program to address the
promotion and retention rates of
students who are participating in
alternative education programs.
Professional Development
Grade
Level
Timeline
Mo/Yr
HS 09/10 -
06/11
HS 7/10-
6/11
Person/s
Responsible
Chief Academic
Officer,
Executive
Director For New
Initiative
Schools,
Executive
Director of
Secondary
Schools,
Executive
Director of
Student Support
and Safety
Executive
Director of
Student Support
and Safety
Evaluation/Evidence Status Report
Maritime Industry Academy,
Coppin Academy and Friendship
Academy of Technology and
Science will become Early College
High Schools.
100% of high schools will provide
teacher supported on-line
education through an Online
Credit Recovery program or a
similar program.
Graduation and Dropout Rates Page 159

School Year 2010-2011
Graduation and Dropout Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
13. Provide professional development
to all school principals and high school
counselors on interpreting and
analyzing high school transcripts,
student records related to high school
graduation, and the Bridge Plan for
Academic Validation.
Grade Timeline
Level Mo/Yr
HS 10/10-
6/11
Person/s
Responsible
Executive
Director of
Secondary
Schools and the
Director of
School
Counseling and
Guidance
Evaluation/Evidence Status Report
100% of all high school counselors
will attend the professional
development session.
Principals will verify that
transcripts of students who are
graduating are 100% accurate by
June 15, 2011.
All Bridge projects will be
completed by June 2011.
Graduation and Dropout Rates Page 160

School Year 2010-2011
Graduation and Dropout Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
14.Provide professional development to
all school principals and school
counselors on implementing the
developmental and comprehensive
school counseling program as it relates
to post-secondary planning and access.
Grade
Level
K-8
MS
HS
Timeline
Mo/Yr
09/10-
6/11
Person/s
Responsible
Director of
School
Counseling and
Guidance and
Executive
Director of
Secondary
Schools
Evaluation/Evidence Status Report
100% of the school counselors will
submit a school counselor’s
Targeted Intervention Plans (TIPs)
and the Closing the Gap Action
Plan by October 30, 2010 that
outlines strategies on how they
plan to impact four measurable
outcomes, including improved
attendance, increased academic
performance, decreased out-ofschool
suspensions and an
increase in college and career
awareness.
100% of the school counselors will
implement a developmental and
comprehensive school counseling
program.
100% of the high school
counselors will implement City
Schools College Advising Calendar
within their program plan.
School Counselors will document
their efforts in CONNECT
Graduation and Dropout Rates Page 161

School Year 2010-2011
Graduation and Dropout Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
15. Continue to provide professional
development to high school principals
and high school counselors on the
CONNECT software.
16. Continue to Implement a plan to
redesign services for students so that
they can “drop back-in” to get their
credits for graduations.
Grade Timeline
Level Mo/Yr
HS 8/10-
6/11
HS 8/10-
06/11
Person/s
Responsible
Executive
Director of
Student Support
Service, Director
of School
Counseling and
Guidance, and
Education
Specialist for
College
Readiness
Executive
Director of
Student Support
Service and
Coordinator of
Student
Placement
Evaluation/Evidence Status Report
Increase by 20 % the number of
students who are completing
college applications by 11/25/10.
Increase in the number FAFSA
applications completed by
02/14/11.
Increase the amount of
scholarship and financial aid
dollars received by all high schools
by 10%.
Increase the number of students
returning to school who were
classified previously as dropouts.
Graduation and Dropout Rates Page 162

School Year 2010-2011
Graduation and Dropout Rate
Priority 1 : Increasing the graduation rate and decreasing the dropout rate
Objective: 1a. By June 2011, the percentage of students graduating from high school will increase at least 5 percentage points.
Strategies
Grade
Level
Timeline
Mo/Yr
Family and Community/Communication and Engagement
17. Engage community leaders and the K-8 09/10public
to create a community-wide stay MS 6/11
in school and college access campaign HS
that stresses the necessity of
graduating from high school and
pursuing a post-secondary education.
Person/s
Responsible
Executive
Director of the
Office of
Partnerships,
Communications
and Community
Engagement
Executive
Director of
Student Support
Service and
Executive
Director of
Secondary
Schools
Evaluation/Evidence Status Report
Decrease the dropout rate by at
least 2 percentage points.
Increase the graduation rate by at
least 3 percentage points.
Increase the college enrollment
rate and college graduation rate
by at least 5 percentage points.
Graduation and Dropout Rates Page 163

I.D.vi
Highly Qualified staff

ID.vi
Highly Qualified Staff
No Child Left Behind Goal 3: By 2005-2006, all students will be taught by highly qualified teachers.
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.
No Child Left Behind Indicator 3.3: The percentage of paraprofessionals working in Title I schools (excluding those whose sole duties are translators and
parental involvement assistants) who are qualified.
Under No Child Left Behind (NCLB), LSSs are required to report the percentages of core academic subject (CAS) classes being taught by highly qualified
teachers, and the percentages of CAS classes being taught by highly qualified teachers in high-poverty schools compared to low-poverty schools. Highpoverty
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
State. NCLB also requires that school systems ensure that economically disadvantaged and minority students are not taught at higher rates than other
students by inexperienced, unqualified, or out-of-field teachers.
Plans for Reaching the 100% Highly Qualified Teacher (HQT) Goal
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
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
instructions on the next page.
Highly Qualified Staff Page 165

Based on data in the table: If your system does not meet the
criteria:
6.1: Percentage of Core Academic
Classes Taught by Highly Qualified
Teachers
6.2: Percentage of Core Academic
Subjects Classes Taught by Highly
Qualified Teacher in Title I
Schools
6.3: Number of Classes Not
Taught by Highly Qualified (NHQ)
Teachers by Reason
The percentage (total) of NHQT is
less than 10%.
Respond to the prompts:
The percentage of CAS is 90% HQT 1. or Describe where progress is evident.
higher.
Although City Schools made some gains in addressing the
percentage of CAS classes taught by HQ teachers in SY 2009-
2010, such as a 5% increase in Title I schools which comprise
The percentage of CAS in Title I approximately 75% of the schools (elementary and middle
schools is 100% HQT.
grades), and a 23% decrease in the number of employees with
expired certificates teaching CAS courses, the overall
percentage did not increase measurably from SY 2008-2009.
2. Identify the practices, programs, or strategies and the
corresponding resource allocations to which you attribute the
progress. What evidence does the school system have that
the strategies in place are having the intended effect?
A major strategy that has helped City Schools secure highly
qualified teachers in the critical need subject areas of
mathematics, science, special education, and elementary (all of
which are CAS) is partnership with the Baltimore City Teacher
Residency Program (BCTR) and Teach for America (TFA). These
programs are Maryland Approved Alternative Preparation
Program which yields additional highly qualified applicants. A
key feature of this group is their commitment to teach in the
hardest-to-fill and highest poverty schools, a commitment that
has yielded outstanding teachers in many CAS. In SY 2009-
2010, of the approximately 470 hires, 350 candidates were TFA
or BCTR. These candidates made up approximately 76% of the
total number of new hires that year, and they are all HQ
eligible.
In addition to recruiting highly qualified teachers, City Schools
must accurately track teacher certification in support of highly
qualified educators. Some of the many strategies employed
Highly Qualified Staff Page 166

for 2009-2010 included the following actions:
Work flows were developed for the processing of
certificates and the timely update into the district’s
database.
Principals continued to be provided with Certification
and Highly Qualified workshops, to define educator’s
eligibility to teach CAS. This action will help to deter
principals from inadvertently assigning highly qualified
teachers out of their area of certification.
The Office of Certification facilitated “Certification
Information Nights”. These information sessions
provided educators with up-to-date regulatory changes
regarding the Maryland Certification process. Special
Educators who do not meet the HQ status continued to
receive assistance in completing the HOUSSE document
in order to become highly qualified.
Guidance documents were created and distributed
regarding staffing movement to articulate clearly the
importance of certification and specific guidelines and
to remind principals of HQ requirement.
3. Describe where challenges are evident.
The root cause analysis of the lack of improvement in the CAS
taught by HQT yields several significant contributing factors:
(1) the subject and grade level assignment of HQ eligible staff
by principals in schools, especially in high schools which
comprise more CAS classes than elementary and middle; and
(2) effective business system integration between the
certification database and the scheduling database.
The increased principal autonomy through Fair Student
Funding can create scenarios where principals agree to use
teachers for specific subject areas, but are later found to assign
teachers into classes or grade levels that make the teacher
Highly Qualified Staff Page 167

non-HQ. These actions at the school level counterbalance the
district’s efforts to provide a pool of HQ candidates for
assignment to schools. In addition, current data tracking
systems and accountability processes do not adequately
support assignments of teachers in schools to meet the HQ
requirements.
4. Describe the changes or adjustments and the corresponding
resource allocations that were made to ensure sufficient
progress. Include timelines where appropriate.
Baltimore City Schools is currently implementing a Title I
Corrective Action Plan with the MSDE Program Improvement
and Family Support Branch to ensure HQT compliance in Title I
Schools. The Corrective Action plan details the 2010-2011
targets and activities to meet them. Given the high proportion
of Title I Schools in the district, this plan will impact a critical
mass of schools.
Also to address this challenge, the district has restructured its
certification department into the Office of Teacher Licensure
and Highly Qualified. Within this department, there is a
specific specialist assigned to monitoring the HQ processes
across the district. This individual performs audits, initiates the
sending of the HQ NCLB letters, and visits school to ensure
compliance with HQ protocols.
This unit began auditing schools in Fall 2010. 35 schools are
currently being audited, with a focus on Title I schools. As a
part of the audit, each class is matched with the teacher’s
certification credentials to ensure that principals are assigning
teachers to the right subject and grade level content. In
September, all schools’ administrators were informed of the
new auditing procedures by memo and provided a HQ
Determination Guide as a reference tool. A companion video
tutorial has also been developed.
Highly Qualified Staff Page 168

To ensure that principals and other school leaders responsible
for assignments and scheduling have the training to make the
right decisions as they schedule classes, a variety of tutorials
are being developed to provide a sound understanding of how
grade level and content certificated employees should be
assigned to maintain HQ status. Additionally, workshops
regarding HQT placement requirements are being offered
throughout this school year.
To address the data management challenges, the district has
partnered with an outside consultant to fully integrate the
student scheduling system--that captures what classes all of
the certificated employees are teaching--with our database
that houses certification information. This strategy will impact
the number of individuals for whom there is missing or invalid
information regarding certification status.
To support and monitor the alignment of content and grade
level class assignment of teachers, the district will incorporate
real-time certification HQ status information onto the
Principal’s Dashboard. The Dashboard is a component of the
electronic suite of tools that principals use to manage financial,
staffing and other administrative work. Incorporating realtime
certification status in the Dashboard will provide an “at-aglance”
tool that principals can use to monitor the HQ status of
personnel in their buildings on a daily basis. Any changes
made in the scheduling system will automatically trigger
changes on this portal.
To ensure the timely updating of certification documents and
the complete integration of business systems, the Office of
Teacher Licensure and Highly Qualified has set a goal for 2010
2011 to reduce the time to process the renewals of certificates
to less than 30 days.
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Based on data in the table: If your system does not meet the
criteria:
6.4: Core Academic Classes taught
by Highly Qualified Teachers in
High Poverty and Low Poverty
Schools by Level
6.5: Core Academic Classes taught
by Highly Qualified Teachers in
High Poverty and Low Poverty
Schools By Level and Experience
High Quality Professional Development
The percentage of HQT in CAS in
high-poverty is not greater than the
percentage of HQT CAS in lowpoverty
schools.
The percentage of inexperienced
HQT in CAS in high poverty schools is
not greater than the percentage of
experienced HQT in CAS in low
poverty schools.
Respond to the prompts:
1. Describe where progress is evident.
83.6% % of City Schools students are eligible for FARMs. This
reduces the differences between high land low poverty for
the majority of schools. Further, due to the work of
Expanding Great Options in the last two years, 13 schools
have closed, and 13 Transformation Schools have opened.
Transformation schools are city-wide public schools of choice
for grades 6-12 with no admission requirements. These
schools gradually expand to admit all grade levels from 6-12.
City Schools also offers choice to entering middle and high
school students. These factors reduce validity of high and low
poverty comparison trends.
2. Identify the practices, programs, or strategies and the
corresponding resource allocations to which you attribute
the progress. Your response must include examples of
incentives for voluntary transfers, the provision of
professional development, recruitment programs, or other
effective strategies that low-income and minority students
are not taught at higher rates than other students by
unqualified, out-of-field, or inexperienced teachers. What
evidence does the school system have that the strategies in
place are having the intended effect?
Baltimore City Schools increased its efforts to recruit highly
qualified teachers via its alternative certification program – the
Baltimore Teaching Residency (BCTR), its partnership with
Teach for America (TFA) and its International Teacher Cohort
program (ITC). Individuals from this group are specifically
assigned to some of our chronically struggling schools.
In addition to the aforementioned initiatives, the district
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continued its “Smart Start” program that allowed the hiring of
“surplus” teachers in core academic areas. This program
allowed additional teachers to be assigned to targeted Title I
schools to assist with the delivery of instruction until such time
as openings occurred where they could be permanently
assigned to a classroom. This initiative not only bolstered
instruction in Title I schools but also cut down on disruption of
instruction as vacancies occurred.
3. Describe where challenges are evident. In your response,
include teacher experience, minority status of students, and
poverty status of students, where appropriate.
Like other urban districts across the country, City Schools has
been faced with the challenge of attracting highly qualified
teachers to its schools in critical shortage areas and our hard to
staff schools. City Schools has continued to utilize its
alternative certification programs to bolster its teaching ranks
with HQ teachers. Similarly, it has continued its international
recruitment of experienced highly qualified and certified
teachers. This has allowed City Schools to release its
conditionally certified teachers, thereby bolstering its HQ
numbers and increasing the number of classes being taught by
HQ teachers in high poverty schools.
As mentioned previously, City Schools is currently
implementing a Title I Corrective Action Plan with the MSDE
Program Improvement and Family Support Branch to ensure
HQT compliance in Title I Schools.
Additionally, district continues to work with principals to
ensure that all new hires meet highly qualified standards.
However, in critical shortage areas or areas where highly
qualified standards are hard to meet (certain trade and
industry subjects) a small number of exceptions continue to be
made.
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4. Describe the changes or adjustments and the corresponding
resource allocations that were made to ensure sufficient
progress. Include timelines where appropriate.
Many of the strategies designed to increase the percentage of
highly qualified teachers in CAS classes are also targeted
toward reducing any apparent gaps between low and high
poverty schools. Focusing on Title 1 schools and schools in
restructuring, these strategies include:
The utilization of alternative pathways to certification
via the Baltimore City Teaching Residency and the
Teach for America programs.
The continuation of City School transfer policies which
prohibits the transfer of professionally certified
teachers from Title 1 to non-Title 1 schools and the
staffing of restructuring schools with only certified
highly qualified teachers.
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Based on data in the table: If your system does not meet the
criteria:
6.6: Attrition Rates
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Total overall attrition is less than 10%
Respond to the prompts:
1. Describe where progress is evident.
The numerators in Table 6.6 were derived by examining the
teacher attrition from September 1 to August 31 for each
respective year. The reasons for leaving vary: armed services,
business industry, deceased, dissatisfied with teaching, failure
to meet performance expectations, for immorality,
misconduct, insubordination and willful neglect of duty,
rejection by medical board, government services, home
responsibility, move, in lieu of termination, personal illness,
personal reason, conditional certificate, reason unknown,
retirement end-of-year and not end-of year study, teaching in
another country, another local unit, Maryland higher
education, or non-public. The denominator reflects the
attrition total and the remaining number of active teachers. In
2009, the number of non-renewals and dismissals seems
slightly less than in previous years as the district worked
aggressively to ensure that those slated to be dismissed for
certification were aware of their requirements in order to be
eligible for certification. The additional office hours held by
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certification in addition to the specific communication with
employees in regards to outstanding requirements helped to
ensure that employees were retained instead of dismissed for
certification this school year.
2. Identify the practices, programs, or strategies and the
corresponding resource allocations to which you attribute the
progress. What evidence does the school system have that
the strategies in place are having the intended effect?
While the economic climate could be a significant contributor
to this increased retention, the district has made progress by
implementing specific strategies to ensure the smallest
number of non-renewals were due to certification reasons.
Fewer teachers were released for certification reasons this
year as the district made a significant effort to communication
expectations and ensure that educators took the required
courses or provided the right documents to update
certification status.
City Schools continues to employ various strategies to retain
teachers. Its alternative certification programs such as the
Baltimore City Teaching Residency and TFA continue to carry
service obligations and provide their cohort members with
mentoring support throughout their first two years in the
classroom. Prior to entering the classroom, BCTR and TFA
teachers participated in researched-based curriculum taught
by experienced City School educators. Participants observe and
teach in classroom settings during a rigorous multi-week
summer training program. This intensive structured induction
component has proven to improve retention in each of these
alternative certification programs.
In addition to these “grow your own” programs, Baltimore City
Schools’ current four salary step incentive for certified teachers
and a six step salary step incentive for teachers who completed
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their teacher internships with the City Schools continues to
provide an incentive for newly hired teachers to elect to come
to City Schools, and gives new teachers a competitive edge
salary-wise over newly hired teachers in neighboring
jurisdictions. This incentive thereby contributes directly to
retention. The step four and step six salary placement
incentives were previously in-lieu of signing bonus and were
implemented as a recruitment strategy to attract candidates to
City Schools.
Finally, the district is emphasizing the development of all
teachers and the initiation of workforce planning. The newly
announced collective bargaining unit contract for City Schools
should further serve as a retention and motivation tool for all
teachers.
3. Describe where challenges are evident.
The success of the City Schools in retaining highly qualified
teachers continues to be contingent upon several variables:
the ability of City Schools to remain competitive in the
compensation market, the success of school-based
administration in providing valuable mentoring and
professional support to new teachers (the most frequently
noted reason for resignations) and the ability of City Schools to
compete with other district in recruiting certified HQ-eligible
teachers.
4. Describe the changes or adjustments and the corresponding
resource allocations that were made to ensure sufficient
progress. Include timelines where appropriate.
The aforementioned programs and strategies are being used to
assist with the retention of highly qualified teachers (e.g.,
tuition reimbursement, much of which has length of service
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6.7: Percentage of Qualified
Paraprofessionals Working in Title
I Schools
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Percentage of qualified
paraprofessional in Title I schools is
100%
requirements; the Baltimore City Teacher Residency to provide
content seminars to new recruits; the TFA, which also provides
a length of service commitment; local funding to support the
hiring of student teachers at Step 6 on the salary scale,
providing a career-long financial incentive; replication and
expansion of initiatives to improve the matching of teachers to
schools, thereby impacting retention. Also, significant progress
has been made by Chief Academic Officer’s division to provide
all teachers with professional development to ensure that the
right support and development opportunities are available.
Finally, in the upcoming year, the Office of Human Capital
plans to incorporate other incentives and employee motivation
programs such as the Employee Wellness Program that will
promote work-life balance, good physical health, and stress
reduction. Initiatives such as these may continue to serve as
additional incentives for employees to maintain employment
with the school district.
1. Describe the strategies that the local school system will use
to ensure that all paraprofessionals working in Title I schools
continue to be qualified.
In order to maintain this 100 percent rate of compliance,
several measures have been taken, including the following:
The job description for all Para-educators has been
amended to reflect new job duties and requirements.
City Schools will continue administering the Para-Pro
Praxis Assessment in SY 2010 -2011 to ensure that a large
pool of internal qualified candidates is available.
City Schools will aggressively recruit externally to ensure
that a large pool of qualified applicants is ready to assume
any future vacancies that might occur.
City Schools will continue to provide tuition
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reimbursement to those paraprofessionals seeking to
complete the necessary coursework to be fully qualified.
City Schools will continue to compensate fully qualified
Para-educators at a higher rate of pay than noninstructional
Para-professionals.
These incentives, tutorial support structures, and aggressive
recruitment strategies should ensure that the City Schools will
maintain this level of compliance.
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Overview:
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Section I.D.vi
High Quality Professional Development – Option 2
Now in its third year of Fair Student Funding, City Schools continues to progress in its commitment to provide greater autonomy to its principals to develop their
schools in a way best suited to their students and local communities. In doing so, City Schools has continued to provide central guidance for the school-based
professional development of both principals and teachers, and consequently, has chosen to respond to Option 2 of the Master Plan’s professional development
activities. Significant strides were made in 2009-2010 in the development of school-level capacity to support teachers’ instructional expertise, and in the 2010-
2011 school year, previous professional development supports will be strengthened, and new programs are being established to extend the learning
opportunities available to City Schools’ teachers and principals.
City Schools has committed to helping its principals transform from simply transactional management to strategic school leadership. To this end, two key areas
form the basis for this year’s professional development:
Understanding and developing the ability to recognize good teaching and learning based on expectations set forth in City Schools’ Academic
Priorities – rigor, engagement, and intervention;
Engaging in leadership actions aligned to actualizing those expectations in schools; and
Developing skills for long-term strategic planning for whole school improvement.
Principals, with the strategic and technical assistance provided by the Chief Academic Office departments – School Support Networks, Teaching and Learning,
Special Education, Student Support and Safety, and Title I, will continue to be supported in their development of professional development and guided by the
Maryland Teacher Professional Development Standards, in order to effect change in teacher practice, and consequently, student outcomes.
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1. Has the district integrated the teacher professional development planning framework into school improvement planning guidance?
City Schools has integrated the teacher professional development planning framework into school improvement guidance. The school performance plans which
are completed annually have been developed to reflect the key components of the Maryland Teacher Professional Development Planning Guide. A team
composed of principals, representatives from the Chief of Staff office, the Title I office, and the School Support Network teams has worked collaboratively to
support the creation of these professional development plans and to support principals in their completion. In the coming months, the guidance regarding
professional development will be reviewed and updated to integrate the Maryland Teacher Professional Development Standards more fully. This revised
guidance will be posted by December 2010.
2. Has the district implemented a program to prepare principals, other school leaders, school improvement teams, and school-based professional
development staff to use the teacher professional development planning framework?
The teacher professional development planning framework has been embedded in City Schools’ Professional Development Plan, which is an integral part of the
School Performance Plans submitted annually. The Professional Development Plans are based on student performance data, which principals use to highlight key
areas in need of improvement, and the associated professional development needed to strengthen teachers’ capacity in those areas. The PD plans also required
principals to assess the resources necessary to provide the needed professional development
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
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
their needs, leaders were supported in identifying the root causes (in the purview of the school) that contributed to those priority needs and proposing
strategies that would have the greatest impact on student achievement. Finally, the training involved developing activities to support the identified key
strategies and measures to monitor and evaluate the strategies.
Those who attended the training found it valuable; survey results indicated that attendees were either ‘satisfied’ or ‘very satisfied’ with the session. Those
schools, which were not able to attend, received support from their Networks on the completion of their PD plans. Additionally, each principal received
“feedback” provided by School Performance Plan review teams comprised of staff from the Networks, Title I Office, Teaching and Learning, and Office of the
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
Secondary Schools.
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There is scope for City Schools to address the teacher professional development planning framework more explicitly in its trainings for principals. The district is
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
provide for their teachers.
Additionally, City Schools is providing professional development for principals; these sessions are differentiated to address the needs of new and returning
principals and are also open to Network leads who will be working with the school leaders to develop, implement, and evaluate their professional development
plans. Both the City Schools Leadership Institute 2010-2011 (for both new and returning principals) and the New Principal Development Program will be held
monthly and will both model and develop principals’ knowledge and capacity to apply the six components of the Maryland Teacher Professional Development
Standards. Dates are included below:
City Schools Leadership Institute 2010-2011 (5.5 hours)
October 22, November 11, December 15, January 13, February 24, March 24, April 28, May 26 .
New Principal Development Program (2 hours)
October 13, , November 16, December 14, January 11, February 7, March 15, April 11, May 10
These sessions will support principals as they assess the needs of their staff and prepare professional development accordingly. Specific areas of focus include:
� Leadership actions associated with building teacher understanding and implementation of Common Core Standards
� The appropriate use of interventions with students to develop systems and practices that support of the use of data to move instruction
� Strategic planning that includes decision making processes and strategies for management allocation of resources (people, time and money)
3. Has the district implemented a program to prepare district staff for reviewing and providing feedback on professional development plans?
In 2009-2010, the School Support Networks took the lead on reviewing and offering feedback on professional development plans, and they received training to
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
feedback on professional development plans more widely across district staff.
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The training for City Schools staff on the professional development plans was embedded in the trainings on how to review the School Performance Plans held on
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,
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
examined in depth (see attached agenda and rubric).
Professional development plans that met the standard included collaborative, differentiated professional development plan that included job-embedded
components, impacted every staff member, aligned with school and district-wide initiatives, articulated intended impact on student achievement, and utilized
instructional coaching, mentoring, and collaboration. Additionally, the plans needed to be informed by relevant data, have a well-defined strategy for evaluating
the effectiveness of the plan, and indicate how resources will support the professional development plans.
4. How is the district monitoring implementation and impact of the school-based professional development activities? Has the district reviewed school
improvement plans that address the new professional development planning requirements?
The Executive Directors of Elementary/K-8 and Secondary Schools assume the primary responsibility for monitoring the implementation of school’s professional
development activities. The Executive Directors’ continued engagement with school leaders allows them to work with principals and the student data to assess
the effectiveness of their professional development plans. The Student Support Networks interact with principals consistently throughout the school year and
work with school leaders and their instructional teams to analyze the data (including key systemic indicators) to develop, implement, and assess the success of
their professional development activities. Additionally, the Networks gather the principals in monthly meetings which allow time for principals to discuss
problems of practice and work with their peers to design appropriate professional development to address the concerns.
City Schools are still in the process of developing appropriate indicators to evaluate professional development. Several key indicators currently used in surveying
school leaders and teachers after training sessions include:
The usefulness of the training in increasing knowledge in the subject matter
The usefulness of the training in supporting principals and teachers in their key work
Additionally, learning walks, conducted by the CAO, the CAO leadership team, and Network teams highlight school performance on indicators in line with the
district’s academic priorities – rigor, engagement, and intervention.
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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
data from the Networks, as well as additional information from the other CAO’s Leadership Team offices – Teaching and Learning, Special Education, Title I,
Student Support and Safety – is shared weekly and then used to inform quarterly professional development planning meetings. Additionally, City Schools is in
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
provide an additional source of information to assess how the training happening on the principal level is being disseminated to teachers.
Amongst the lessons learned regarding the need for differentiated training and support to the schools is the need to establish common goals amongst the
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
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
responsible. However, as a central office, we are working to make sure that the support provided across departments (including the Networks) is internally
aligned with our three academic priorities – rigor, engagement, and intervention.
5. Teacher Induction Program
Over the past two years, City Schools has developed an increasingly comprehensive program to support teachers in their first few years in the classroom. At the
foundation of this work is the evidence-based belief that providing targeted support to beginning teachers will help improve their skills and increase their
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
Baltimore (from both a geographic and socio-cultural perspective), the Academic Priorities, practical technical systems used in the district (e.g., using Power
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
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
grade level. In August 2010, 343 teachers new to the district for 2010-2011 or hired after August 10, 2009 who did not attend last Year’s Institute were
welcomed to City Schools through the New Teacher Institute.
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
Human Capital is currently working with schools to ensure that each mentor is highly qualified to serve as a mentor. City Schools is also working on the
implementation of an electronic work log in which teacher –mentor interactions are recorded; these work logs also contain a section for teachers to provide
feedback on the quality of their interaction with their mentor. Mentors receive support through quarterly trainings which focus on coaching and observation
strategies, analyzing student work, instructional mentoring, and using data to inform instruction. Next year City Schools will provide pre-service professional
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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
well as a beginner level for those just beginning to serve as mentors.
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
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
time mentor, a shared mentor between two schools, an experienced classroom teacher, or a staff developer/department head are all suggested as potential
options, with the recommendation of working a minimum of 2 hours a month with each new teacher.
Beyond the school-level supports provided by mentors, new teachers also have access to professional development through the Works sessions (grassroots,
teacher-led professional development sessions that take place on Saturdays across the district for all grade levels and subject areas), meeting with teacher
leaders to plan lessons, visiting model classrooms around the district, and attending professional development courses. At the end of each year, each cohort of
new teachers will reconvene in another Institute to share best practices, provide feedback on the support they received, and offer suggestions, lesson plans, and
instructional tips to each other and to the cohort of new teachers to arrive. Rather than simply being a one year process, City Schools’ support to new teachers
encompasses three years of development.
Measuring outcomes for this program is not a straightforward task. Teacher evaluations of their mentoring relationships and the support provided to them
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
the New Teacher support framework is concerned with both teacher effectiveness and teacher retention, the complex nature of the relationship between
effectiveness and retention has made developing progress measures a slow process. City Schools’ aim is not simply to increase teacher retention, but to
increase the retention of those teachers who are effective. Consequently, the discussions about measuring the effectiveness of the new teacher induction have
been closely tied to district conversations about assessing teacher effectiveness and developing systems to identify and counsel out the teachers who, despite
significant support and targeted coaching, still remain ineffective instructors.
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I.D.vi
Schools that are Safe, Drug Free, and Conductive to Learning

I.D.vii
Schools that are Safe, Drug-free, and Conducive to Learning
A. Based on the Examination of Persistently Dangerous Schools Data (Table 7.1 – 7.5):
� 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)
from moving into probationary status?
Annually, local school systems are required to report incidents of bullying, harassment, or intimidation as mandated by the Safe Schools Reporting Act of
2005. 2
The Baltimore City Public Schools (City Schools) reviews suspension data for all City Schools weekly through the Stat process. Schools identified as
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
schools on the focus list when reviewing suspension data.
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
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
the school and management procedures in place to address student behavior. As a part of the work, the school administrator is queried to
determine what is needed to support the school. A plan is developed and implemented with support from Network staff.
Special Education Stat reviews suspension data for students with disabilities. The City Schools FBA/BIP Project, in cooperation with the Maryland
Coalition for Inclusive Education provides training and technical assistance to schools when students with disabilities are experiencing multiple
suspensions. The training includes identifying students with behavioral issues, conducting FBAs to assess the problem, and developing appropriate
BIPS to address the students’ behaviors. Every school on the focus schools list receives extra attention and training at the beginning of the school
year.
The implementation of Fair Student Funding has empowered school communities to identify positive behavioral strategies and supports to address
the schools specific needs. Budget decisions and made by the entire school community. Schools are able to purchase the services of the Community
Conferencing Center, Community Mediation, substance abuse counseling, afterschool programs, and other resources to address student behavior.
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B. Based on the Examination of Data on Incidents of Bullying, Harassment, or Intimidation (Table 7.6):
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
decrease in reports over the past three school years, explain those in terms of programs and/or procedures that you have implemented.
2. What methods has your school system used to make staff, parents, and students aware of the Bullying, Harassment, and Intimidation Form?
In order to address parents’ concerns about their children’s safety and ability to advise the school of their concerns, the City Schools took steps to ensure
parents are aware of the process for reporting incidents of bullying, harassment and intimidation to school officials. Guidance to central office and
school administrators is disseminated through the City Schools communication tool, To The Principals Desk. Communication goes out each week and
principals are required to read and act. The City Schools developed a new bullying, harassment and intimidation policy during the 2009-2010 school
year. It requires that school administrators share the policy with parents and students and to make the reporting form available in several spots around
the school. The reporting form is included in the City Schools Code of Conduct booklet and the Family Information Guide for the 2010-2011 school year.
Schools are encouraged to make the form a part of their school handbooks as well.
City Schools’ incidents of out-of-school suspensions have decreased by over 5000 incidents over the last three school years. In that same period,
reported suspensions for bullying have increased from 91 during the 2007-2008 school year to 155 during the 2009-2010 school year. Based on the
general reduction in inappropriate and disruptive behaviors, this increase may be due in part to a better understanding of what constitutes bullying
behavior and better reporting of the incidents that occur. Expansion of PBIS, implementation of the Why Try Program, Paths to PAX, and the Good
Behavior Game have contributed to the reduction in inappropriate behaviors in City Schools over the last three years. Schools are required to teach the
City Schools 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
use throughout the year. The address good citizenship skills and are divided by grade level.
C. Based on the Examination of Suspension and Expulsion Data for Sexual Harassment, Harassment, and Bullying (Table 7.7):
1. Identify the system-wide strategies that are being used to prevent/reduce suspensions and expulsions for sexual harassment, harassment, and
bullying.
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The revision of the City Schools Code of Conduct put the emphasis on implementing positive interventions and strategies to address inappropriate
behaviors in the classroom. The first three levels of the disciplinary responses in the Code do not include removing the student from school. Students
with chronic behavior problems (5 or more disciplinary actions) are referred to the Student Support Team for more intensive intervention. Students who
are sexually harassed are provided support through school counseling and mentoring programs. Parents receive a list of community resources which
includes agencies that provide counseling and therapy to individuals that are victims of sexually-based offenses. Organizations such as Mentoring Male
Teens in the Hood work with abusers to address the behavior.
D. Based on the Examination of Suspension Data (Tables 7.8 - 7.10):
1. Identify the system-wide strategies that are being used to prevent/reduce suspensions. If applicable, include the strategies that are being used to
address the disproportionate suspensions among the race/ethnicity subgroups and between genders.
2. Describe the changes or adjustments that will be made, along with the related resource allocations, to ensure sufficient progress. Include timelines
where appropriate.
The revision of the City Schools Code of Conduct for the 2008-2009 school year placed the emphasis on implementing positive interventions and strategies
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
during the 2009-2010 school year, a reduction of over 5000 out-of-school suspensions. The City Schools continues to expand the number of schools
implementing PBIS each school year. Schools in the persistently dangerous continuum and elementary schools with a suspension rate of 10% or over are
required to implement positive behavior programs. Through fair student funding, school communities are able to select programs, such as PATHS to PAX,
Why Try, the Body Shop, and the Good Behavior Game, that meet the specific needs of their students.
Fair Student Funding is adjusted each year based on the school population. Vendors that provide academic and behavioral supports present to school
administrators prior to the development of the school budget for the next school year. Administrators select programs that meet the needs of the school.
Principals meet with parents, teachers, and community leaders to develop their budget for the coming year. This process ensures that concerns about
safety are addressed in determining what programs and staff are needed to meet the individual needs of the school.
E. Based on the Examination of Programs and Services Coordinated with Community Mental Health Providers and Agencies to Support Students with
Emotional and Behavioral Needs:
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1. Describe how the local school system coordinates programs and services with community mental health providers and agencies that provide services
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
curriculum.
City Schools provides mental health services at 88 schools. The OMHC’s provide licensed mental health clinicians that are supervised and meet the
program standards developed for City Schools expanded school mental health programs (ESMHP) and follow the comprehensive mental health
guidelines. Programs were started in 1991. In the 2007 school year a comprehensive RFP process through a consortium of City Schools, the funding
organizations and private foundations was used to make the opportunity for mental health services available to schools that had not been part of the
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
participated in the review of proposals and the award process and contributed funds to ensure the continuation of the program ESMHS provide three
levels of intervention. They provide prevention/early intervention, individual and group counseling for students with more significant mental health
issues and a screening referral process for seriously involved students who need ongoing medication/mental health service. All agencies provide
quarterly reports that are quantitative and qualitative addressing numbers of students served, number of students seen individually and in groups,
number of parent contacts, number of teacher contacts and number of professional development sessions provided.
Services provided include school staff/teacher consultations, school team/committee meetings, in-service presentations, group prevention activities and
family engagement activities. The clinicians spend time in classrooms observing at risk students and supporting teachers regarding classroom
management issues related to individual students or to the entire classroom. They provide crisis intervention as needed. Finally when the need for
mental health treatment is identified, assure that treatment is provided by a Mental Health Professional authorized by an applicable practice act in
accordance with Mental Hygiene Administration policy.
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
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
provide local support, sustain the initiative and attend statewide activities.
Baltimore City had five elementary schools with suspension rates exceeding 10% for SY 2009-2010, according to preliminary data. Those schools are: Sharp
Leadenhall #314 (60.34%), Inner Harbor East Academy #329 (14.74%), Eutaw Marshburn #11 (13.39%), East Baltimore Community School #368 (12.98%) and
Westside #24 (10.91%). Sharp Leadenhall, Eutaw Marshburn, and Westside are previously-trained PBIS schools, and East Baltimore Community School was
trained as a new school during the summer of 2010.
Below are a list of strategies to support and improve implementation of PBIS at the four suspension targeted schools and other Baltimore City PBIS schools for SY
2010-2011. Since PBIS is a framework that schools adapt and individualize, Central Office provides homogeneous and heterogeneous supports to the schools to
support them in their implementation.
Schools that are Safe, Drug Free, and Conducive to Learning Page 189

Initiative Timeframe Key Points/Highlights
Additional
Staff
Dedicated to
PBIS
PBIS Coaches
and Team
Leader
Meetings
City Schools
PBIS
Newsletter
PBIS Grant
Matching
Program
Beginning July
1
The Office of Student Support and Safety in the process of finalizing its reorganization
for SY 2010-2011 and will initiate the hiring process to ensure positions are filled to
support schools in the PBIS initiative
Monthly Due to discussions with coaches, team leaders and other PBIS team members, the new
format will be geared towards including both coaches and team leaders
Delineate the roles between coach and team leader
Provide guidance and assistance to coaches and team leaders so that they can better
support their teams and schools
Monthly Continue dissemination of the PBIS newsletter to provide timely information to schools
around PBIS
Funds
Disseminated
in December
Schools will be asked to commit to budgeting incentives in their yearly budgets
The Office of Prevention and Intervention will match funding up to a certain amount,
based on a per pupil funding model and documentation of implementation
SWIS Training July – October SWIS training will be offered at the Baltimore City Summer Training and in September
and October so schools can make data based decisions around climate
School Three Visits The Office of Student Support and Safety will visit schools three times per year and
Visitations per Year
provide feedback around climate, safety and PBIS implementation
Staff/ Team As requested Continue to support schools through presentations/meetings as requested or deemed
Meeting and
necessary
Professional
Development
Presentations
Email
Distributions
and Updates
As Needed Continue dissemination of frequent emails to schools to provide timely information
Collaborative Ongoing The Office of Prevention and Intervention has made two substantial presentations to
Support with
Student Support Liaisons this spring to acquaint them with PBIS and engage them in
School
Support
Networks
the support of its implementation
Schools 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.
G. Based on the examination of Suspension data:
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
PBIS, and how many have not.
Baltimore City had nine elementary schools with habitually truant rates exceeding 6% for SY 2009-2010, according to preliminary data. Those schools are:
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
(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
schools (Sharp Leadenhall, Harford Heights and Dr. Bernard Harris Sr.) are currently PBIS schools and three more schools (Mary E. Rodman. Lakewood,
Lockerman Bundy) are newly trained as of July 2010.
2. For those schools previously trained, please describe strategies to support/improve the implementation of the PBIS framework in those schools.
Finally, please project the number of elementary schools that will require New Team PBIS Training in the summer of 2011 based on this regulation.
Below are a list of strategies to support and improve implementation of PBIS at the attendance targeted schools and other Baltimore City PBIS schools for SY
2010-2011. Since PBIS is a framework that schools adapt and individualize, Central Office provides homogeneous and heterogeneous supports to the schools to
support them in their implementation.
Initiative Timeframe Key Points/Highlights
Additional
Staff
Dedicated to
PBIS
PBIS Coaches
and Team
Leader
Meetings
City Schools
PBIS
Newsletter
PBIS Grant
Matching
Beginning July
1
The Office of Student Support and Safety in the process of finalizing its reorganization for SY 2010-
2011 and will initiate the hiring process to ensure positions are filled to support schools in the PBIS
initiative
Monthly Due to discussions with coaches, team leaders and other PBIS team members, the new format will be
geared towards including both coaches and team leaders
Delineate the roles between coach and team leader
Provide guidance and assistance to coaches and team leaders so that they can better support their
teams and schools
Monthly Continue dissemination of the PBIS newsletter to provide timely information to schools around PBIS
Funds
Disseminated
Schools will be asked to commit to budgeting incentives in their yearly budgets
The Office of Prevention and Intervention will match funding up to a certain amount, based on a per
Schools that are Safe, Drug Free, and Conducive to Learning Page 191

Program in December pupil funding model and documentation of implementation
SWIS Training July – October SWIS training will be offered at the Baltimore City Summer Training and in September and October
so schools can make data based decisions around climate
School Three Visits The Office of Student Support and Safety will visit schools three times per year and provide feedback
Visitations per Year
around climate, safety and PBIS implementation
Staff/ Team As requested Continue to support schools through presentations/meetings as requested or deemed necessary
Meeting and
Professional
Development
Presentations
Email
Distributions
and Updates
Collaborative
Support with
School
Support
Networks
As Needed Continue dissemination of frequent emails to schools to provide timely information
Ongoing The Office of Prevention and Intervention has made two substantial presentations to Student
Support Liaisons this spring to acquaint them with PBIS and engage them in the support of its
implementation
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
there Technical Assistance needs to ensure fidelity of implementation?
H. Based on the examination of Habitual Truancy 10 data:
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
how many have not.
Schools that are Safe, Drug Free, and Conducive to Learning Page 192

School
# Name Type
# of
Students
Official
Enrollment
Habitual Truant
Rate (%)
365 Baltimore Liberation Diploma Plus High S 131 170 77% x
366 Baltimore Antioch Diploma Plus High S 111 172 65% x
345 New Hope Academy @ #451 Briscoe S 72 169 43% x
413 Achievement Academy (Harbor City) S 113 352 32% x
367 Baltimore Community High (One Bright Ray) S 45 159 28% x
422 New Era Academy S 59 378 16% x
416 Digital Harbor High School S 157 1061 15% x
301 301 William S. Baer School E 32 225 14% x
307 Claremont School S 8 61 13% x
177 George W.F. McMechen Middle/High S 11 117 9% x
29 Matthew A. Henson Elementary E 37 394 9% x
164 Arundel Elementary/Middle K8 24 286 8% x
343 Civitas Middle/High S 22 263 8% x
421 National Academy Foundation S 31 382 8% x
341 The Reach Middle/High S 19 288 7% x
NOT PBIS
School
Schools 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.
Finally, please project the number of schools that will require New Team PBIS Training in the summer of 2011, based on this regulation.
According to this truancy mandate, three schools school (William S. Baer, Matthew A. Henson, and Callaway) will be required to implement PBIS for the
2011-2012 school year.
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
there Technical Assistance needs to ensure fidelity of implementation?
Attendance:
1. Connecting student attendance to achievement and academic outcomes
2. Making attendance data accessible to Principals and school staff including the five measures of chronic absences, habitual truancy, high attendees,
average daily attendance, and suspensions
3. Investigating reasons for high rates of school absence as well as identifying policies and resources necessary to increase the number of students who
attend school through the work of Student Attendance Work Group (SAWG)
4. Studying local and national best practices and trends of urban school districts similar to City Schools
5. Targeting efforts on identification of students with chronic absences and those in transition grades (students transitioning from elementary to middle
grades and middle to high school grades)
6. Increasing early and consistent communication to parents through Global Connect automated system, sending letters regarding the number of student
absences, scheduling conferences to discuss strategies and interventions, and increasing the numbers of visits to student homes
7. Changing focus from monitoring only truant students to monitoring students with chronic absences as a means to increase student achievement
8. Utilizing the Student Support and IEP teams to provide interventions, strategies and community resources
9. Training teachers on effective engagement strategies and early academic intervention
10. Increasing partnerships with faith based organizations, local businesses, community groups and organizations
11. Developing incentives programs in every school on a monthly, quarterly, and semester basis to promote academic success and regular
school attendance
12. Utilization of joint Attendance and Safety STAT process
13. Parent Attendance Meetings to assist parents with central and community resources and strategies
Schools that are Safe, Drug Free, and Conducive to Learning Page 194

Dropouts:
1. School and District Level
o Attendance by period at the secondary level
o Attendance Strategies at the school level including utilization of Global Connect for phone calls, DSS network staff visiting student homes,
and improved processes for early identification
o Monthly spot audit of withdrawal data to ensure that schools are in compliance with protocol of student/parent meeting, phone call,
registered mail, and home visit documentation.
o Utilization of joint Attendance and Safety STAT process.
o Referral of students to Student Support Teams (SST) due to chronic absences.
o Referrals to State’s Attorney office for parents of chronically truant students under 16
o Monthly spot audit of withdrawal and drop-out data to ensure that schools are in compliance with protocol of student/parent meeting,
phone call, registered mail, and home visit documentation
Schools that are Safe, Drug Free, and Conducive to Learning Page 195

I.E
Addressing Specific Student Groups

Career and Technology Education
Career and Technology Education
1. Describe the school system’s progress on the implementation and expansion of CTE Programs of Study within Career Clusters and the strategies
for increasing CTE enrollees to become completers. Data points should include the number of enrollees, the number of concentrators and
completers.
a. Curriculum/Program
Recommendations were made by the local advisory committee (LAC) to add programs that meet workforce needs in the Baltimore area. CTE programs
were added to create or expand offerings as follows: The Academy of Health Professions is being offered at Patterson High School, The REACH
Middle/High School and Mergenthaler Vocational Technical High School; Careers in Cosmetology was expanded at Carver Vocational- Technical High
School; the Construction Trades pathway was expanded at Carver to include HVAC (Heating, Ventilation and Air Conditioning) and added at the REACH
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
KASA. Transportation Technology cluster programs were upgraded: Automotive Technician and Autobody Collision Technician programs were approved
by MSDE. Students sit for the NATEF (National Automotive Tech Education Foundation) or the Automotive Youth Educational Systems (AYES) end-ofcourse
exam to earn certification. Teachers for these pathways are required to have passed either exam and maintain current industry certification.
CTE partnered with several organizations and businesses to increase opportunities to engage students in work-based learning. A variety of systemic
experiences were developed to increase the number of opportunities available for students to work. The After School Supper Program is a special work
experience project for students in the Food and Beverage ProStart Management career Pathway. The After School Meal Program provides nutritious
meals for students throughout Baltimore City who participate in after school enrichment activities. Students in four CTE centers each prepared 400 meals
per week that were delivered to after school meal program sites. In addition to earning a wage, students accumulated hours toward the required hours
for ProStart certification. City Schools’ PrintEd program partners provided internships for 12 senior students in the program. To address the need to
increase the number of work experiences for students in the construction careers pathway programs partnerships with local apprenticeship programs,
unions and construction companies are being developed. Six students, recent graduates and rising seniors in the Construction Trades pathway programs,
were hired to work for a construction contractor on a City Schools project this summer. In partnership with the Coppin Academy for Pre-nursing Success
(CAPS), students in the Allied Health Career Pathway programs are benefitting from two summer initiatives: (1) a two week Summer Academy program at
Coppin State University which engages students in math, reading and cultural enrichment activities that prepares them for entrance into the Nursing
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
cohort of BACH Fellows visited CCBC Essex during the spring semester to receive information about the Allied Health programs and getting prepared for
post-secondary programs and tour the campus. The 2010 BACH Fellows Summer internship program will begin June 28, 2010 through August 6, 2010 for
six weeks. Sixty students are registered to participate in paid summer jobs at area hospitals. In addition to acquiring work experiences in a hospital
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environment, students will receive health career information and mentoring from health care professionals. The Baltimore Alliance for Careers in Health
Care (BACH) organization received the MSDE 2010 Award for Excellence in recognition of their partnership with Baltimore City Schools.
Some members of the LAC provided experiences for students at their place of business. Maryland Office of Employment Development (MOED) continues
to provide summer work experiences and training opportunities for CTE students. Students were involved in school based activities to prepare for
placement in work experiences. Business partners conducted informational sessions to discuss expectations of the workplace, career information and to
conduct mock interviews. Several schools sponsored industry field trips and developed job shadowing experiences for students to acquire exposure to
work place environments. The partnership continues with Humanim, Inc., to assist developmentally disabled youth to participate in a supported workbased
learning experience and ultimately support them in transitioning to post-secondary training or obtaining employment. Humanim staff held
interviews for students to participate in the Start on Success (SOS) program on March 9, 2010. Fifty students began internships at University of Maryland
Medical Center and Johns Hopkins Hospital in April 2010. Humanim has begun developing employment opportunities for the SOS students to be placed
permanently.
The Tech Prep specialist will continue to establish and renew relationships with local postsecondary institutions. Currently, there are articulation
agreements (8) in place with the Baltimore City Community College (BCCC), (13) with the Community College of Baltimore County (CCBC) and (1) with
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
continue to increase the number of students who enter post secondary education, employment, or military within two quarters of graduation.
Challenges
Although Perkins funding may be used to upgrade programs and to implement new programs, it cannot be used to maintain existing programs. It is
an on-going task to develop partnerships and search for additional funding sources to support and expand programs.
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
June 17, 2010. Members in attendance discussed the current state and future direction of LTW and CTE in City Schools. Staff presented data and
information and, received feedback from industry partners that will be reviewed and considered for improving CTE programs. The meeting at the
beginning of the ensuing school year is scheduled for Thursday, October 28, 2010.
Attracting and retaining qualified industry people’ willing to teach pathway courses continues to be of great concern. Qualified applicants are
required to have viable work experience in the industry as well as industry certification; and, must meet state teaching certification requirements
within time of being hired. In collaboration with City Schools’ Human Resources Office, LTW continues efforts in recruiting and seeking qualified
industry professionals to teach CTE courses. Job descriptions for CTE teachers in each career pathway were loaded on the City Schools website to
provide information about qualifications and opportunities for CTE positions.
Students who are engaged in interventions that assist them with being successful on the high school assessments are often not able to begin the
sequence of CTE courses in the 10 th grade. LTW continues with exploring ways to expand course offerings to provide opportunities for more students
to participate in CTE. A consideration is to schedule additional classes during hours outside of the regular school day. Likewise, sessions may be
scheduled to offer assistance to students who need additional time to prepare for state exams, licenses, and to receive the required hours for
certification.
Career and Technology Education
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. Professional Development
As of June 30, 2010, one grant position funded through Perkins ended. For the 2010 SY, the Office of Learning to Work will have one Educational Specialist. The
specialist will continue to provide technical assistance to teachers and schools through visitations, observations, and professional development training with a
special focus on industry-related professional development and support. Additionally, the specialist will continue to monitor the implementation of strategies
from the various training sessions and systemic professional development. In this year’s Perkins Plan, City Schools has requested two new positions for Career
and College Readiness Specialists.
During the 2009-2010 school year, Educational Specialists provided guidance and additional support with those strategies and initiatives that enhanced
professional development and new initiatives. CTE teachers received professional development addressing the Learning Environment, Planning and
Preparation, Instructional Strategies, Differentiated Instruction, Critical and Creative Thinking, Incorporation of Literacy and Numeracy in Daily Instruction and
Rigor in CTE Classroom.
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
provided with professional development opportunities in literacy that support diverse learners. These students are provided with high school graduation
requirements and job placement information.
LTW-CTE understands the unique challenges faced by many of our newest teachers due to the fact that many are coming to “City Schools” from industry. In an
effort to diversify and enhance CTE professional development, The Office of Learning to Work encouraged our newest CTE teachers to participate in “City
Schools”: New Teachers Institute. This initiative helped new CTE teachers develop the basic skills needed to become successful teachers by providing summer as
well as on-going training throughout the academic year.
Additionally, LTW-CTE collaborated with The Office of School Support Networks. This office houses “Academic Liaisons” which are charged to go to the school
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
instructional and operational needs of all schools which of course includes all CTE programs.
With assistance from principals, LTW-CTE staff will recommend seasoned CTE teachers to not only facilitate summer professional development but all serve as
teacher mentors throughout the academic year.
Our Educational Specialist will continue to work with the Office of Teaching and Learning to ensure that new teachers are provided with professional
development to enhance their skills and improve instructional outcomes.
LTW will continue to collaborate with the Southern Regional Education Board/High Schools That Work (SREB/HSTW) for professional development. Currently,
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 City Schools to provide
technical support, professional development, and coaching. The coaches reported significant gains in teachers using new strategies. Discussions with
Career and Technology Education
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SREB/HSTW revealed that providing dedicated coaches and a grant-funded HSTW literacy coach made the difference in implementation. In SY 2009-2010,
coaches supported staff development by providing additional instructional strategies to increase the level of rigor and expectation in student performance,
developing formal assessments to assess students’ mastery of literacy skills embedded in CTE assignments; and, assisting school leadership teams with planning
and using data to increase student achievement.
Career and Technology Education
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2010 Summer Trainings include:
• Interactive Media Production: Four teachers attended sessions at University of Baltimore
• Food and Beverage ProStart: The Maryland Restaurant Association provides on-going support and assistance with curriculum and professional
development for teachers. Three teachers attended sessions the Maryland Restaurant Association.
• Project Lead the Way (PLTW): Pre-engineering professional development summer sessions. Twelve teachers attended the certification course at the
University of Maryland.
• Project Lead the Way (PLTW): Gateway to Technology professional development summer sessions. Six teachers attended the certification course at the
University of Maryland
• Project Lead the Way- Biomedical: Two teachers participated in summer course to earn certification to teach biomedical pathway courses both
foundation and advanced courses in the sequence. Stevenson University provided the training.
• CISCO: Fourteen teachers received training to teach this pathway and to prepare students to sit for and pass end of course industry assessments at
Towson University Veteran CISCO pathway teachers were provided with on-going support and professional development with industry partners during
the school year.
• Teacher Academy of Maryland: Three new teachers earned certification to teach the courses, and two veteran teachers received updated curricular
instruction and program support at the training at Towson University.
• Graphic Communication Print ED. Three teachers attended the industry training in Harford County.
• Virtual Resume. Eight teachers attended the three day industry training to learn how to prepare students to create electronic resumes and send them in
the correct formatting so that students are prepared for their job searches. Carver Vocational Technical High School hosted the training.
• Automotive. One teacher attended an advanced training course at the Community College of Baltimore County.
• Career Research and Development. Five teachers attended training new teacher training sponsored by the Maryland State Department of Education in
Owings Mills Maryland.
• Avid Summer Institute. Eight teachers attended training in Chicago, Illinois to learn more about preparing students to enroll in a college preparatory
AVID course where students will receive the academic and motivational support to succeed.
• BACH. Six teachers supervised and mentored the Baltimore Alliance for Careers in Healthcare (BACH) students who participated in allied health work
based learning experiences at six local hospitals.
• Curriculum for Agricultural Science Education (CASE) is a program that is designed and written by agriculture educators for agriculture educators. One
teacher attended CASE training at Barton Community College in Great Bend, Kansas to prepare to implement the agriculture program in 2010-2011. The
training will help the teacher to elevate the rigor and relevance of agriculture education courses as new students enroll in the program.
• National Association of Agricultural Educators (NAAE) Summer Conference and Maryland Agricultural Educators’ Technical Update in Rockville,
Maryland. Teachers received updates on Greenhouse management and animal and plant science.
Career and Technology Education
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c. Assessments
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
establish benchmarks against which progress is evaluated. As noted below, there are areas where CTE has made great strides and others where progress is
needed.
1S1-Academic Attainment
This outcome measures the number of CTE concentrators meeting standards on HSA English II
In school year 2009-2010, City Schools exceeded their local target in Academic Attainment - HSA English II by 32.91 percentage points. City schools average was
77.58 percent and the local target was 44.67 percent. Additionally, City Schools increased its performance percentage from 38.84 to 77.58, an increase of 38.74
percentage points.
1S2-Academic Attainment
This outcome measures the number of CTE concentrators meeting standards on HSA Algebra.
In school year 2009-2010, City Schools exceeded their local target in Academic Attainment - HSA Algebra by 51.50 percentage points. City schools average was
77.62 percent and the local target was 26.12 percent. Additionally, City Schools increased its performance percentage from 22.71 to 77.62, an increase of 54.91
percentage points.
1S3-Dual Completion
This outcome measures the number of CTE completers who meet the State of Maryland requirements.
City Schools has a track record of performing higher than the statewide average on the percentage of CTE Completers who meet USM requirements. In the
2009-2010 school year, City Schools exceeded the statewide average in this outcome measure by 22.48 percentage points. City Schools average was 70.80
percent and the statewide average was 48.32 percent. City Schools slightly decreased its performance percentage from 73.10 percent to 70.80 percent, a
decrease of 2.30 percentage points
Challenges
Although Baltimore City has made progress on several objectives, there were a few outcome measures for which established benchmarks were not met.
2S1- Technical Skill Attainment
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This outcome measures the number of CTE concentrators who met industry standards and receive a certification.
In school year 2009-2010, City Schools did not meet their local target for Technical Skill Attainment by 14.60 percentage points. City Schools percentage
performance was 12.10 percent and the local target was 26.70 percent. This is a new outcome measure and the percentage performance for City Schools is
expected to increase.
3S1- Completion/High School Diploma or Certificate
This outcome measures the number of CTE concentrators who receive a Maryland High School diploma or certificate.
In school year 2009-2010, City Schools did not meet their local target for High School Completion by 4.38 percentage points. City Schools percentage
performance was 90.63 percent and the local target was 95.01 percent. City Schools decreased its performance percentage from 93.60 to 90.63, a decrease of
2.97 percentage points.
4S1- Graduation Rate
This outcome measures the number of CTE concentrators who were defined as Graduates based on ESEA standards.
In school year 2009-2010, City Schools did not meet their local target for Graduation Rate by 2.25 percentage points. City Schools percentage performance was
96.92 percent and the local target was 99.17 percent. City Schools decreased its performance percentage from 98.68 to 96.92, a decrease of 1.76 percentage
points.
5S1- Placement
This outcome measures the number of CTE completers who enter post secondary education, employment, or the military, two quarters after graduation.
In School Year 2009-2010, City Schools did not meet their local target for Placement by 2.93 percentage points. City Schools average was 75.51 percent and the
local target was 78.44 percent. Also, City Schools decreased its performance percentage from 77.67 to 75.51, a decrease of 2.16 percentage points.
Career and Technology Education
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6S1- Non-Traditional Participation
This outcome measures the number of underrepresented students enrolled in non-traditional CTE programs.
In school year 2009-2010, City Schools did not meet their local target for Non-Traditional Participation by 1.97 percentage points. City Schools performance
percentage was 26.43 percent and the local target was 28.40 percent. City Schools decreased its performance percentage from 27.71 to 26.43, a decrease of
1.28 percentage points.
6S2- Non-Traditional Completion
This outcome measures the number of underrepresented students completing the non-traditional CTE programs.
In school year 2009-2010, City Schools did not meet their local target for Non-Traditional Completion by 1.02 percentage points. City Schools performance
percentage was 28.30 percent and the local target was 29.32 percent. Additionally, City Schools increased its performance percentage from 25.82 to 28.30, an
increase of 2.48 percentage points.
d. Interventions
Saturday, March 13, 2010 the CTE office partnered with the Community College of Baltimore County- Essex (CCBC), Coppin State University Helene Fuld
School of Nursing, ABC 2 and Radio One for a third Health Careers fair that was held at Security Square Mall in Baltimore County. Middle and high school
students received career-related information, as well as information about secondary and postsecondary health careers programs. There were
approximately 800 participants, 500 students attending this event.
A part of the process of organizing the Office of Learning to Work in SY 2009-2010 involved conducting a review of all CTE pathway programs offered in the
district. To develop consistency in data collection and to incorporate the expansion of CTE program offerings, City Schools adopted the MSDE clusters to create
a total of ten clusters. Status updates are noted in the chart below. Unless otherwise noted, all program offerings indicated are fully implemented.
Career and Technology Education
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Pathway MSDE Approved Program MSDE Approved Program Offerings
I. Arts, Media and Communication Cluster
1. Interactive Media Production Internet and Multimedia Technology Pathway implemented at Edmondson-Westside,
Frederick Douglass, Digital Harbor, and
Northwestern High Schools.
STATUS: Foundation courses fully implemented
in all schools. Curriculum under development for
the gaming and simulation advanced courses.
2. Printing Printing Technologies Implementing at Patterson, Carver,
Mergenthaler (Print-Ed Certified), Edmondson-
Westside.
STATUS:
Patterson achieved National Print Ed
Certification for Advertising and Design.
II. Business, Management and Finance Cluster
1. Business Management Business Management Implementing at Patterson, Mergenthaler,
2. Finance and Accounting Finance and Accounting
Heritage, Edmondson-Westside, Institute for
Business and Entrepreneurship, Carver and
Reginald F. Lewis.
Implementing at National Academy Foundation,
Patterson, Mergenthaler, Heritage, Edmondson-
Westside, Institute for Business and
Entrepreneurship, and Carver.
3. Marketing Marketing Implementing at Patterson, Mergenthaler,
Entrepreneurship and Carver.
4. Business Administrative
Services
Career and Technology Education
Administrative Services Implementing at Patterson, Mergenthaler,
Heritage, Frederick Douglass, Edmondson-
Westside, Entrepreneurship, Carver and Digital.
5. Financial Services Finance Academy (NAF) Implementing at NAF High School and Patterson.
III. Consumer Services, Hospitality and Tourism Cluster
1. Sales: Customer Service Careers in Cosmetology Implementing at Edmondson/Westside; Carver,
and Mergenthaler.
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Pathway MSDE Approved Program MSDE Approved Program Offerings
1. Food and Beverage Food and Beverage Mgt in ProStart Implementation at Edmondson-Westside,
2. Lodging Management Hotel Management
Mergenthaler, Forest Park, Carver and the
National Academy Foundation High School.
New Program being developed
STATUS: Under development for NAF
3. Attractions and
Recreation
1. Law Enforcement and
Emergency Services
2. Education and Training
Services
Career and Technology Education
Hospitality and Tourism A related course, Hospitality and Recreation
Marketing, is in place at the NAF High School.
IV. Human Resource Services Cluster
Protective and Emergency Services Law and Leadership is being offered at Doris M.
Johnson, Mergenthaler, Northwestern,
Maryland Academy for Teacher Education
Patterson, Reginald F. Lewis and the National
Academy Foundation high schools.
Implementing at Western, Southside Academy,
Patterson High School, Heritage and KASA high
schools.
V. Health and Biosciences Cluster
1. Therapeutic Services Academy of Health Professions (AOHP) Full implementation at Patterson and REACH 2009-
2. Diagnostic Services
2010.
3. Informatics
STATUS: Also adding Mergenthaler and Vivien T.
Thomas high schools pending MSDE approval.
Biomedical Sciences Implementing at Dunbar and the Friendship Academy
of Science and Technology High School.
Biotechnology Implementing at Dunbar, Vivien T. Thomas and
MATHS.
VI. Information Technology Cluster
1. Software
Engineering/Development
Academy of Information Technology Implementing at NAF High School.
STATUS: Being developed.
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2. Software Operations Database Academy (Oracle) Implementing at Digital Harbor.
3. Hardware Development IT Networking Academy (CISCO) Implementing at Carver, Digital Harbor, Edmondson-
Westside, Mergenthaler, and Northwestern.
Career and Technology Education
VII. Manufacturing, Engineering, and Technology Cluster
1. Product Engineering Project Lead The Way In place at Patterson, Mergenthaler, and Friendship
School of Science and Technology.
VIII. Construction and Development Cluster
1. Construction Construction Maintenance (NCCER
Certifications)
IX. Transportation Technologies Cluster
Implementing at Carver, Edmonson-Westside,
Mergenthaler and the REACH school.
1. Transportation Operations Automotive Technology (NATEF) Implementing at Edmondson-Westside and
Mergenthaler.
Collision Repair and Refinishing (NATEF) Implementing at Mergenthaler
X. Environmental, Agricultural, and Natural Resources Systems Cluster
(The pathway programs for the Environmental, Agricultural, and Natural Resources Systems cluster are being developed for implementation)
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
industry recognized certifications. In an effort to increase CTE industry work experiences for students enrolled in our programs, the office convened an
exploratory panel of key stakeholders. The key stakeholders included school administrators, key industry leaders as well as local and state government
personnel that had an interest in serving our target populations. The panel brainstormed and discussed viable options for expanding CTE programs and
implementing the Learning to Work Initiative (LTWI). LTWI is an in-depth job readiness and career exploration program for middle and high school students
designed to provide a work experience for all “City School” students.
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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
options. This program promises to expand CTE program options for students by establishing after school access to CTE courses to interested students.
This initiative will provide:
1. CTE program options for industry certification;
2. Academic and student support;
3. Career and educational exploration;
4. Work preparation, job readiness development;
5. And subsidized work experiences.
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
money or other in-kind contributions.
Career and Technology Education
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Addressing Specific Student Groups
Early Learning
A. Based on the examination of 2009-2010 MMSR Kindergarten Assessment Data (Tables 8.1 and 8.2):
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
either not ready or approaching readiness as determined by the Maryland Model for School Readiness Kindergarten Assessment. Please include a
discussion of the corresponding resource allocations and include timelines for use of allocations where appropriate.
Baltimore City Public Schools (City Schools) readiness data reveal that 64 percent of the children entering kindergarten (4,977) were fully ready for school
in SY 2009-2010, up by 36 percentage points since 2001-2002. 33% (1,643 children) were approaching readiness in all seven areas of learning, and 3%
(150) were developing, indicating that they needed considerable support to do kindergarten work. 53% of kindergarteners were fully ready for school in
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-
2002, and 39% of kindergartners were fully ready for school in science, the lowest percentage rate for all learning domains.
City Schools has identified several key initiatives to increase the amount of students entering kindergarten fully ready for school and to support students
who are entering kindergarten less than fully ready in the 2010-2011 school year:
Baltimore City Public Schools pre-kindergarten classroom conversion and movement.
Pre-kindergarten and kindergarten Curriculum Development.
Professional development on the Maryland Model for School Readiness.
Professional development consistent with the Office of the Chief Academic Officer’s (CAO) academic goals of academic rigor, student
engagement, and interventions/supports.
The creation of a pre-kindergarten and kindergarten behavioral response framework that supports classroom management and
social/emotional development.
Pre-kindergarten and kindergarten field trip initiative.
Pre-kindergarten and Kindergarten Teacher Literacy Academy.
Rising Kindergarten summer school.
Improvement of the pre-kindergarten and kindergarten registration and eligibility procedures.
Upgrade of the Early Learning Office website.
Development of “lab classrooms.”
Pre-kindergarten classroom conversion and movement
In SY 2009-2010, Baltimore City Public Schools offered full- and half-day pre-kindergarten programs in 111 elementary schools and early learning centers.
However, not all available seats were filled by the end of the year, as some schools continued to operate with vacancies within their classrooms
throughout the entire year. An analysis of the registration data showed that certain areas of the city were experiencing a higher demand for pre-
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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
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
has moved five classrooms from schools with vacancies in SY 2009-2010 to schools with waiting lists during SY 2009-2010. The ELO plans to continue to
monitor pre-kindergarten enrollment over the summer and will move additional classes if some schools continue to have low enrollment numbers. The
ELO has also converted 10 half-day classes that did not fill all of their seats in SY 2009-2010 to full-day classes that will better meet the needs of the
parents in the school communities. The ELO predicts that the pre-kindergarten classroom conversion and movement initiative will increase kindergarten
readiness by allowing Baltimore City to better serve all eligible 4 year-olds through the Baltimore City Public School pre-kindergarten programs. This
initiative will ensure that more children receive placements in City Schools pre-kindergarten classrooms by eliminating waiting lists at high-demand
schools.
Pre-kindergarten and kindergarten curriculum development
As stated previously, 53% of kindergarteners were fully ready for school in Language and Literacy, up from 21% in 2001-2002. 57% of kindergarteners
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
2001-2002. This summer, the ELO has begun a comprehensive revision of pre-kindergarten and kindergarten curriculum in all learning domains. The ELO
is working with the Children’s Literacy Initiative (CLI), curriculum specialist Dr. Barbara Wasik from Johns Hopkins University, as well as a group of
outstanding Baltimore City pre-kindergarten and kindergarten teachers to design theme-based pre-kindergarten and kindergarten curricula in the four
academic areas of science, language arts, mathematics, and social studies. In response to the CAO’s three initiatives of academic rigor, student
engagement, and intervention/supports, the curricula will promote higher level thinking skills, be aligned with the new Common Core standards, and help
to build the foundational skills that are necessary for later academic success.
Professional development on the Maryland Model for School Readiness (MMSR).
Professional development on the MMSR will be provided to all pre-kindergarten and kindergarten teachers who are new to the state of Maryland, all
second and third year pre-kindergarten and kindergarten teachers, and all teachers who are transferring to the pre-kindergarten and kindergarten grades.
MMSR training will focus on instruction that supports the seven MMSR domains of learning.
Professional development consistent with the Office of the Chief Academic Officer’s (CAO) academic goals
The ELO is offering a series of August professional development sessions for pre-kindergarten and kindergarten teachers and paras that focus on a variety
of foundational and higher level skills. Topics for professional development include building oral language, learning centers that are linked to instruction,
and multicultural awareness. These high-quality PD sessions will help pre-kindergarten and kindergarten teachers and paras start the school year with
content-rich ideas for supporting their students’ learning.
Pre-kindergarten and Kindergarten Bright from the Start field trip initiative
Recognizing the importance of prior knowledge to learning literacy skills, the ELO is undertaking a new initiative to expose pre-kindergarten and
kindergarten students to the rich cultural resources of Baltimore City by sending them on field trips to arts and cultural institutions throughout the city.
Since transportation is often a barrier to students going on field trips, the ELO is currently working in partnership with organizations throughout Baltimore
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
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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
of the developmentally appropriate programming they provide for pre-kindergarten- and kindergarten-aged students, as well as ideas for building
background knowledge prior to the field trip and follow-up activities to extend the learning experience within the classroom. This field trip resource
document will be posted on the Teacher Support System (TSS) internal website to be easily accessible to teachers. Parents will be encouraged to attend
the field trips so that they can partake in their child’s learning experience.
Pre-kindergarten/kindergarten behavioral response framework
The ELO is convening a group of seasoned pre-kindergarten and kindergarten teachers to develop a behavioral response framework and set of protocols
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
expressed needs of pre-kindergarten and kindergarten teachers for additional support and guidance on how to respond to persistently challenging
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
small group, including these teachers, to create new behavioral response protocols.
Rising Kindergarten Summer School
Baltimore City Public Schools is currently offering summer school to students who completed pre-kindergarten and will be entering kindergarten in the fall.
This July, rising kindergarteners are participating in summer school classes at targeted schools. Teachers are expected to extend literacy and math skills
beyond the curriculum from the regular school year. To monitor the academic progress made by students attending summer school, the ELO developed
pre- and post-assessments in literacy and math for teachers to administer to students at the beginning and close of the summer school session.
Achievement data collected will be analyzed to determine the effectiveness of summer school programming.
Pre-kindergarten and Kindergarten Teacher Literacy Academy
The ELO contracted with instructors from Jemicy School to offer a six-part literacy academy that focused on enhancing phonological awareness for prekindergarten
and kindergarten students. The Academy was held on six consecutive Monday evenings at Jemicy School, in which 156 teachers and paras
received training on a variety of instructional techniques and tools that are key to creating a foundation for later reading success. Based on the
overwhelming demand for the training, the ELO is offering a second opportunity for teachers and paras to attend the Literacy Academy over the summer
and will offer the series again in the fall with the goal of having all pre-kindergarten and kindergarten teachers and paras in Baltimore City participate in
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
and to provide technical assistance to enhance instruction in phonological awareness.
Improvement of the pre-kindergarten and kindergarten registration and eligibility procedures
The ELO has designed and implemented new registration and eligibility procedures for pre-kindergarten and kindergarten registration that have
streamlined the registration process and allow for more expedient registration with fewer hurdles for parents and schools. In the past, City Schools has
used six priority categories for pre-kindergarten registration, which have now been simplified into three categories to allow for further ease of registration.
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
with COMAR and best supports pre-kindergarten and kindergarten students. The ELO has opened the window for early admission to pre-kindergarten by
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
assessment requirement for pre-kindergarten early admissions and replaced it with a checklist that parents can use to demonstrate their child’s
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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
foundation before entering kindergarten.
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
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
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
eligibility for early admission. Applications sent from schools are reviewed by the new Early Admissions Team, a team consisting of exemplary prekindergarten
and kindergarten teachers who are trained to perform an early admissions assessment the covers all learning domains. The ELO has also
changed the test used to assess early admission eligibility from a screener assessment to an assessment that focuses on achievement. This change helps
to ensure rigorous standards for entering into kindergarten early so that only truly exceptional students enter kindergarten before their same-aged peers.
Upgrade of the Early Learning Office website
In order to become more accessible to parents, the ELO has redesigned its website to include information about all registration and eligibility procedures
for pre-kindergarten and kindergarten written in parent-friendly language. In addition, the website contains links to the COMAR regulations that support
our policies, all forms necessary for registering or applying for early admissions for pre-kindergarten an kindergarten, and parent resource pages for
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
learning at home. The website also contains information about what children learn in pre-kindergarten and kindergarten so that parents can understand
the academic foundation their children receive in the early grades. To help support the large English Language Learner population in Baltimore City, the
ELO website provides all forms translated into Spanish, including a list of the documents and materials that are required for school registration.
Development of “Lab Classrooms”
The ELO is developing lab school opportunities by identifying pre-kindergarten and kindergarten teachers who are exemplary in their field and designating
them as master teachers who will function as resources for other teachers. Master teacher classrooms will give other teachers the opportunity to observe
best practices first hand through classroom visits. In addition, master teachers will lead high-quality professional development sessions that will help
further the instructional ability of all pre-kindergarten and kindergarten teachers and paras. The lab classroom initiative will further the goal of academic
excellence within Baltimore City by building teacher capacity in the early grades.
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
Programs) to ensure that children are entering school ready to learn?
Baltimore City Head Start
City Schools/Baltimore City Head Start Memorandum of Understanding. A Memorandum of Understanding (MOU) between the agencies outlines three
major goals: (1) curricular consistency, (2) effective transition, and (3) coordinated space planning to maximize citywide access to preschool programs for
three- and four-year-old children. There was a need for Baltimore City Public Schools and the Baltimore City Head Start to enter a formal agreement after
many years of collaborating informally. City Schools partners with Head Start to provide 14 collaboration sites that allow Baltimore City to serve an
additional 280 children. In addition, the Early Learning Director, Charlene Iannone-Campbell, will be serving on the Baltimore City Head Start Board,
constituting the first time that a City Schools employee will serve on the Board.
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The Former Baltimore Leadership in Action Program (B-LAP) Initiatives
The Baltimore City Public Schools continues to work collaboratively with the B-LAP partners to help foster more young children entering school ready to
learn. B-Lap’s funding ended spring 2009, however the committee work continues with collaborative partner organizations to ensure that children in
Baltimore enter school ready to learn. Countdown to K. Countdown to Kindergarten will continue to provide information to parents, early childhood
programs, churches, schools and community organizations on what can be done to improve children’s school readiness.
Sandi’s Learning Center Even Start Program
Even Start Family Literacy Programs are school-community partnerships that help break the cycle of poverty and illiteracy by integrating early childhood
education, adult literacy or adult basic education, and parenting education into a unified family literacy program. Even Start is implemented nationally
through cooperative projects that build on high-quality existing community resources, creating a new range of services for children, families and adults.
Programs help children and families achieve the academic standards set forth by the states and use instructional programs that are based on scientifically-
based reading research. These include the following goals:
Enrich language development, extend learning, and support high levels of educational success for children, birth to age seven, and their parents.
Provide literacy services of sufficient hours and duration to make sustainable changes in a family.
Provide integrated instructional services for families, where children and their parents learn together to develop habits of life-long learning.
Support families committed to education and to economic independence.
Early Learning Leadership Advisory Board
The ELO has developed an Advisory Board consisting of individuals from prominent community organizations involved with early childhood educational
issues to provide guidance and input on ELO initiatives. Advisory Board members include representatives from the Maryland Family Network, the Annie
E. Casey Foundation, Count-down to Kindergarten, and Ready At Five. The Advisory Board meets quarterly to discuss ELO initiatives and brief the Early
Learning Director on developments within the greater Baltimore community.
B. Based on the examination of the 2008-2009 Public Prekindergarten Enrollment Data (Table 8:3)
1. Please verify the accuracy of the Public Prekindergarten enrollment data for school year 2008-2009.
The Public Pre-kindergarten Enrollment Data, Table 8:3, is accurate.
2. Describe the policies and practices put in place to ensure the enrollment of all eligible children into the Public Prekindergarten Program as described in
COMAR 13A.6.02.
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City Schools has revised its pre-kindergarten registration policies to ensure that all eligible children are enrolled in public prekindergarten programs, in
compliance with COMAR 13A.6.02. These include:
Streamlining priority codes by moving from six priorities to three. This change was instituted in an effort to simplify the pre-kindergarten
registration process so that:
- Schools and parents more easily understand what priority code their children fall under and what the concomitant responsibilities are for
the school and the parents.
- There are fewer barriers to registration, as parents have fewer requirements for demonstrating the priority code that their children fall
under.
Revising the pre-kindergarten early admission procedures and requirements so that our policy is in compliance with state regulations and is more
inclusive toward academically needy children.
- City Schools opened the window for early admission to pre-kindergarten by extending the deadline for turning 4 to October 15 th . In
addition, City Schools eliminated the testing requirement for early admission and replaced it with a checklist that parents can use to
demonstrate academic need.
The development of new tools that will allow the ELO to track pre-kindergarten registration and assist parents and schools with finding placements
for eligible children.
- The ELO has created an online vacancy list that is connected to the City Schools Student Management System so that it counts the number
of pre-kindergarten registrations to date. Refreshed nightly, the vacancy list provides an updated count of the number of students
registered at each school. The vacancy list serves two important purposes:
� It allows registration to be monitored so that City Schools can target areas with vacancies for marketing efforts.
� It assists schools that are full with finding a school nearby with vacancies to send any additional parents who live in the zone.
- The ELO has also created a pre-kindergarten school locator that is available to the public on the City Schools website. This locator lists the
three closest schools with pre-kindergarten programs to all the elementary schools within Baltimore City. This tool can be used by parents
and secretaries who are trying to find an alternate placement when pre-kindergarten classes begin to fill up.
City Schools has moved pre-kindergarten registration and marketing from the ELO to the Office of Student Placement in recognition of the Office
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
for the 2010-2011 School Year.
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Gifted and Talented Programs
A. List the goals, objectives, and strategies for the Gifted and Talented Program student identification and services along with the progress made in 2009-
2010 toward meeting those goals, objectives, and strategies. Include supporting data as needed to document progress.
The Baltimore City Public Schools (City Schools) continues to make progress in meeting the needs of more gifted and talented students through a number of
challenging programs and services. The programs and services include Primary Talent Development (PTD), The School wide Enrichment Model, The Ingenuity
Project, Advanced Placement (AP), and the International Baccalaureate (IB) Programmes.
A. Primary Talent Development
Goal: Implementing Primary Talent Development as a part of the City Schools Systemic Gifted and Talented Education Program.
Primary Talent Development (PTD) is provided to all primary students (Pre-K - 2). It provides all primary (includes special education and ESOL) students with
opportunities to demonstrate potential and/or advanced learning capabilities. Teachers must complete two PTD Cumulative Behavioral REPI Scales each year to
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
students for the gifted program.
Professional Development
Four professional development sessions were held for primary teachers in Primary Talent Development in SY 2009-2010. The first training was held on
Wednesday, August 26, 2009, for all pre-kindergarten and kindergarten teachers. The second training was held on Saturday, September 26, 2009, for all first
grade, and second grade teachers. The third training was held on Thursday, January 28, 2010, for all primary teachers. The fourth training was held on Saturday,
March 20, 2010. On each of the four occasions, two types of trainings were provided. The first training was provided for teachers who had never been trained
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
Primary Talent Development Guide.
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
Elementary/Middle School #105. The Power Point presentations used for the trainings were posted on the Teacher Support System (TSS) for teachers to review.
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
for use in the program.
Curriculum/Program
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
demonstrating the importance of the implementation of the program.
Teachers were given a variety of resource materials which included Teaching Young Gifted Children in the Regular Classroom.
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Lessons related to each PTD lesson module were posted on the Teacher Support System, TSS for teachers’ use in implementing the lessons.
Assessment
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
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
Online Assessment Reporting System (OARS).
There are seven indicators for the Primary Talent Development Cumulative Behavioral REPI Scale. Teachers assess the level of progress for those indicators that
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
the fall assessment period to the spring assessment period was recorded for all assessed levels.
Pre-K students showed improved levels of development for the Perceptive and the Communicative behavioral indicators increasing those in the
independent levels by 16.8% and 17.2% respectively from the fall assessment period to the spring assessment period.
Kindergarten students showed improved levels of development for indicators for Perceptive (12.3% growth), Inquisitive (12.9% growth), Communicative
(12.4% growth), and Persistence (12.5% growth) behaviors.
First grade students showed improved levels of development for the indicators for Perceptive (6.8% growth), Creative (8.4% growth), Resourceful (8.5%
growth), and Persistence (7.8% growth) behaviors.
Second grade students showed improved levels of development for the indicators for Inquisitive (10.2% growth), Creative (8.6% growth), Resourceful
(7.9% growth), and Leadership (10.1% growth) behaviors.
Pre-Kindergarten
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
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
(recognizes basic patterns in the environment or applies an understanding of similarities and differences) for the Perceptive indicator.
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
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
provides additional information or expresses ideas simply but clearly).
Kindergarten
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
relationships to new situations), 36.9% are at the progressing level, and 32% are at the emergent or readiness levels for the Perceptive indicator.
The Inquisitive indicator results for kindergarten students seem to show that 24.1% are at the independent level (asks complex questions to initiate and
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
(asks questions on topics of interest or demonstrates curiosity and actively seeks new ideas).
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The Communicative indicator results for kindergarten students seem to show that 24.8% are at the independent level (transfers patterns and relationship to new
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
ideas simply but clearly and expands on ideas and provides additional information).
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
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
time and looks for more than one way to accomplish a task).
First Grade
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
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
emergent levels (recognizes basic patterns in the environment or applies an understanding of similarities and differences) for the Perceptive indicator.
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
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
levels (explores materials and ideas freely and expands on materials/ideas and adds details).
The Resourceful indicator results for first grade seem to show that 20.2% are at the independent level (experiments and improvises to solve problems
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
(recognizes and uses available materials to complete a task or adapts to new uses and situations).
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%
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
reasonable period of time or looks for more than one way to accomplish a task).
Second Grade
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
progressing levels and 37.1% are at the emergent or readiness levels for the Inquisitive indicator.
The Creative indicator results seem to show that 24.6% are at the independent level (synthesizes materials/ideas to create original uses and relationships),
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
(explores materials and ideas freely or expands on materials/ideas and adds details).
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
the progressing level (initiates adaptation and adjustments to be more effective), and 36.4% are at the readiness or emergent levels (recognizes and uses
available material to complete a task or adapts material to new uses and situations).
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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
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
(interacts effectively with group on assigned tasks or initiates ideas and listens to ideas and concerns of others).
School wide Enrichment Model
Goal: Implementing the School wide Enrichment Model as a part of the City Schools Systemic Gifted and Talented Education Programs and Services in order
to identify and provide gifted and talented students with appropriately challenging programs.
Curriculum/Program
For the 2010-2011 school year, City Schools will continue to use the School wide Enrichment Model (SEM) as its systemic model for gifted learners. This model
addresses the educational needs of all students ranging from struggling learners to advanced students. The School wide Enrichment Model is also designed to
promote diversity among fellow students, while promoting high levels of achievement, creative productivity, motivation, and respect for each student.
City School teachers and administrators attended professional development sessions on Saturdays throughout the school year. All program managers for the
first-year schools mentioned the value of professional development in helping them implement the SEM program. During these professional development
sessions, teachers were taught to incorporate a variety of differentiation strategies into their instructional practices. According to the reports from first-year
SEM schools (n=29) that submitted data, if the principal and program manager work well together, the first-year progress is substantial.
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
implementation in 29 elementary and middle schools designated as first-year SEM schools in 2009-2010 were examined. These schools did not participate in the
initial rollouts of the GATE systemic plan during SY2004 through SY2009. The primary purpose of the SY2009-2010 evaluation was to examine the steps taken
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
SEM schools included:
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,
SEM team, budget)
2. Did the “1 st Year” school faculty participate in professional development opportunities related to SEM program implementation?
3. Did the “1 st Year” school establish procedures for the identification of academically gifted and talented students?
4. Did the “1 st Year” school provide differentiated curriculum and instruction for identified gifted and talented students?
Invitations to participate in formal interviews were extended to the 29 first-year SEM program managers. Five of the program managers (17%) agreed to
participate. The formal interviews were conducted at the program managers’ schools and at their convenience. Individual sessions ranged in length from 40
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
were supplemented with field notes. Informal interviews with three additional first year SEM program managers were conducted at the GATE Culminating
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Activity held on May 22, 2010. The informal interviews were 10-15 minutes in duration and field notes of responses were taken. Anonymity of all informants
was assured. Those who participated in interviews represented 28% of all first-year SEM program managers.
Progress in implementation of SEM program elements is uneven among first-year schools. There are several program elements that are critical to the
implementation of the School wide Enrichment Model. These include identification of a program manager, the creation of an SEM school team, participation in
professional development to learn about gifted education, and designated school funds for program operation.
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
schools reported participation in professional SEM development sessions provided by the school district. Program managers reported that they regularly
communicated with their administrators about the SEM program (80%). SEM first-year schools have made moderate progress in the identification of gifted
students. Processes for identification of academically gifted and talented students in the first-year schools was informal (80%) and driven by the program
manager. The domains for identification were based largely on availability of advanced options already in place within the school—science units, reading
activities, math.
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
have improved in both identification of and services for children with high academic potential. The evaluation questions for the SY 2009-2010 for second to sixth
year SEM schools included:
1. Did the second to sixth year SEM school systematically identify academically gifted and talented students for the purpose of matching student learning
needs to programming options?
2. Did the second to sixth year SEM school systematically provide differentiated curricular and instructional opportunities designed to meet the specific
needs of identified gifted and talented students?
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
of gifted and regular students?
4. Did the second to sixth year SEM school maintain or make progress in providing appropriate education for academically gifted and talented students.
Overall progress for schools with pre-existing SEM programs (n=10)
Gifted and Talented Page 219

Table 1 - Responses for SEM Program Feature/Implementation (n=10)
Program Feature In Place Not in Place
Designated Program
Manager
90% 10%
Designated GATE budget 80% 20%
Professional Development
Attendance
80% 20%
Designated SEM Team 60% 40%
Regular program
communication with school
administration
90% 10%
Gifted and Talented Page 220

Table 2 - Responses for Identification of SEM “Talent Pool” Students (n=10)
Table 3 - Differentiation/ Enrichment Activities (n=10)
SEM Program Feature In Place Not in Place
Formal identification of
“Talent Pool”
Informal identification of G/T
students, others for
enrichment
70% 30%
30% 70%
Use of multiple criteria 60% 40%
Formal documentation
and/or record keeping
40% 60%
SEM Program Feature Yes No
Provided regular
differentiated instruction
90% 10%
Type 1 Enrichment 80% 20%
Type 2 Enrichment 90% 10%
Type 3 Enrichment 40% 60%
Overall
Advanced/Accelerated
Academic Classes for “Talent
Pool Students”
SEM Program Feature Range of “Yes”
Responses
Specific Special Classes,
Grouping for Advanced
Instruction
70% 30%
Range of “No”
Responses
20-60% 40-80%
Gifted and Talented Page 221

Table 4 - Impact on SEM General Student Learning (n=10)
Table 5 - Impact on SEM “Talent Pool” (n=4)
Area of Impact Positive impact
Academic Performance 100%
Behavior/Attitude 100%
Attendance/Participation 100%
Area of Impact Positive impact No, little impact
Academic Performance 80% 20%
Behavior/Attitude 80% 20%
Attendance/Participation 80% 20%
All schools indicated progress during SY 2009-2010 compared to previous years. One third (33.3%) reported moderate or mixed progress during SY 2009-2010
compared to previous years. One third (33.3%) reported good progress during SY 2009-2010 compared to previous years. One third (33.3%) reported great
progress during SY 2009-2010 compared to previous years.
Professional Development
A variety of informational meetings and professional development sessions were held for administrators and teachers who were implementing the School wide
Enrichment Model for the SY 2009-2010. These informational meetings and trainings are listed below:
Six School wide Enrichment Model sessions were held from September 2009 to March 2010. Administrators and teachers were provided with
information about how to implement the SEM at all grade levels, including specific training and awareness of Advanced Placement opportunities. A
variety of resource materials were distributed to participants.
Site-based SEM training provided by consultants and central office staff – From October 2009 to May 2010, staff of SEM schools were provided with
information regarding the implementation of the SEM.
The Maryland State Conference on Gifted and Talented Education – Central office staff as well as staff from SEM schools participated in the state
conference in October, 2009, entitled: I 3 Invention, Innovation, and Ingenuity.
NAGC (National Association for Gifted Children) – In November 2009, central office staff and staff members from several participating schools
attended the national conference in St. Louis, Missouri.
Gifted and Talented Page 222

Assessment
The chart represents the available data of students receiving gifted and talented services. This data was entered into the Student Management System (SMS) in
June of 2010. Based on reports from 170 schools, 5,070 students received gifted and talented services. Of the total students, 2,979 students were enrolled in
Elementary or Pre-k – 8 schools and 2,091 students were enrolled in middle or high schools.
Across all students who received gifted and talented services, the most common areas which students received gifted and talented services were MTLA-
Mathematics/Language Arts (n=1302), followed by MTRD-Mathematics/Reading (n=1000) and MTSC-Mathematic/Sciences (n=519). Table 2 displays the number
of students receiving gifted services across 19 areas of giftedness.
Table 2 - Number of students receiving gifted services across 19 areas of giftedness during the 2009-2010 school year (n=5,070).
AREA OF GIFTEDNESS TOTAL
LA-Language Arts 344
LASC-Language Arts/Science 94
LASS-Language Arts/Social Studies 130
LATE-Language Arts/Technology 7
LAVA-Language Arts/Visual/Performing Arts 99
MT-Mathematics 749
MTLA-Mathematics/ Language Arts 1302
MTRD-Mathematics/Reading 1000
MTSC-Mathematics/Science 519
MTSS-Mathematics/Social Studies 18
MTTE-Mathematics/Technology 13
MTVA-Mathematics/Visual/Performing Arts 42
RD-Reading 288
RDSC-Reading/Science 7
RDSS - Reading Social Studies 9
SC-Science 87
SS-Social Studies 21
TE-Technology 13
VA-Visual/Performing Arts 328
Total # of students 5,070
Gifted and Talented Page 223

B. The Ingenuity Project
Goal: Implementing the Ingenuity Program as a part of the City Schools Systemic Gifted and Talented Education Programs and Services in order to provide
gifted and talented students with appropriately challenging programs.
The Ingenuity Project continues to provide an advanced mathematics and science program to students who qualify for the rigorous program. The Ingenuity
Project, a non-profit organization, is a multi-year program designed to give selected Baltimore City students a rigorous and enriched program of studies.
Ingenuity has been a joint effort of the Baltimore City Public Schools, the Abell Foundation and Baltimore’s philanthropic community. Enrollment is citywide,
serving a diverse population, with programming for middle and high school students. Once admitted, assuming standards are met, students automatically
advance through the grades at the school level of admittance.
Gifted and Talented Page 224

PARTICIPANT RECRUITMENT AND SELECTION
Ingenuity will serve a projected 495 students in grades six through twelve in the 2010-2011 school year, an increase of 6% over last year. Ingenuity continues to
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.
Table 3 – Enrollment by School and Grade Level
School
Name
Baltimore
Polytechnic
Institute
Currently, 50% of the students are male and 50% female.
Grades
Served
2008-2009
# of
Regular
Education
Students
2008-2009 #
of Special
Education
Students
2009-2010
# of
Regular
Education
Students
Increase
in # of
Students
9-12 139 0 137 -2
Roland Park 6-8 181 2 182 + 1
Mt. Royal 6-8 81 3 88 +7
Hamilton 6-8 33 0 58 +25
Totals 434 5 521 +31
Ingenuity will continue to introduce strategies to prepare students for admission to the selective high school programs. The Ingenuity program will continue the
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
students meet the academic standards.
Gifted and Talented Page 225

Curriculum/Program
The Ingenuity Project uses an accelerated and enriched curriculum developed by master teachers, emphasizing applied learning in the areas of mathematics,
science, and research skills. The specific objectives are to:
Conduct classes in enhanced mathematics and science education in conjunction with basic skill building;
Design classrooms capable of supporting student research and participation in national competitions;
Develop comprehensive after school and summer enrichment programs for Ingenuity students;
Provide a learning environment capable of responding to the heterogeneous strengths of each class and individual; and
Develop relationships with mentors at universities, medical institutions and biotechnology research centers to provide students access to professional
networking relationships.
C. Advanced Placement (AP)
Goal: Implementing Advanced Placement (AP) as a part of the City Schools Systemic Gifted and Talented Education Programs and Services
Curriculum
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
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
strategies from the School wide Enrichment Model to accomplish this goal.
Gifted and Talented Page 226

Listed below are two tables. Table 4 reflects the number of Advanced Placement courses offered in the Baltimore City Public Schools from 2004-2005 through
2008-2009. Table 8 reflects the Advanced Placement courses and enrollment in 2009-2010.Table 4 -Number of Advanced Placement Courses Offered in the
Baltimore City Public Schools: 2004-2005 through 2009-2010
School Name Code 2004-05 2005-06 2006-07 2007-08 2008-09 2009-2010
Academy for College and
Career Exploration
Augusta Fells Savage
Institute of Visual Arts
Academy
427 2
430 1
Baltimore City College 480 8 5 7 5 10 7
Baltimore Polytechnic
Institute
Baltimore School for the
Arts
Carver Vocational-Technical
High School
ConneXions Community
Leadership Academy
403 10 12 14 15 14 16
415 4 2 2 2 1
454 3
325 1
Coppin Academy 432 2
Digital Harbor High School 416 3 4 7 6
Doris M. Johnson High 426 2
Dr .W.E.B Dubois High 418 1 1 2 4 5 6
Edmondson-Westside High 400 0 1 1 1 2 2
Forest Park High 406 0 0 1 2 0 3
Frederick Douglass High 450 0 0 0 2 5 7
Friendship Academy of
Science & Technology
Friendship Academy of
Engineering & Technology
338 1
339 1
Gifted and Talented Page 227

School Name Code 2004-05 2005-06 2006-07 2007-08 2008-09 2009-2010
Heritage High 425 3 6
Institute of Business &
Entrepreneurship
435 3
MD Acad. of Tech. & Health 331 1 1
Maritime Industries
Academy
431 3
Mergenthaler Voc. Tech. 410 1 2
New Era Academy 422 1 2 4 4
Northwestern High 401 3 5 3 3 3 5
Patterson High 405 7 7 7 8 8 8
Paul Laurence Dunbar High 414 4 4 6 5 6 7
Reginald F. Lewis High 419 1
Renaissance Academy High 433 1 4
Southside Academy 181 3 4 4 4
Baltimore Talent
Development High
Vivien T. Thomas Medical
Arts Academy
428 2 0 0
429 2
W.E.B. DuBois High 418 6
Western High 407 6 9 8 6 7 11
District Totals 47 48 52 65 83 122
The number of AP courses offered increased by 32 percent. There were 122 courses offered during the 2009-2010 school year compared to 83 offered during
the 2008-2009 school year.
Gifted and Talented Page 228

Table 5 – Current Advanced Placement Courses Offered and Enrollment (2009 – 2010)
School Name Code
Academy for College and
Career Exploration
Augusta Fells Savage
Institute of Visual Arts
Academy
Number
of Courses
Offered
427 2
430 1
Number
of
Students
Baltimore City College 480 7 285
Baltimore Polytechnic
Institute
Baltimore School for the
Arts
Carver Vocational-Technical
High
ConneXions Community
Leadership Academy
403 16
415 1
454 3
325 1
Gifted and Talented Page 229
31
40
410
Coppin Academy 432 2 33
Digital Harbor High 416 6 76
Doris M. Johnson High 426 2 40
Dr .W.E.B Dubois High 418 6 95
Edmondson-Westside High 400 2
Friendship Academy of
Science & Technology
Friendship Academy of
Engineering & Technology
338 1
339 1
Forest Park High 406 3 51
Frederick Douglass High 450 7 69
Heritage High 425 6 76
18
31
15
25
24
23

School Name Code
Institute of Business &
Entrepreneurship
Maritime Industries
Academy
Number
of Courses
Offered
435 3
431 3
Number
of
Students
MD Acad. of Tech. & Health 331 1 12
Mergenthaler Voc. Tech.
High
410 2
New Era Academy 422 4 53
Northwestern High 401 5 156
Patterson High 405 8 119
Paul Laurence Dunbar High 414 7 100
Reginald F. Lewis High 419 1 16
Renaissance Academy High 433 4 69
Southside Academy 181 4 48
Vivien T. Thomas Medical
Arts Academy
429 2
Western High 407 11 403
District Totals 122 2,487
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
percent. A total of 2,487 students participated in AP courses in the 2009-2010 school year. AP enrollment increased 57.1 percent from the previous 2008-
2009 school year.
Gifted and Talented Page 230
37
79
22
31

D. International Baccalaureate
Goal: Implementing the International Baccalaureate Program as a part of the City Schools Systemic Gifted and Talented Education Program.
Primary Years Programme (PYP)
Curriculum and Program
As an International Baccalaureate World School, Thomas Jefferson Elementary/Middle School #232 continues to implement the guidelines of the International
Baccalaureate Programme (IBO). All of the elementary students who attend Thomas Jefferson Elementary/Middle School #232 participate in the IBO
Programme.
Using the City Schools curriculum, Thomas Jefferson continues to implement the IBO framework to instruct students. Thomas Jefferson is utilizing the
technology program Rubicon by Atlas to ensure that the IBO units are aligned with the Voluntary State Curriculum (VSC).
Thomas Jefferson is currently preparing for its reauthorization visit in November by completing the self study for the International Baccalaureate Programme.
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
343.
Professional Development
Two teachers attended New Teacher Orientation at Thomas Jefferson. One teacher attended an IB sponsored Level III Early Childhood workshop in Baltimore,
Maryland. Three teachers attended an IB sponsored Level II Inquiry workshop in Baltimore, Maryland. One teacher attended an IB sponsored Level III Science
and Social Studies workshop in Baltimore, Maryland. The librarian attended an IB sponsored Level II Pedagogical Leadership workshop in Baltimore, Maryland.
Two teachers attended the IBMA Network Session in Paul Burbank, Virginia. Two teachers attended the IBMA Network Session in Washington, D. C. The IB
Coordinator attended the IBMA General Meeting at Anne Arundel Community College, the IBMA PYP Coordinators Round Table in Arlington, Virginia, the IBMA
Network Session in Burbank, Virginia, the IBMA Network Session in Washington, D.C., Solution Tree Professional Learning Communities at Work Summit in
Phoenix, Arizona, and the IBMA Coordinators Meeting in Fredericksburg, Virginia. The principal attended the IBMA Network Session in Paul Burbank, Virginia
and the Solution Tree Professional Learning Communities at Work Summit in Phoenix, Arizona. Five teachers attended a School Based Professional Development
– Planner & VSC Articulation.
Four staff members are scheduled to attend the National Conference on Differentiated Instruction in Las Vegas in July.
Gifted and Talented Page 231

Middle Years Programme (MYP)
The Middle Years Programme (MYP) continues to provide instruction for identified students from grades 6 through 10. For SY 2009-2010, 30 students were
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
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
program. Students who qualify may continue the Middle Years Programme in grades nine and ten at Baltimore City College High School #480. For SY 2010-2011,
30 sixth graders will enter the school.
William C. March Middle School #263 and Baltimore City College High School are pending authorization as an International Baccalaureate World School for the
Middle Years Programme. All recommendations submitted during the visit by the authorization team were addressed and resolved. William C. March Middle
School and Baltimore City College High School are now authorized as MYP Schools.
Diploma Programme
Baltimore City College High School #480 continues to be the only school in the Baltimore City Public Schools that offers the Diploma Programme. For SY 2009-
2010 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
measure the school’s progress towards achieving the required standards and practices in its implementation of the programme. The school must make a
commitment to work towards meeting each standard and practice. The school’s Mission and Belief statements were reviewed and revised by all stakeholders.
In grades 9 and 10, students participated in the IB Middle Years Programme that incorporates an interdisciplinary approach to learning and teaching. Students
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
period are candidates for the IB certificate. Of the 28 International Baccalaureate Diploma courses that were offered at City College, 10 courses were
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
to seven Diploma level standard and higher level courses.
Three hundred sixty-seven students were enrolled in the Diploma Programme, of which one hundred forty-seven were seniors who took four hundred twentynine
exams.
Identified teachers continue to attend workshops sponsored by IB.
Professional Development
Assessment
IB students will continue to take final examinations that are provided by the International Baccalaureate Organization.
Identify the strategies, including resource allocations that appear related to the 2009-2010 progress.
Gifted and Talented Page 232

City Schools’ Fair Student Funding Plan provides schools with a base allocation determined by projected enrollment, and additional per pupil allocations that are
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,
for students scoring at the advanced level, for students with disabilities, and for incoming kindergarten students who have been evaluated as not ready on
MMSR.
The chart represents the strategies and resources allocated that appear related to the progress. Supporting data has been provided.
Table 6 – Strategies, resources, and supporting data for GATE programs
Primary Talent Development
Strategies Resources Supporting Data
1. Disseminate and use the PTD lessons by City Schools
teachers.
2. Provide training and technical assistance to Pre-k - 2
teachers.
3. Analyze student performance using the Cumulative
Behavioral REPI Scale in order to differentiate instruction.
4. Provide instructional materials that focus on incorporating
rigorous teaching and learning practices.
School wide Enrichment Model (SEM)
1. Conduct professional development training sessions on the
implementation of the School wide Enrichment Mode for
all City Schools.
2. Conduct professional development sessions for program
mangers on the SEM and the systemic identification
procedure.
3. Provide instructional materials that focus on incorporating
rigorous teaching and learning practices.
Ingenuity Project
Lessons to
supplement
identified modules
Revised PTD Guide
PTD Guide CD
Resource materials/
Books
Technical support
Central Office
Support
Resource materials/
Books
Technical support
Incentives for
teachers
Central Office
Support
Consultants
Lessons posted on TSS
Teacher attendance sheets from
professional development sessions
Data compiled by SMS based on the teacher
completed student Cumulative Behavioral
REPI Scales
Teacher attendance sheets from
professional development training
Evaluation forms from teachers
participating in professional
development training
Data compiled by SMS on gifted
identification
Evaluation forms from principals and
teachers on the site-based professional
development sessions conducted by
GATE staff and outside evaluator
Gifted and Talented Page 233

Strategies Resources Supporting Data
1. Continue to implement the communication plan To
increase student participation in the Ingenuity Project.
2. Continue to publicize the Ingenuity program and
requirements through a variety of mediums as well as Open
House events.
3. Identify and review student acceptance by analyzing multicriteria
such as report card scores, standardized test scores
and teacher recommendations.
Thomas Jefferson Elementary/Middle School (Primary Years
Programme)
Ensure high levels of program rigor as Thomas Jefferson
continues to implement the required phases of the
Primary Years Programme
Teachers will continue to analyze students’
performance by using formal and informal assessments
William C. March Middle School (Middle Years Programme)
Ensure high levels of program rigor as William C. March
continues to implement the required phases of the
Middle Years Programme.
Teachers will continue to analyze students’
performance
assessments.
by using formal and informal
Baltimore City College High School (Diploma Programme)
Ensure high levels of program rigor as Baltimore City
College continues to implement the required phases of
the Diploma Programme.
Contract to fund
Ingenuity Project
Central Office Support
Central Office
Support
Fair Student Funding
Title II, Part A Grant
Funds
Central Office
Support
Fair Student Funding
Central Office
Support
Fair Student Funding
Brochures mailed to parents and
students informing them about
Ingenuity
Applications and letters mailed to
eligible students/parents
Information about the Ingenuity
Program on the City Schools website
Data compiled to review student
acceptance into the Ingenuity Program
Acceptance letters mailed to
parents/students
Certification as a World International
Baccalaureate School
Certification as a MYP school
Commendations submitted by the IBO
site evaluators
Authorized as an MYP School
5 year evaluation was successfully met
Gifted and Talented Page 234

4. Describe where challenges are evident in meeting the Gifted and Talented Program goals, objectives, and strategies.
Primary Talent Development
In 2010-2011 the major challenge will be to have Pre-k - 2 teachers select participation in the Primary Talent Development sessions over other required
professional development.
School wide Enrichment Model
In 2010-2011 one of the major challenges continues to be in having principals to support, implement, and move forward with the systemic gifted program in
their schools. Another challenge will be to encourage principals to pay stipends from their budgets for the GATE professional development sessions.
The Ingenuity Project
In 2010-2011 the major challenge will be to continue to provide financial support for the Ingenuity Program and to work within the parameters of the
challenging economy to secure adequate funding.
In 2010-2011 the major challenge will be to continue to fund the programs.
International Baccalaureate Programme
Advanced Placement
In 2010-2011 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
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
increase the number of students taking courses and sitting for exams. A proposal has been made for more on-line courses.
5. Describe the changes or adjustments that will be made, along with the corresponding resource allocations to ensure sufficient progress. Include timelines
where appropriate.
In the 2009-2011 school year, schools throughout the district received support from The Networks. The network teams are groups of skilled generalists with
specialization in academic achievement, operations and finance, student support, and special education. The network teams assisted the schools and will
continue in sourcing services from within City Schools and from third parties. The network teams continue to work closely together to support principals. Roles
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
resources for implementation of enrichment and/or gifted and talented programs. Suggested amounts are as follows:
1. Elementary - $8 per student
2. Middle Grades - $8 per student
3. High School - $15-$20 per student
There is still no GATE specialist position in the staffing model. The Director of Enrichment, along with support staff, will continue to provide professional
development, guidance, and support to the network teams and to schools in order to provide appropriately challenging programs to gifted and talented
students.
The Chief Academic Officer has established an Advanced Academics Program Work Team to focus on assessing and reviewing the GATE program and its
continuum of services. Specific goals of the team include the following:
Providing appropriately challenging programs throughout the district to meet the needs of all students, including gifted students.
Examining the fidelity of the implementation of the advanced academic programs, receiving periodic progress reports.
Reviewing the admissions criteria for identifying students for the various advanced programs.
Ensuring that differentiated instructional strategies are used to meet the unique needs of gifted students.
Reviewing student data, ensuring that eligible students are participating in the appropriate programs and sitting for tests that encourage participation in
programs that promote rigorous academic achievement such as Johns Hopkins University Center for Talented Youth (CTY), the Ingenuity Project and
other advanced academic programs.
Discussing and reviewing policy implications, accountability and support to the various advanced academic programs in Baltimore City Public Schools
(City Schools).
Examining the method of retrieving data from schools.
Gifted and Talented Page 236

I.F.
Cross-Cutting Themes

Educational Technology
1. Identify the major technology goals that were addressed by the school system during the 2009-2010 academic year. Include a description of:
the progress that was made toward meeting these goals and a timeline for meeting them.
the programs, practices, strategies, or initiatives that were implemented related to the goals to which you attribute the progress.
supporting data and evaluation results as appropriate.
Education Technology: City Schools has provided equipment, web-applications, and professional development in support of instructional technology
activities and teacher retention. Information Technology Department (ITD) staff also continued to develop courses for teacher professional development
to ensure that all City Schools teachers are able to integrate technology into daily instructional activities. Staff conducted both face-to-face and online
workshops for teachers to demonstrate and model uses of technology and to disseminate information regarding technology literacy standards and City
Schools curriculum.
Library Media: Teaching and Learning recognized the need to integrate technology into the curriculum and has begun the process of integrating
technology into the subject area curriculum guides so that it appears seamless to teachers and students. Staff conducted professional development
sessions for curriculum writers to model how to integrate technology into their writing. Through Title II Part D funds school libraries are being
transformed into 21 st century information resource centers as well as to create an online to support High School social studies.
Education Technology met the following MSDE Maryland Plan for Technology goals:
Curriculum/Program
Objective 1: Improve student learning through technology
a. Library Media: Library Media began the process of cross walking the technology and information literacy standards with subject area curriculum so
that the information literacy and technology curriculum are not standalone curricula.
b. Library Media: Library Media continues to provide students equal access to online databases that support the curriculum.
c. Library Media: School libraries are being converted to 21 st century information resources centers where students and teachers have access to
resources and materials.
d. Education Technology: ITD continues to collaborate with the Office of Teaching and Learning to post curriculum documents and curriculum
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
students.
e. Education Technology: ITD continues to support the Office of Teaching and Learning as they post curricular resources that support the home-school
connection and enhance parent collaboration.
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
courses include resources created by the Office of Teaching and Learning for Mathematics. Also included are specific courses for Technology
Literacy and Foundations of Technology and other Advanced Technology Courses.
g. Education Technology: ITD continues to provide guidance and support to schools as they make decisions regarding the purchase of classroom,
library and lab technologies as well as instructional software.
h. Education Technology: Educational technologies continue to be supported throughout the district. Monthly meetings are held throughout the
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
technologies into instruction. Additionally, courses are have been developed and will be offered during the summer to provide teachers with a
better understanding of the pedagogy of instructional technology.
i. Education Technology: ITD has received resources from the Office of Teaching and Learning that allows the creation of the initial resource posting
to the Master courses for the core subject areas in grades 1-8 and in the HSA tested courses for high school.
j. Education Technology: ITD continues to ensure that all professional development activities are aligned to state and national education technology
standards.
Objective 3: Improve decision-making, productivity, and efficiency at all levels of the organization through the use of technology
a. Library Media: The central open source library management system(LMS) continues to provide all schools access to school resources as well as
resources available in other schools. This LMS provides librarians access to tools for circulation and organization of library resources.
b. Education Technology: ITD continues to collaborate with various offices to provide school administrators quick access to vital school information via
City Schools Principal’s Dashboard application.
c. Education Technology: The Student Management System was expanded to include the entry of attendance and grade data by teachers districtwide.
The PowerTeacher Gradebook, a companion application, was launched with limited teacher use in February 2010. This application, an online
gradebook tool for teachers, synchronize grade information with the SMS.
Professional Development
a. Library Media: Library Media continues to offer school librarians monthly professional development meetings to support the new technologies
purchased through the Title II Part D allocations as well as other technologies used in school libraries.
b. Education Technology: ITD continues to ensure that all professional development activities are aligned to state and national education technology
standards.
c. Education Technology: ITD staff has created and offered several face-to-face MSDE accredited professional development opportunities that focus
on the use of district technology to increase student achievement. These include, Digital Storytelling, Integrating Digital Media, Microsoft Office
Tools, Technology in the Classroom, Customizing Your TSS Course, and Interactive Whiteboards in the Classroom.
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
and district applications. These sessions were offered at the school level as well as at the Technology Training Center. ITD staff provided face-toface
instructional technology staff development to 1,355 teachers during the 2009/2010 school year. Additionally, online support and training was
provided to 2,205 teachers through online courses and organizations housed on the TSS.
e. Education Technology: ITD staff has created and offered several online professional development activities for teacher professional development.
These include an updated SMS course, Digital Awareness, Technology Literacy by Grade 8, and Cyberbullying. Other online professional
development offerings are provided for Central Office and School staff to ensure comfort with enterprise business applications. These include
Employee Self-Service, K12 Buy, Change Management, Command Center Training for Voice Over IP (VoIP), HEAT, and the Call Center, iRecruitment,
eTR, and iLearn.
f. Education Technology: ITD staff meets with principal designated “Technology Leaders” monthly to provide professional development and support
for district applications and initiatives.
Objective 2: Improve staff’s knowledge and skills to integrate technology into instruction
a. Library media: City Schools librarians are provided opportunities to attend professional development that are follow up sessions to the intitial
professional development for the use of laptop computers, LCD projectors, video cameras and other technologies.
b. Library media: City Schools librarians and teachers are provided opportunities to attend professional development activities to further knowledge
and expertise in the use of the 32 electronic databases provided through Library Media.
c. Education Technology: ITD staff continued to provide professional development activities, guidance and support to ensure teachers who received
education technologies were provided the knowledge and support necessary to effectively integrate the technology into instruction.
d. Education Technology: ITD continued to provide support for teachers engaged in the instruction for the Foundations of Technology and Advanced
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
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.
As materials and resources are added to the courses, they are updated and made available.
e. Education Technology: Parent and Community involvement continued to be a priority for ITD as the Parent Portal and Global Connect applications
were more widely used, and the Parent Connect application launch is planned. Professional development and support continued to be provided to
school staff and staff from the Office of Parent and Community engagement. Resources were created to ensure that school staff understand how to
fully utilize TSS resources in order to make data and information more available to parents.
Objective 5: Improve the instructional use of technology through research and evaluation
a. Library Media: City Schools has partnered with other LSS on the TL8 grant and other ETT grants. The research and evaluation that is shared through
the grants are shared and used in making decisions concerning instruction.
b. Education Technology: K12-Insight was used for evaluation for and registration for Education Technology professional development offerings. In
addition, a locally created application, iLearn was developed to serve as both the professional development catalog and course registration tool.
c. Education Technology: ITD continues to stay current with new and emerging technologies through conference attendance, webinars, and research.
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Identify the key practices, programs, or strategies to which you attribute the progress. Include supporting data and evaluation results as appropriate.
a. Library Media: Library media services are part of Teaching and Learning, this provides collaboration and the opportunity for information literacy and
technology literacy standards to be integrated into all subject areas.
b. Education Technology: Collaboration among departments and communication regarding district projects was consistent and ongoing, enabling the
Information Technology Department (ITD) to provide the appropriate support to all organizations to ensure academic success.
c. Education Technology: Data analysis tools indicate that usage of the district’s Learning Management System, the Teacher Support System (TSS),
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 2010. ITD
also created 44,966 hybrid courses in the TSS to be used by teachers to enhance instruction.
g. Education Technology: ITD staff provided face-to-face instructional technology staff development to 1,355 teachers during the 2009/2010 school
year. Additionally, online support and training was provided to 2,205 teachers through online courses and organizations housed on the TSS.
City Schools is constantly examining and analyzing data to make effective decisions regarding the technology uses and needs in the district. Data from the
Maryland State Department of Education Annual Technology Inventory in conjunction with City Schools Technology Plan provides the district with the
supportive information about using allocated funds to purchase technologies. Additionally, the district has a high level of participation with the NetDay
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
support are made based upon the results of these surveys and data.
City Schools examines and analyzes the data from the technology literacy assessment that all seventh graders took in school years 2008/09 and 2009/10.
This analysis provided City Schools the information needed to begin to make curriculum changes. Additionally, the results from the Administrators and
Teachers technology inventory were analyzed and the information is being used to guide the introduction of technology into curriculum.
All decisions regarding the purchases of instructional technology, including new and emerging technologies continue to be made by schools with guidance
and support of the Information Technology Department and related Departments. Standards for technology specifications are set for both hardware and
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
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
people involved in the review and decision making around the use of our Teacher Support System, as an eLearning and eCommunity development tool, were
the head of the Instructional Technology Department, teachers, principals and ITD staff.
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2. Describe where challenges in making progress toward meeting the major technology goals are evident and the plans for addressing those challenges.
Include a description of the adjustments that will be made to the Master Plan and local Technology Plan and timelines where appropriate.
While much progress was made in meeting the Maryland Plan for Technology objectives, there remains significant work to be done. Funding has historically
been difficult to obtain for instructional technology activities and continues to be the case. Additionally, facing the challenge of reluctant teachers who are
hesitant to employ instructional technology strategies has been difficult to overcome. School leaders lack the training to fully understand the benefits of
instructional technologies, thereby reducing the support for related activities and professional development. Finally, having a limited amount of staff to
develop, create, and maintain digital curricula and resources has slowed the growth in the number of resources made available to students and teachers.
Curriculum/Program
a. Education Technology: With school-based decision making, individual schools make all purchasing and staff development decisions. This has led to
spotty and inconsistent adoption of technology professional development programs and instructional applications.
Professional Development
a. Education Technology: Limited responses from school administrators concerning MSDE-required Annual Technology Inventory.
b. Education Technology: Limited release time for Technology Leaders had a negative impact on meeting attendance.
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Challenge Plan Timeline
With school-based decision making, all purchasing and
staff development decisions are made by individual
schools. This has led to spotty and inconsistent adoption
of technology professional development programs and
instructional applications.
Limited responses from school administrators concerning
MSDE-required Annual Technology Inventory.
Limited release time for Technology Leaders had a
negative impact on meeting attendance.
ITD will continue to provide opportunities for
professional development and will post all opportunities
in the iLearn Professional Development catalog. ITD will
also disseminate information about professional
development programs and applications on the home
page of the Teacher Support System.
ITD staff will provide ongoing professional development
to school administrators that will include information
about the impact of educational technologies.
Additional guidance and support will be provided to
school administrators as the Annual Inventory task is
administered at the school level.
ITD will continue to provide monthly face-to-face
professional development opportunities for Technology
Leaders in conjunction with increased online “webinar”
style meetings for those that are unable to leave the
building to attend a meeting.
July 2010 – June 2011
July 2010 – June 2011
July 2010 – June 2011
3. Describe how the local school system is incorporating research-based instructional methods and the Maryland technology literacy standards for students,
teachers, and school administrators into professional development to support teaching, learning, and technology leadership.
Include a description of how the results of the student, teacher, and school administrator measurements have been used to inform professional
development.
All technology professional development decisions and opportunities are driven by data and current research. Data collected through the NetDay SpeakUp
Survey and the TL8 assessment, along with solicited assistance from the district’s Office of Achievement and Accountability and recommendations provided
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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
instructional programs using education technologies.
Using research and current best practices, recommendations regarding equipment such as document cameras, interactive whiteboards, and mobile devices
are provided to schools as they seek advice regarding technology purchasing. The district also incorporates these recommendations when advising schools
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
throughout the instructional program in order to provide authentic opportunities for student collaboration and communication as well as for data collection.
Online and hybrid learning opportunities is an example of a district-wide project that was implemented based on data and feedback from teachers along
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
access to the district’s Blackboard © Learning Management System, aptly named the Teacher Student Support (TSS) System, in which courses are created that
correspond to teachers’ scheduled courses and sections. Students are pre-populated into the courses and parents are given access to view the course
materials and resources via the district’s Parent Portal. The TSS courses provide students the opportunity to access and interact with content during and
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
view into what is happening in the classroom on a daily basis.
In conjunction, the district’s instructional technology professional development programs are data driven and designed around current best practices. One
such example is The Technology Leaders program, which was initiated in August of 2009 to offer schools the opportunity to provide leadership development
to teachers while ensuring that the school leadership is aware of current instructional technology initiatives. Participating schools have designated a staff
member to attend monthly meetings at which they receive the training and materials necessary to provide professional development to teachers at the
school level, thereby ensuring that all teachers at participating schools are aware of the initiatives and projects while also allowing the designated staff to
serve in a leadership role. In addition to the school-based training provided by Technology Leaders, other professional development opportunities are
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
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
with non-credit courses and workshops both at the district and school levels.
The district has also created a program called the Infinity Tech Team in which students provide professional development to teachers around instructional
technology. The Infinity Tech Team project has been implemented at several schools, with more scheduled to be including in the upcoming school year.
Schools participating in this program are provided the resources and professional development necessary to train a cadre of students who then use this
newly acquired knowledge to train and support teachers as they utilize instructional technology resources.
4. Describe how the local school system is ensuring the effective integration of technology into curriculum and instruction to support student achievement,
technology/information literacy, and the elimination of the digital divide.
Baltimore City Public Schools has a well-defined Instructional Technology Plan that outlines various strategies to provide the resources and professional
development necessary to ensuring that all students have access to high-performance technologies as well as to content that supports 21 st Century
technology skills.
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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
that offer teachers the opportunity to learn how to better utilize technology as a component of daily instruction. The Technology Leaders program provides
the opportunity for schools to designate a staff member to attend monthly meetings at which they receive the training and materials necessary to provide
professional development to teachers at the school level. The Information Technology Department has dedicated staff to work with schools as they work to
better utilize technologies for instruction. These staff members visit schools to assess instructional technology needs and then design professional
development opportunities based upon these needs. Additionally, courses for MSDE credit related to the use of education technologies are offered to all
teachers along with non-credit courses and workshops both at the district and school levels.
In addition to professional development, the district has pushed many technology resources to teachers. All teachers have access to a dedicated teacher
computer and the district’s student to computer ratio 3.7:1, with many schools dedicating funds for the purchasing of additional instructional technology
equipment. Mobile laptop carts, classroom and lab computers, student response systems, interactive whiteboards, document cameras, graphing
calculators, robotic programs, video distribution systems, and thin-client computing devices are examples of technologies available to students throughout
the district.
As curriculum is revised, and aligned with Common Core standards technology literacy standards are being integrated into all subject area curriculum.
Technology literacy and information literacy curriculum for grades Kindergarten through grade 5 is not written as a standalone curriculum. The curriculum
supports subject area curriculum by using topics, themes and essential questions from the subjects as the bases for all projects and products.
5. Discuss how the local school system is using technology to support low-performing schools.
Baltimore City Public Schools recognizes that not all schools are performing at the desired levels, and has been working to implement strategies that include
technology to ensure that these schools have the opportunity to improve. The district has implemented an online benchmark tool that enables teachers to
scan assessments and receive immediate feedback, thereby giving them the opportunity to make just-in-time decisions about instruction for all students.
Additionally, the district is in the process of implementing a Data Warehouse project that will give teachers and administrators access to all relevant student
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
quickly analyze grades and to map assignments to standards.
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
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
engaged with instruction.
In addition to these resources that are provided to all schools, when additional resources become available, school need is a prime factor in determining
how they are deployed and supported.
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School Year 2010-2011
Educational Technology
Priority 1: Providing information and educational technology support to ensure equitable access to all teachers and students in support of the
instructional program.
Objective 1a: Provide online and hybrid courses for students.
Objective 1b: Provide professional development to instructional and administrative staff as related to information and education technologies.
Strategies Grade Level Timeline
Person/s
Evaluation/
Status Report
Provide guidance and support
for the implantation of the
PowerTeacher Gradebook,
Parent Portal and Parent
Connect applications.
Develop and implement online
course resources for students.
Develop and implement online
courses for staff.
Mo/Yr
Responsible
PreK-12 7/10-6/11 Office of Teaching
and Learning
Information
Technology
9-12 7/10-6/11 Office of Teaching
and Learning
Information
Technology
PreK-12 7/10-6/11 Office of Teaching
and Learning
Information
Technology
Evidence
Online courses and resources developed
and deployed via the TSS.
Face-to-face refresher courses and
online webinars offered monthly to
teachers and school staff.
Course enrollments and use of resources
tracked via system administration tools.
Utilize resources created by the Office of
Teaching and Learning to create TSS
Master Courses for each subject area to
enable students to access course
materials online.
Track resource and course usage via
system administration tools.
Develop and deploy online courses for
teachers as related to education
technology.
Post available courses in iLearn and use
iLearn system tools to monitor
registration and track enrollment.
Monitor participant evaluations to
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Develop and implement the
Technology Leaders Program in
order to provide professional
development to school-based
staff.
Provide instructional and
administrative technology
support to the Network
Associates.
Provide face-to-face and hybrid
professional development for
staff.
Develop and implement the
“Infinity Tech Team” project in
which student teams deliver
professional development to
teachers in the area of
educational technology.
PreK-12 7/10-6/11 Information
Technology
PreK-12 7/10-6/11 Network
Leadership
Information
Technology
PreK-12 7/10-6/11 Information
Technology
PreK-12 7/10-6/11 Information
Technology
ensure topics are meeting participant
needs.
Analysis of TSS usage data indicates a
growth in usage of the TSS in schools
that send a representative to training.
Monitor participant evaluations to
ensure topics are meeting participant
needs.
Monitor participant evaluations to
ensure topics are meeting participant
needs.
Develop and deploy professional
development courses for teachers and
staff as related to education technology.
Monitor participant evaluations to
ensure topics are meeting participant
needs.
Schools and student teams selected.
Provide student teams with training and
resources.
Collect and analyze program data to
ensure success.
Use data analysis and proven research to
build a program implementation
framework that can be put in place
across the district.
Provide school library media PreK-12 7/10-6/11 Office of Teaching Monitor participant evaluations to
specialist professional
and Learning ensure topics are meeting participants’
development opportunities to
make school libraries a learning
hub for the school.
needs.
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Provide classroom teachers
responsible for technology
classes professional
development opportunities to
integrate technology into the
curriculum
PreK -8 7/10-6/11 Office of Teaching
and Learning
Monitor participant evaluations to
ensure topics are meeting participants’
needs.
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Education That Is Multicultural
Discuss the progress toward meeting Education That Is Multicultural (ETM) goals as outlined in the Education That Is Multicultural regulation COMAR
13A.04.05 by responding to the following questions:
1. Identify the major ETM goals that were addressed by the school system during the 2009-2010 academic year. Describe the progress that was made
toward meeting these goals, and the programs, practices, strategies, or initiatives that were implemented related to the goals. In your response be sure to
address the following areas:
Curriculum. Explain how your curriculum enables students to demonstrate an understanding of and an appreciation for cultural groups in the United
States as an integral part of education for a culturally pluralistic society.
The ETM priorities assisted educators in attaining cultural proficiency and in possessing the ability and will to: (1) increase student achievement toward the
standards across all diverse learning groups; (2) ensure equitable access and support for all students to participate in the highest level of teaching and
learning programs; (3) prepare students academically and socially to participate successfully in a diverse society; (4) strengthen students’ pride in
themselves and their cultural identities and achievements; (5) and increase awareness and understanding of commonality and diversity among individuals
and groups.
Developing culturally knowledgeable educators has had positive outcomes for Baltimore City Public Schools (City Schools) students. The MSDE document,
A Guide to Competencies for Accelerating Student Achievement Across Cultures: Strategies for Administrators, Teachers, Students, and Parents, provided a
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
African-American Males, was used to focus study on eliminating the implementation gap imposed on this student population. City Schools has continued
to implement recommendations and has updated these recommendations based on the more recent publication. Core to this study has been the
identification of African-American males with learning disabilities.
Baltimore City Public Schools ETM Program collaborated with other local school districts and MSDE to revise and create multicultural awareness
competency courses; which will be available for all districts within the State of Maryland to access. These courses were designed to share strategies
to infuse Education That Is Multicultural into curriculum, instruction, professional development, assessment, school climate, and
instructional materials in order to ensure that all students will achieve. City Schools’ ETM program was responsible for re-creating two
courses; Session 4: Some Factors Affecting African American Male Achievement and Session 5: Hidden Rules of Culture.
Instruction. Identify how you ensure that students are not denied access to equally rigorous academic instruction on the basis of cultural background.
To ensure that students were not denied access to equally rigorous academic instruction on the basis of cultural background; strategies were identified to
address the learning needs of students in underachieving NCLB sub-groups. Strategies were infused into instructional programs that eliminate bias,
stereotypes, prejudice, and discrimination and that communicate the expectation for all students to achieve at high levels of academic performance.
Protocols were established for assessing effective, culturally supportive learning environments, with focus on African-American males and females,
especially students identified as having learning disabilities.
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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
understanding of the learning needs of African-American students and students from poverty, as well as how to address those needs. Additionally, cultural
proficiency aids in identifying underachieving students per NCLB sub-groups and in providing professional development modules related to the work of
data teams to eliminate the implementation gap.
Staff Development. Include descriptions of ETM course and workshop offerings and disaggregated enrollment data for these staff development
programs.
November 14, 2009 – Keynote Speaker Barbara Dunn- Executive Director of Kiamsha Youth Empowerment Organization of Baltimore, Maryland
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
participants interactively looked at historical events and current trends that help shape how different cultures are viewed and treated. Mrs. Dunn
also introduced to some and brought to the attention of others, a movement that the Kiamsha youth and youth around the country were currently
engaged in entitled Pen or Pencil (pen standing for penitentiary and pencil for education). By the end of the session participants were able to
analyze the techniques and strategies that the Pen or Pencil Movement has been taking in order to be successful. Participants also thought of
ways that they could infuse cultural awareness or cultural programs into the curriculum and schools.
February 27, 2010 – Recruiting and Retaining Urban African- American Males in Gifted and Talented Programs
o The three and a half hour session, Recruiting and Retaining Urban African-American Males in gifted and Talented Programs, delivered by James L.
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
of inner city African American students and observe how school social/community, family/cultural and individual factors impact the
underachievement and low achievement of African American students. By the end of the session, educators were able to identify factors in
recruiting and retaining African American students, detect how millennial students are different from other generations of students, apply
appropriate assessments for gifted learners, implement strategies to focus on higher level questioning skills, and differentiate instruction for
assessment, compacting, and enrichment.
March 20, 2010 – A Framework for Understanding Poverty
o The three and a half hour session, A framework for Understanding Poverty through aha! Process, Inc. provided participants with useful tools that
will assist in identifying gifted learners living in poverty. The session presenter, Paul D. Slocumb, Ed.D focused on addressing poverty and the
underlying factors that perpetuate it, implementing rigorous and meaningful independent investigations, applying strategies of early childhood
and gifted education and identifying a number of effective instructional methods for gifted learners. The presentation was designed to guide
educators through the difficulties and barriers faced by all classes, especially the poor. The presentation was carefully researched and packed with
charts and tables that addressed the issues of teaching those in poverty.
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April 17, 2010 – Maryland Multicultural Coalition State Conference at Montgomery Blair High School
o The hour and fifteen minute presentation, Cultural Proficiency and Accelerating Student Achievement for the 21st Century: Some factors Affecting
African American Male Achievement, (a condensed version from the original revised course that City Schools’ collaborated on with MSDE)
presented by Bertha Knight and Brandi Bell provided a forum for examining and discussing some factors affecting African American male
achievement and how enhancing the understanding of knowledge, learning and teaching styles, multiple intelligences, and the importance of
building relationships impact teaching and learning. The sessions’ content included MSDE’s 2009 report on African American males testing scores,
the dropout rate for African American males, resources that support African American male achievement and rationale, and a cores belief test. At
the end of the session participants were able to identify some stereotype threats, some in-school dynamics such as teacher expectations and lack
of culturally responsive instruction and resources, and factors related to family and cultural environment.
June 18, 2010- New Teachers Institute II at Harford Heights Elementary School
o The three thirty-five minute choice sessions entitled, “Cultural Proficiency and Accelerating Student Achievement for the 21st Century, presented
by Brandi Bell, focused on discussing "cultural competency" and strategies to promote learning with understanding for all within the classroom.
Teachers were able to find strategies that will help them to identify and nurture the gifts and talents of exceptional (underserved/ endangered)
students in order to increase academic achievement for the upcoming school year. New Teachers explored the terms cultural competency and
cultural tendencies, the hidden rules of culture, and varies ideas, strategies, and materials in order to keep the students engaged. Teachers were
also given the opportunity to sign up for upcoming ETM Professional Development Opportunities, as well as to receive a notification of upcoming
ETM events and activities.
June 29, 2010- Cultural Proficiency and Accelerating Student Achievement for the 21st Century: Some Factors Affecting African American Males -
Professional Development Workshop at Loyola Graduate Center
o This was Part One, day one of a two-day workshop entitled, Cultural Proficiency and Accelerating Student Achievement for the 21st Century. This
session, Some factors Affecting African American Male Achievement, presented by Bertha Knight and Brandi Bell and approved by MSDE, provided
a forum for examining and discussing some factors affecting African American male achievement and how enhancing the understanding of
knowledge, learning and teaching styles, multiple intelligences, and the importance of building relationships impact teaching and learning. The
sessions’ content included cores belief test, MSDE’s 2009 report on African American males test scores, the dropout rate for African American
males, national reports on the achievement of African American males, local school data, videos and news articles of African American male
achievement, hands-on activities, resources and programs that support African American male achievement and rationale, and video and post
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
African American Male Achievement and understand some characteristics of successful teachers of African American Males and the importance of
building relationships.
June 30, 2010- Cultural Proficiency and Accelerating Student Achievement for the 21st Century: Hidden Rules of Culture, African American Cultural
Patterns- Professional Development at Loyola Graduate Center
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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
session, Hidden Rules of Culture, African American Cultural Patterns, presented by Bertha Knight and Brandi Bell and approved by MSDE, provided
a forum for teachers to understand and discuss cultural competency and cultural tendencies. The sessions content included cultural tendencies
pre-assessment, various self evaluation activities, the transformation process of cultural competence, examples of African American cultural
expressions and its dimensions, videos and news excerpts pertaining to cultural awareness, cool pose and its implications, implications and
strategies for the classroom, understanding the hidden rules of culture, curriculum considerations, post assessment and various culturally relevant
resources and programs.
Instructional Resources. Explain your process for reviewing materials that avoid stereotyping, discrimination, bias and prejudice, as well as materials
that reflect the diverse experiences relating to cultural groups and individuals.
ETM strategies for reviewing materials that avoided cultural bias were accomplished by utilizing a culturally supportive learning environment supported by
MSDE’s core competencies and established in Teacher Support System (TSS) Blackboard that facilitates culturally supportive learning environments.
Multicultural resources were recommended and published via TSS/Blackboard and City Schools website where book studies, in-service training, and action
research were conducted. Additionally, strategies were blended into instruction to aid in eliminating bias, stereotypes, prejudice, and discrimination. The
goal was expectation for all students to become aware of and to accept cultural differences of their peers.
� School Climate. Explain how your school climate reflects the diversity of your community and encourages respect for different cultures.
January 2009 – Present (Pen or Pencil Program)
The Pen or Pencil Program was implemented in two Baltimore City schools, Frederick Douglass and Forest Park High Schools in January of 2009.
Working in collaboration with the National Alliance of Faith and Justice and The Association for the Study of African American Life and History, the
program is designed to eliminate or avoid academic difficulties, violence, delinquency, and alcohol, tobacco, and drug use. The program teaches civic
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
Pencil Program addresses media literacy, experiential learning, reading comprehension, and service learning. The program’s intent is to end the
disproportionate minority contact within the Juvenile Justice System. 0n January 22,2010 some students from Frederick Douglass high were scheduled to
attend and participate on a March on Washington in D.C. at the Lincoln Memorial (along with students from surrounding counties, PG county, Raleigh,
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’
participation got cancelled. Currently ETM and Frederick Douglass High school is working on trying to increase student participation in The Pen or Pencil
Program for the upcoming school year.
May 2010- Asian Pacific American Heritage Month Celebration
On May 26, 2010 from 5:30 to 7:30 p.m. the Education That is Multicultural Program (ETM) participated in Asian-Pacific American Heritage Month
Celebration located at Patterson High School. This event celebrated the Asian Culture and the successes and contributions of the Asian students and
community members. ETM’s participation in the monthly meetings as well as the setting up of a cultural awareness table during the celebration
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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
the students, supplemental books for educators and pencils, pens, rulers, and bookmarks for everyone.
April 2010- Present Mix It Up At Lunch Day
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,
during their lunch period. The students will not only eat together but complete a “Get to Know Me” activity with a partner. This involvement
primarily focuses on addressing social and cultural barriers. Engaging in this activity will promote unity and build new diverse relationships within the
school. This school year, ETM partnered with the ESOL department and the guidance counselor at Patterson High School to launch this program.
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
to be held next year is currently in effect for participation from Patterson High School and possible Moravia Park Elementary School.
2. Describe where challenges in meeting ETM goals are evident.
Priorities are based on the Professional Development Competencies for Enhancing Teacher Efficacy in Implementing Education That Is Multicultural and
Accelerating Minority Achievement and the Maryland Teacher Professional Development Standards. As we continue to ensure that all teachers have the
“knowledge, skills and dispositions to meet the diverse learning needs of all their students” (MSDE, Maryland Teacher Professional Development
Standards), we are faced with minimal challenges.
Sustained academic achievement and support for professional development to focus on student groups identified in No Child Left Behind will have to be
determined on a long-term basis by the Baltimore City Public Schools.
3. Describe the changes, adjustments, or revisions that will be made to programs or strategies for 2009-2010 to address the identified challenges.
An adjustment for Multicultural Education is reflected in professional development efforts and other systemic initiatives. The adjustments have resulted
in an increase in student achievement and a systemic dialog around issues of poverty within the district. Additionally, instruction in some classrooms
within the City Schools has begun to institutionalize the strategies learned through the Bridges Network professional development series. Utilization of
those strategies is a direct result of:
The establishment of an electronic resource database for schools to conduct book studies, in-service courses, and action research around various
aspects of culturally relevant pedagogy.
Collaborative dialogs around methods to propel minority achievement and eliminate the gap between minority students and the State established
standards.
Knowledge-based for teachers and administrators, as they determine school-based curriculum delivery models and differentiated instructional
programs at their individual sites.
The establishment of pilot programs to focus on dis-proportionality of minority contact in the Juvenile Justice System and experiential student-based
research initiatives, and provided a means to replicate such programs across the district.
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One change, due to the reorganization structure of City Schools, is the infusion of Multicultural Education and the Gifted and Talented Education (GATE)
Program. Multicultural Education/GATE will offer all day professional development opportunities on Saturdays for teachers and administrators. Because
of this change, the Director of Enrichment will provide guidance and support to schools as there is no Specialist for Multicultural Education. Sustained
academic achievement and support for professional development to focus on student groups identified in No Child Left Behind will have to be determined
on a long-term basis by City Schools.
Another change is the offering of MSDE approved courses to teachers. Participants will have the opportunity to attend a yearlong class focused on cultural
competency. The course will share strategies to infuse Education That Is Multicultural into curriculum, instruction, professional development, assessment,
school climate, and instructional materials. Teacher will complete reflective response logs incorporating content from each session, a personal action plan
for eliminating bias, prejudice, and discrimination in the classroom, evaluations of instructional materials, and an instructional activity or lesson (or unit)
plan. The lesson/unit plan would include strategies that support the tenets of an education that is multicultural, diverse learning styles, multiple
intelligences, and multiple perspectives. At the end of the class, teachers will receive three (3) certification credits for this continuing education
professional development experience.
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I.G.
Local Goals and Indicators
Page 255

IG
Local Goals and Indicators
Goal 6 - Technology
1. Describe the progress that was made in 2008-2009 toward local goals.
The Information Technology Department (ITD) has made great strides in meeting the objective of providing support for administrative and business functions
throughout the district in order to ensure that school operations and functions can move forward in support of student achievement. Projects and applications
for data collection, curriculum delivery, operational management, and asset management have been implemented and are continuing.
Specifically, ITD has accomplished the following:
a) The Student Management System (SMS) deployment and implementation is continuing as scheduled. The Phase II activities are on schedule and
ready for the 2009-2010 school year.
b) ITD has collaborated with various departments and offices to create and/or update and revise applications to support the City Schools operational
practices. These include:
o eForms has been enhanced to include the User ID Form, the Budget Amendment Form and the School-based Position Action Request
o Principal’s Dashboard continues to provide alerts and reports to principals and central office staff
o Principals’ Budget system has been updated and is ready to be used for School Year 09-10
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
o HSA Recovery Tracking System is available and in use. Professional development is being provided to schools by the Chief of Staff’s office.
o School Profile Entry System reports have been integrated with the Principal’s Dashboard.
o K12Buy Integration – Receipt Processing has been completed and data regarding outstanding receipts for purchase orders is being pushed to
the Principal’s Dashboard. Data synchronization between Oracle and K12Buy has been completed.
o Back of House has been implemented and is currently in configuration mode. Training will commence over the remainder of the year with a
planned go-live scheduled for September 2009.
o HEAT Database has been further developed to increase accuracy of information and range of reporting.
o Prevention Plan and Compensatory Services enhancements have been completed.
o Graduation Tracking Application went live in February 2009. Principals are able to enter student data that can be viewed and tracked by
central office staff.
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
schools.
o Applications are updated as requested.
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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
recommend appointments.
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
end-users now have the ability to securely reset their own ERP passwords without having to call the command center.
o All employees can now update their home addresses and view paycheck information online via the Employee Self Service System. The system
is available via the internet and intranet.
o The HRMS system is now configured to track and report contingent worker information (Contractor information) and new HR data entry
templates are available to streamline the data entry bottle necks and significantly reduce the data input time for HR transactions.
o Re-engineered Position management process to enable more efficient processing and balanced transaction approach
o Implemented following eForms: Non Renewal for Teachers; Local Travel Reimbursement; Web Content Filter Request; Educational Services
Reimbursement; Temporary Employee authorization; Contract Monitoring
o Developed reports to submit Evaluated Receipts Settlement implementation for Daly
c) ITD provided Interactive Whiteboards to schools in order to provide enhanced access to technology and to positively impact instructional practice.
d) ITD staff created online professional development to ensure teachers and staff had access to ongoing opportunities for training and support.
2. Identify the programs, practices, or strategies and the corresponding resource allocations to which you attribute the progress. Include supporting data as
needed.
In order to provide effective management systems in support of academic achievement, ITD collaborated with all departments to provide a holistic approach to
technology support and integration throughout the district. This approach enabled ITD staff to create, develop and support applications to better manage staff
and student data, as well as to then provide the training and professional development support necessary to ensure end-users are comfortable using the
technology appropriately.
Activities that ensured success with this approach include:
a) Weekly status reports for project goals were provided to Directors and the Technology Officer to ensure projects moved forward and issues were
addressed in a timely fashion.
b) Contracts were evaluated and awarded to provide the district with high-quality services and optimal pricing.
c) Processes to track change requests for the Internet and intranet sites are being continued.
d) Support was provided for all mission-critical applications to ensure all were functioning properly. Support included maintenance, upgrades when
necessary, and training for appropriate staff.
e) ITD implemented new business processes to allow for enhanced tracking and reporting of school requests.
f) The re-engineering of ITD and its operations enabled the department to better support and serve district staff and stakeholders.
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3. Describe where challenges in making progress toward meeting local goals are evident.
a) The district operates many disparate technology systems, creating silos of data and inefficient business practices.
b) The district lacks an ERP system that is fully functional and integrated among Finance, HR, and Operations.
c) The Information Technology Department is faced with a large number of initiatives aligned in support of the Master Plan, and with changes in
Technology the ability to maintain compliant software and hardware with reduced funding request becomes difficult.
d) The Information Technology Department requires experienced technical skills in implementing and maintaining the improved Local-Area-Network at
schools and offices and the Wide-Area-Network. ITD has struggled in obtaining experience qualified staff via the normal recruiting process. ITD has
requested the ability to utilize firms experience in recruiting skilled technical IT staff to assist with filling IT vacancies and releasing contractors who
supplement staffing of vacant positions.
4. Describe the adjustments or changes that will be made along with the corresponding resource allocations to ensure sufficient progress. Include timelines
where appropriate.
Challenge Plan Timeline
The district operates many disparate technology systems,
creating silos of data and inefficient business practices.
The district lacks an ERP system that is fully functional and
integrated among Finance, HR, and Operations.
The Information Technology Department is faced with a
large number of initiatives aligned in support of the Master
Plan, and with changes in Technology the ability to maintain
compliant software and hardware with reduced funding
request becomes difficult.
Site based school autonomy provides schools the
opportunity to make purchases that are outside of system
recommended and supported technical configurations.
The district is seeking to implement a Data Warehouse
system, which will consolidate all data and make it easily
available to district staff. This will be an overall
improved and integrated business technology solution.
ITD will implement a 3 month implementation plan to
address the initial shortcomings of these systems to
create the seamless integration of Finance, HR, and
Operations
ITD will continue to align staff skill sets with projects and
will share resources across teams in order to maximize
operations.
ITD will continue to provide guidance and support to
schools and district staff as purchases are planned and
implemented. Guidance documents will be updated
and made available to all staff.
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School Year 2009-2010
Technology
Priority 1: Improving management systems to improve support to student achievement
Objective 1a: By June 2010, Information Technology Department (ITD) will increase the readiness of service levels of existing information infrastructures to
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%.
Objective 1b: By June 2010, the City Schools will move toward universal access to technology by increasing the 1:1 teacher to computer ratio from 43% to 50%,
completing 100% of the Wide Area Network (WAN) upgrade, and by completing 50% of the enterprise server upgrade.
Objective 1c: By June 2010 the percentage of staff that will be highly skilled and capable of effectively using technology tools and digital content will increase
from 60% to 70%.
Objective 1d: Increase technology effectiveness and reliability from 95% to 97% in order to improve school administrative functions and system-wide
operational processes.
Strategies Grade Level Timeline
Person/s
Evaluation/
Status Report
Implement a data warehouse project in
order to better manage data and make it
available to stakeholders.
Integrate the ERP Business Suite into daily
operations, including business systems
processes.
Upgrade the Wide Area Network (WAN)
in order to ensure a fast and reliable data
transfer to schools.
Update enterprise instructional and
administrative software applications
Mo/Yr
Responsible
PreK-12 7/10 – 6/11 Information
Technology
PreK-12 7/10 – 6/11 Information
Technology
PreK-12 7/10 – 6/11 Information
Technology
PreK-12 7/10 – 6/11 Information
Technology
Evidence
Project plan in place.
100% of historical data migrated
to the data warehouse.
Training provided to 100% of end
users.
100% of required applications
developed, tested and made
available through the ERP Portal.
Provide ongoing guidance, support
and training for the use of district
applications.
Use data tools to evaluate and
monitor the upgraded capability
of the WAN.
Analyze and evaluate the
enterprise applications to
determine those that need
updates.
Secure the required application
updates.
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School Year 2009-2010
Technology
Priority 1: Improving management systems to improve support to student achievement
Objective 1a: By June 2010, Information Technology Department (ITD) will increase the readiness of service levels of existing information infrastructures to
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%.
Objective 1b: By June 2010, the City Schools will move toward universal access to technology by increasing the 1:1 teacher to computer ratio from 43% to 50%,
completing 100% of the Wide Area Network (WAN) upgrade, and by completing 50% of the enterprise server upgrade.
Objective 1c: By June 2010 the percentage of staff that will be highly skilled and capable of effectively using technology tools and digital content will increase
from 60% to 70%.
Objective 1d: Increase technology effectiveness and reliability from 95% to 97% in order to improve school administrative functions and system-wide
operational processes.
Strategies Grade Level Timeline
Mo/Yr
Update and implement district
transactional systems (SMS, EData,
Reporting Tools)
Support the acquisition of equipment in
order to provide staff with access to
computers, connectivity, and technology
tools.
Provide face-to-face and e-Learning
opportunities for staff.
Person/s
Responsible
PreK-12 7/10 – 6/11 Information
Technology
PreK-12 7/10 – 6/11 Information
Technology
PreK-12 7/10 – 6/11 Information
Technology
Evaluation/
Evidence
Secure additional hardware if
needed.
Deploy the updates to appropriate
end users.
Monitor the implementation of all
systems to ensure end user
compliance
functionality.
and system
Update and deploy any updates to
systems.
Guidance documents updated and
available on the TSS that reflect
equipment standards and
purchasing processes.
Monitor participant sign-in sheets
to analyze attendance trends.
Monitor participant evaluations to
ensure topics are meeting
participant needs.
Status Report
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Local Goals and Indicators
Partnerships, Communications and Community Engagement
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 addressed in the preceding sections.
Instructions
Provide data from any relevant source. In the local school system’s response, address the following questions:
1. Describe the progress that was made in 2008-2009 toward local goals.
The Office of Partnerships, Communications and Community Engagement’s Master Plan priorities for SY 2008-2009 were met as a result of implemented
strategies and activities that supported the following objectives: 1)Implement the Family and Community Engagement Policy; 2) Develop and support
families, school, and community partnerships for academic achievement; 3) Review communication materials and formats to ensure that all students and
parents can receive timely information on school and students’ progress; 4) Provide regular opportunities for parents, families, and community members to
participate in the dialogue and decision-making related to district-wide and school-based issues; and 5) Support the Parent and Community Advisory Board
(PCAB) and the Special Education Citizens Advisory Committee (SECAC).
The Office of Partnerships, Communications and Community Engagement Parent Involvement and School, Family, Community Connections provided
support to schools and to the school system for the development of a goal-oriented, comprehensive program of family and community engagement that
supports the academic achievement of all students and that meets local, state, and federal mandates. In alignment with the City Schools Master Plan, the
technical assistance provided strategies and activities to schools to ensure parental involvement in the education of children. The following priorities were
identified: 1) Developing and implementing the City Schools education policies and procedures to support increased community involvement and outreach
in support of schools, and 2) Ensuring increased community involvement and outreach in support of schools through school partnerships with families and
communities. Objectives and strategies reflect the implementation of the Family and Community Engagement Policy which was revised and adopted on
February 10, 2009.Through professional development activities and increased staff to assist schools, the awareness of the policy strategies and activities by
school administrators has increased. Strategies for the reporting of policy implementation have also been developed and are being assessed for their
effectiveness.
During SY 2008-2009, the Office of Communications made significant progress and met all objectives related to enhancing communications with internal
and external stakeholders. To keep internal stakeholders abreast of district news, City Schools sent out a weekly electronic communication to the entire
agency, To The Principals Desk (Formerly Schools Monthly), and the CEO sent out regular e-blasts to all staff and employees. To keep internal and external
audiences apprised of what students are doing and what is happening day in and day out in schools, City Schools also launched a new web site, Great Kids Up
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 City
Schools communicated with students and families through print materials, Global Connect calls and Channel 77, its cable TV education channel.
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Education Channel 77 provides an important opportunity, now increasingly supplemented by City Schools’ web site, to share information with parents and
community members. This year’s Channel 77 programming, supported and overseen by the Gary I. Strausberg Children’s Cable Education Fund’s Board of
Directors, reflects City Schools’ growing emphasis on original, locally developed material with participation by students. The following signature programs
and summaries were developed:
Your News: This news program about Baltimore City Public Schools is produced and worked on by students. Nine new 30-minute shows in 2008-
09 covered a range of topics, including after-school programs, student activities, student accomplishments, etc.
Our School: This newsmagazine show (60 Minutes-style, hosted by teachers Evon Hewwitt Jr. and Quinn Conyers) has recently covered teacher of
the year, super students and the Baltimore Urban Debate League. Six new 30-minute shows were produced during the school year.
Teen Talk: Teens come together to talk about relevant issues they face in and out of school. This 30-minute show features various City Schools
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
2008-09 school year.
Parent Page: Hosted by Zy Richardson from the Office of Partnerships, Communications and Community Engagement, Parent Page talks features
parents talking about issues relevant to raising children and helping them succeed in school. Two new 30-minute shows were produced in SY
2008-09.
Board Talk: Hosted by the Board Chair, the show discusses district-wide initiatives and/or policies in support of student achievement and effective
management of quality instruction. Four new 30-minute shows were produced in SY 2008-09.
School Board Meetings: Channel 77 airs live each Board of School Commissioners public meeting. Ranging from two to four hours in duration, the
recorded meetings repeat weekly on the station.
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
schools—rose significantly from eight hours in January 2009 to 13 hours in May, 2009.
The Office of Partnerships, Communications and Community Engagement also developed the Great Kids, Great Schools brand in support of the vision for
Baltimore City’s schools. This brand has developed into an all-around campaign in rallying communities around schools. To that end, the Office of
Communications produced numerous publications to: increase Free and Reduced Price Meal (FARM) participation among students; inform families and the
larger community about the State of Our High Schools; middle and high school options; efforts to recapture students who had dropped out of school and
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
existing ones, the closing of poor-performing schools and the expansion of pre-kindergarten.
Specifically, the Office of Partnerships, Communications and Community Engagement generated and sent home a variety of communications to all families in
SY 2008-09, including:
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
great.
2008-09 Family Information Guide: A guide that includes a systemic calendar, important contact information and school system policies.
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2008-09 Student Code of Conduct: A publication that outlines school system expectations and policies concerning students’ conduct in school.
2008-09 Free and Reduced Price Meal Application Packet: An information packet sent home to all families that included FARM application for
families to return to their child’s school.
Inauguration Guide: A guide filled with activities that families could do to commemorate the inauguration of President Barack Obama.
Family and Community Engagement Policy Trainings Fliers: A flier informing families of the changes to the school district’s Family and Community
Engagement Policy, as well as inviting them to trainings to learn of their new roles in the school community.
School Climate Survey Fliers: A flier reminding families that the annual school climate survey would be coming home.
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
important information on The Family Institute.
Summer Learning Brochure: A four-panel brochure to all families outlining City Schools’ various summer learning opportunities.
In addition to system-wide communications, some families received communications specific to their child’s school or grade level. These communications
included:
Countdown to Graduation Check List: An oversized postcard mailed home to families of high school students detailing graduation requirements
and inviting parents to a State of Our High Schools forum.
State of Our High Schools Report: A report mailed home to families with high school students, detailing the progress our high schools are making.
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.
High School Fair Flier: A flier sent to families providing information and inviting them to the City Schools’ annual high school choice fair.
Middle School Guide: A publication sent to families who had students entering 6 th grade in the 2009-10 school year, detailing middle school
options.
Middle School Fair Flier: A flier sent to families providing information and inviting them to the City Schools’ first-ever middle school choice fair.
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
school year. This included an invitation to families to attend community briefings and hearings.
The Office of Partnerships, Communications and Community Engagement also re-designed the Family Information Guide for the 2008-2009 school year, so
that families are provided with useful information about our schools, and our district policies. The guide was redesigned to include student artwork and
photos and a full-year calendar with key dates for testing, marking periods, professional development, and city-wide school district events. City Schools also
updated and redesigned its Code of Conduct, a separate more family-friendly publication focusing on interventions for students.
The Office of Partnerships, Communications and Community Engagement is developing an interactive database that will capture business partnerships and
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
Office of Partnerships, Communications and Community Engagement worked with Urban Alliance to launch their first year in Baltimore. This program targets
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
and tracked through the interactive database and will help identify additional mentoring opportunities to students in all grade levels, as well as industryrelated
partnerships that focused on schools with related career pathways.
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City Schools continues to advocate the use of the Baltimore Community Foundation’s Fund for Baltimore City Schools as a resource for monetary donations
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.
In SY 2008-2009, 1250 people formally expressed interest in volunteering. Of these, 578 completed background checks in order to have direct student
contact (required to participate in activities not directly supervised by school staff).
2. Identify the programs, practices, or strategies and the corresponding resource allocations to which you attribute the progress. Include supporting data
as needed.
Programs
The Office of Partnerships, Communications and Community Engagement developed and implemented systemic and school-based strategies and
programs based on the National Standards for School-Parent Partnerships and other research-based programs. The office identified resources and strategies
for schools and system-level activities for the implementation of the City Schools Family and Community Engagement (FCE) Policy, which includes federal
parent involvement mandates as outlined in No Child Left Behind.
To support and strengthen school-based parent involvement programs and activities, schools were offered the opportunity to participate in courses offered
through The Family Institute, Community Support for Schools initiative, Parent Portal, Learning at Home online, the parent section of the City Schools
website and a variety of programming offered through partnerships with organizations such as the Maryland PIRC, Maryland PTA and National PTA.
Extensive time was spent training organized parent group leaders on goal-setting, organizational management, conflict resolution and other
programming.
In an effort to communicate effectively with external stakeholders, the office conducted, facilitated, and supported public forums and conversations
throughout the school year. The forum topics included: facilities, safety, family and community engagement policy review, budget, Title I planning, and
school community issues and concerns.
The Office of Partnerships, Communications and Community Engagement developed new strategies to further its goal of communicating effectively with
internal and external stakeholders. These strategies include significantly increasing original programming for Education Channel 77, use of the Global Connect
automated phone call system, use of internal and external e-blasts to communicate on significant issues, tapping into the office’s Family and Community
Engagement team to increase grassroots outreach to families, and the creation of various publications to increase communication between City Schools and
the community.
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
programming, mostly produced by students. Through this original programming, Education Channel 77 has become a great resource for parents, students
and other stakeholders to receive system news and other relevant information that supports the academic achievement of students. Students participate in
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
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Education Channel 77.
The Office of Partnerships, Communications and Community Engagement continues to advocate for the students of City Schools in the business and
community-at-large for quality partnerships that support academic achievement. As a member and active participant in various community groups and
boards, the partnership office is able to strengthen existing partnerships and develop new viable business and community partnerships. The Office of
Partnerships, Communications and Community Engagement averages 12 partnership-related meetings a week and maintains memberships with five
business groups; it is also is a part of various business and government committees.
In SY 08-09, the Baltimore Orioles worked with Child First Authority, Inc. and the Office of Academic Achievement to develop and sponsor a new curriculum,
based on the Orioles (Learning with Orioles), which was first used during the 2009 summer learning session.
The Office of Partnerships, Communications and Community Engagement continued to work with the Academic Achievement Awards Foundation, Carson
Scholars Fund, and Johns Hopkins Center for Talented Youth in an effort to create a culture of achievers.
Professional Development
The professional development provided by the staff to school staff and administrators during SY 2008-2009 included the development, implementation, and
review of family and community engagement strategies, activities, and programs to support the implementation of the Family and Community
Engagement Policy requirements.
The Office of Partnerships, Communications and Community Engagement has focused on providing professional development to principals and
administrators through the CAO’s Leadership Institute, principal professional development sessions throughout the year and through school-specific
technical assistance sessions. There was an emphasis placed on NCLB requirements such as School-Parent Compacts, involving parents in planning and
proper documentation.
Earlier this year the office issued a Request for Proposals (RFP) on community support for schools. This RFP paired schools with community-based
organizations in an effort to increase family and community involvement at the school level. The additional purposes of these sessions allowed principals to
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
allowed City Schools to re-design these forms to make them family-friendly. The session also gave principals strategies on engaging parents to return these
forms.
The professional development provided to principals and school-based administrators focused on all three aspects of the office: creating and maintaining
partnerships, effectively communicating with the school community, and engaging the entire school community.
Assessments
Schools document family and community engagement opportunities and maintain files as may be required. The required documentation (sign in sheets,
agendas, notes, notices, and evaluations- SANE) is maintained at the school level. School data is collected by FCE Specialists throughout the year through
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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
allocations spend the allocations in alignment with their parent involvement program. In SY 2008-2009, each school’s Advisory Team completed an
assessment of their school’s budget process. Also, FCE staff conducted formal assessments of organized parent groups.
The Office of Partnerships, Communications and Community Engagement, in partnership with the Division of Research, Evaluation, Accountability, and
Assessment, developed a communications strategy specifically for the administration of the City Schools Climate Survey. This campaign aimed to educate
parents, students, teachers and principals on the importance of the climate survey as an overall part of the City Schools strategy to provide safe and civil
learning environments. The district partnered with community based-organizations to work with schools and parents to increase parent involvement,
including greater participation in the school-climate survey.
Through networking and building relationships in the community, the Office of Partnerships, Communications and Community Engagement is becoming
known as a one-stop source for partnership information and is seen as the starting point to broker new partnerships.
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
effective assistance to schools.
Interventions
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,
Communications and Community Engagement. FCE Specialists provide support to the assigned schools and school staff for the development and
implementation of parent and community involvement activities. The support includes conducting workshops, building relationships with parents and
school staff, supporting community partnerships, working with organized parent groups, and helping to identify strategies to support learning-at-home
activities for the academic achievement of children.
Parent and community representation on school improvement teams is an important component for the decision-making participation at the school level.
The office collaborated with the Office of School Improvement to present and disseminate school improvement team role and responsibility information to
school, parent, and community members. School improvement plans were revised to support implementation of the Family and Community Engagement
(FCE) policy for SY 2008-2009 and 2009-2010. School Improvement Plan guidelines now require the integration of the implementation of the FCE policy in
each school’s program. The new format also incorporates Title I requirements.
3. Describe where challenges in making progress toward meeting local goals are evident.
Principals in non-Title I schools use general funds for parent involvement activities. In Title I schools, funds for parent involvement are immediately
designated to support the implementation of the FCE policy, programs, and initiatives, with a focus on the FCE school-based goal-oriented program. All
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
Improvement Plan Guidelines for SY 2009–2010. As a result, all schools will incorporate family and community engagement strategies and activities that
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
expand programs and to increase parent involvement. Key obstacles faced when attempting to engage parents continue to be related to poverty (limited
resources to meet basic needs), maintaining correct contact information (e.g. phone numbers, addresses), lack of access to technology and a limited
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understanding by school staff of how to support parental engagement and why it is so important.
A goal of the Office of Partnerships, Communications and Community Engagement is to provide more professional development opportunities for principals
and other school administrators who are responsible for developing and maintaining community support at the school level. To address this, the office aims
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
office.
The Office of Partnerships, Communications and Community Engagement has been able to attract partnerships to the City Schools by promoting a consistent
message internally and externally about educational partnerships and developing relationships with key staff in both areas. The consistently negative
reporting about the City Schools by the media is a constant battle of perception that needs to be addressed before talk of partnerships can be won.
Establishing a proactive positive approach to the business community regarding industry-related business partnerships has helped to secure partnerships
in the Career and Technology Education (CTE) cluster areas. This year the Office of Partnerships, Communications and Community Engagement continues to
maintain and develop strategic partnerships that are working with six high schools.
4. Describe the adjustments or changes that will be made along with the corresponding resource allocations to ensure sufficient progress.
Include timelines where appropriate.
Increased opportunities for professional development to school staff on the topic of engaging families and communities will support the more effective
implementation of the FCE policy. The office will aggressively pursue opportunities both internally in conjunction with other departments and externally in
collaboration with community partners where appropriate.
For SY 2009-2010, each school’s School Family Council, Advisory Team, Engagement Team and organized parent group will receive trainings and support to
further implement the expectations in the FCE policy. Learning opportunities will continue to be made available through courses offered in The Family
Institute.
Dedicated resources, both human and financial, are sought for SY 2009 –2010 to increase and support school partnerships with families and communities
and to ensure that each school has increased resources to develop and increase the capacity to engage parents, family and community members in the
development and implementation of the education programs, policies and procedures in schools and throughout City Schools. Community-based partners at
85 schools provide a conduit in addition to central office efforts for identifying and developing partnerships. In addition, training for partnership liaisons at
schools will be offered this year to help schools facilitate effective partnerships at the school level.
In SY 2009-2010, City Schools will better train staff and utilize resources. To further ensure that stakeholders stay abreast of school system
happenings, communications staff will focus on getting more immediate information to all stakeholders, as well as developing a master calendar of events
and publications. To achieve this, the communications office will focus on more proactive and strategic planning of communication strategies. City Schools
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
of Partnerships, Communications and Community Engagement will focus its professional development efforts on training school-based administrators in the
areas of public relations, media relations, marketing and school branding.
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In order to accurately quantify the number and amount of dollars coming into the City Schools through partnerships, the Office of
Partnerships will train staff to work with principals or their designees to track and monitor donations made at the school level.
5. Describe the adjustments or changes that will be made along with the corresponding resource allocations to ensure sufficient progress.
Include timelines where appropriate.
Program
The Office of Partnerships, Communications and Community Engagement, newly organized as of July 1, 2008, represents a new operational capacity and
direction for City Schools.
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
the primary role in ensuring timely and effective communication with all City Schools’ stakeholders and for shaping positive interactions with them. The city
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
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
engagement and support for City Schools. The office coordinates all communications for City Schools, both internal and external. The transformation of the
schools that is now underway requires effective and intensive communications with the public, key partners and system staff. It also requires an enhanced
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
capacity to reach partners and families through multiple means, including expert use of electronic media.
City Schools continues to seek resources and strategies to support the implementation of the Family and Community Engagement (FCE) Policy, which
includes federal parent involvement mandates as outlined in No Child Left Behind. All City Schools’ schools are required to meet these and other mandates as
outlined in the FCE policy.
The Family Institute, begun in the spring of 2009, will continue to provide a structure for trainings and peer assistance sessions. City Schools will continue to
expand the reach of Family Institute to leverage training opportunities and resources from organizations throughout the agency.
The Office of Partnerships, Communications and Community Engagement will continue to use the Gary Strausberg Cable TV Fund to further develop
Educational Channel 77, along with other media formats, such as the website. The school system will also work to enhance internal communications
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
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
undergo a structural overhaul of its content management system to significantly increase its functional capacity. This will include providing a website for each
individual school.
The Office of Partnerships, Communications and Community Engagement will continue to advocate for the City Schools and its students by promoting the
success of existing partnerships, thereby increasing the districts visibility within business and community groups through memberships in their organizations.
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The Office of Partnerships, Communications and Community Engagement will also broker new relationships and act as mediator by continuing collaborative
ties with internal departments to ensure sufficient links among offices on projects. In addition, the Office of Partnerships, Communications and Community
Engagement is developing a partnership interface that will facilitate the matching of potential partners with schools whose identified needs match the
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,
and standards for donor information.
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Assessments
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
and community engagement strategies and activities to include FCE policy elements, as an integrated part of the school improvement plan. The
development of an assessment tool will provide an instrument to measure accountability and effectiveness of program implementation of federal, state,
and City Schools family and community engagement policies.
In order to accurately quantify the number and amount of dollars coming into the City Schools through partnerships, the Office of
Partnerships, Communications and Community Engagement will work with principals to accurately record and track donations (both monetary and inkind)
made at the school level.
Identifying the Priorities and Strategies—Communications with Internal and External Stakeholders—SY 2008-2009
The Office of Partnerships, Communications and Community Engagement plan ensures that City Schools stakeholders both internal and external are involved
and supportive of City Schools and students. Stakeholder involvement is critical because local experience and national data show that for student
achievement to accelerate beyond incremental improvements; urban school districts must proactively engage the community as a meaningful partner in
reform. The partnership must be active and participatory, not theoretical. Community support provides children and families with physical, mental, and
social services to promote academic preparedness. Most important, parents and other family members are children’s first teachers. A home atmosphere
conducive to learning encourages and supports students at every grade level. Additionally, effective two-way communication must be an integral part of
community engagement, and it must be designed in formats that reach a variety of stakeholders.
The priorities in this plan align City Schools’ external relations based on the City Schools vision, Master Plan, and the Maryland State Department of
Education (MSDE) publication, “A Shared Responsibility: Recommendations for Increasing Family and Community Involvement in School.” The goals and
objectives of the City Schools Master Plan are in alignment with MSDE’s recommended themes: communication, leadership, partnership, training, and
accountability. Further, the objectives are informed by the City-State Partnership Legislation of 1997 and its re-enactment in 2002, as well as the City Schools
Family and Community Engagement (FCE) Policy. In turn, the strategies directly support the implementation of the City Schools FCE policy.
The City Schools FCE policy encourages the engagement of parents, families, and the community in the education of children in order to create a positive
bond between the home and the school. So that the City Schools can provide a more responsive and inviting school climate to increase the level of family
and community engagement, it will continue to develop and implement systemic and school-based strategies and programs based on the National Standards
for School-Parent Partnerships and other research-based programs.
City Schools recognizes that strong, continuing family and community engagement, in all aspects of school programs and activities, provides support for
measurable improvement in student achievement. City Schools commits to building engagement capacity in communication, parenting across the grades,
volunteering, at-home learning, decision making, collaborating with the community, and advocacy. The City Schools FCE policy creates a collaborative
environment in which the parents, families, and communities of students are invited and encouraged to be involved stakeholders in the school community.
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Furthermore, this policy establishes the framework and responsibilities for the implementation of strategies to increase family and community engagement
in schools and throughout the system. An effective school-family-community team assures parents, families and community members the opportunity to be
effective collaborators and decision makers at all levels in support of improved academic performance for all students. The policy also supports the
fulfillment of federal and state parent involvement mandates.
Priority 1: Communicating effectively and proactively with external stakeholders. By creating a distinct City Schools brand and various
communications tools, the singular message of accelerating student achievement and transforming Baltimore City’s schools can be delivered to multiple
stakeholders in various formats. This will position the City Schools to proactively share its vision, inform and engage stakeholders about programs, and
receive timely input and feedback.
Priority 2: Communicating effectively and proactively with internal stakeholders. City Schools plans to improve communication processes and
feedback opportunities with internal stakeholders to ensure they have the information that they need to execute their responsibilities effectively, and can
serve as ambassadors to external stakeholders.
Priority 3: Ensuring parental involvement in the development and implementation of the education policies and procedures in City Schools.
Priority 4: Ensuring increased community involvement and outreach in support of schools.
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Local Goals and Indicators
Operations
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
addressed in the preceding sections.
Instructions:
Provide data from any relevant source. In the local school system’s response, address the following questions:
1. Describe each department’s progress that was made in 2008-2009 toward goals of the Master Plan.
The progress that was made during SY 2008-2009 in the four Operational departments: Facilities, Transportation, Health and Safety, and Food Services, has
been noteworthy. The following accomplishments highlight this progress:
Department of Facilities:
Collaborated with various City Schools’ departments over a six-month period to establish Expanding Great Options recommendations, as follow-up to
Facility Solutions plan. Efforts resulted in replacement of Facility Solutions proposals to realistically reflect the new vision of the School Board and
CEO (i.e. away from the 15 percent closure target and towards more efficient use of space in accordance with true programmatic needs).
Embarked on $20M in renovations to complete Facility Solutions projects.
Commenced $21M in renovations for initial Expanding Great Options projects.
Continued preventive maintenance efforts and energy saving installations in all schools, including the following upgrades: electrical, mechanical,
plumbing, boilers, roofing and windows.
Commenced testing and replacement deteriorated fuel tanks throughout City Schools facilities.
Established partnership with community stakeholders to create green space at six schools.
Completed update of annual Educational Facilities Master Plan and submitted to the State IAC on July 1, 2009. Will submit follow-up comprehensive
Educational Facilities Master Plan during the latter part of August 2009.
Department of Student Transportation:
Continued improvement in reducing transportation related interruptions, reducing interruptions from seven during the 2007-2008 school year to
zero during the 2008-2009 school year.
Improved on the MSDE transportation audit from an 89 percent score in 2006-2007 to a 93.7% score for the 2008-2009 audit.
Trained all school-based transportation coordinators.
Improved the utilization of excess yellow bus capacity to achieve a significant reduction in the number of taxicabs used to transport students. This, in
turn, achieved a significant reduction in taxicab transportation costs and will achieve a $1.8 M cost avoidance in each subsequent school year.
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Department of Health and Safety
Completed training programs required by governmental regulations.
Initiated electronic imaging of all City Schools asbestos management files.
Department of Food Services
Made progress in the continued enhancement of school meal nutrition standards in accordance with the BCPS Local Wellness Policy.
Instituted administrative processes to monitor inventory and collect revenue.
Increased the Breakfast Program by 44%.
Started the Great Kids Farm.
Opened the Great Kids Café in the City Schools Headquarters.
Served 60% more fresh fruit over the last school year.
2. Identify the programs, practices, or strategies and the corresponding resource allocations to which you attribute the progress. Include supporting
data as needed.
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
who worked toward improving work practices with an understanding of how to eliminate obstacles, keeping in mind that all they do provides critical services
to students and staff. Additionally, accomplishments can be attributed to the following programs, assessments, and professional development initiatives.
Program
Expanding Great Options Work Group: Accomplishments in the creation and initiation of the Expanding Great Options plan can be attributed to the
multi-disciplinary work group that convened over several months to identify and address necessary changes to academic programs and related use of
facilities.
Improvements in the routing software increased response time on the receipt and initiation of the transportation request process.
Continued reliance on the school bus global positioning system.
Support from the Office of Non-Public and the Non-Public schools serviced in the availability of resources for training school bus personnel.
Established partnerships with the Baltimore Ravens and the Orioles in support of the Food and Nutrition Breakfast Program.
Continued supplemental support by the City of Baltimore’s Department of General Services for environmental inspections and remediation
services.
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Assessment
Expanding Great Options Collaboration: Implementation of the Board’s recommendations involved coordination and synchronization with several
strategic departments and vendors. Early planning and competitive bidding enabled departments to ensure project work plans and contracts as
needed.
CapStat and summer 2009 Projects Meetings: Elimination of capital project backlog status can be attributed to these weekly and monthly meetings,
held to ensure progress in meeting timelines, maintaining accountability, work procedures and processes. The meetings enabled staff to effectively
concentrate on implementing and completing summer projects.
The Kids Farm: Instituting locally-grown fresh fruit throughout the school year and in all schools increased interest and participation in the
Breakfast Program.
By incorporating checks and balances of the procurement and inventory system, the department was able to reduce standing inventory and
overall purchasing.
By electronic imaging the asbestos management files, all schools will have on-site access for inspection and review.
Professional Development
Continued improvements in communications/coordination with school-based transportation coordinators and the Transportation Department.
Improved in-house ordering and inventory control procedures.
Reduction in the number of facility-related violations issued and prevention of injuries incurred by staff.
3. Describe where challenges in making progress toward meeting local goals were evident.
Several ongoing challenges are faced by each of the operating units, including budget constraints and staff resources. They are as follows:
Budgetary constraints, particularly the lack of funding sources for projects, hindered the ability to deliver the full extent of projects during the initial
phase of Expanding Great Options.
Availability of trained, qualified school bus personnel (drivers and aides) continues to be a challenge. The Transportation Department experienced an
8% percent drop in qualified bus drivers between the 2006-2007 school year and the 2008-2009 school year. (Note: In the Baltimore region, there is
a shortage of qualified school bus drivers, and all counties are struggling to meet employment needs.)
Initiation of the routing and scheduling software GPS technology.
Timely input of student information/transportation requests in the Electronic Transportation Request system (eTR) prior to the start of the school
year.
Availability of trained, qualified staff to review Asbestos Management Plans in each school. The process is time consuming and labor intensive
for current staffing level. Consider supplementing staff for the next re-inspection in 2010.
Budgetary constraints that impact training programs.
Resolution of internal issues has been challenging, particularly in the areas of Procurement and Human Resources; processes are often repetitive.
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Lack of collaboration and communication among departments.
4. Describe the adjustments or changes that will be made, along with the corresponding resource allocations, to ensure sufficient progress. Include
timelines where appropriate.
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
progress include the following:
Collaborate with the Chief Financial Officer to ensure that there are sufficient funding allocations to implement subsequent Expanding Great Options
recommendations.
Appraise and evaluate Expanding Great Options activities (number of projects, staff capacity, work plans, system requirements, and contractual
procurements).
Determine second phase of Expanding Great Options projects for summer 2010 much earlier (i.e. October 2009 as opposed to March or April 2010),
issue bids earlier and, where possible, begin construction work sooner, to avoid having to pay premium construction costs.
Schedule additional school-based transportation coordinator training seminars in October and November for replacement of administrators who
have transferred or retired.
Streamline processes with Human Resources and Procurement (need to eliminate repetitive functions).
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Guidance
Local Goals and Indicators
The Office of Achievement and Accountability
The Office of Achievement and Accountability (A&A), formerly known as DREAA, will continue its mission to provide guidance to leadership and schools in
understanding and accessing timely and accurate school and student performance data in context to support long- and short-term planning and strategic
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:
Provided trainings for school leaders and staff on the correct interpretation of school and student performance measures
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,
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
between test items and skills students must master.
Provided data and guidance for the Fair Student Funding process
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 2010-11.
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
accompanying rationale for changes. A&A also provided the test score data that was used for creating the academic weights within the FSF model.
Worked closely with the Office of Partnerships, Communications, and Community Engagement on understanding and communicating the data
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
Office of Communications to understand the interpretation of data, data analysis, and federal and state policy terms and standards, and has participated in
crafting press releases, eblasts, and other communications.
Support the Baltimore Education Research Consortium (BERC)
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
its first round of research reports, hosted a seminar with City Schools’ principals, and has hired a staff person who is dedicated to work within A&A.
Support
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
system that support the five essentials. A&A will provide the data to all stakeholders, including the School Board, administrators, school staff, parents, and
community in a manner that promotes accurate data interpretations as the basis for data-driven decision making. A&A serves the demands for institutional
research, program evaluation, and support for external partners, and compliance with federal, state, and municipal mandates. A&A will continue to address
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the perennial ad hoc institutional research demands of the City Schools. A&A will continue support for Title I, charter schools, enrollment projections,
formative assessments, and other City Schools and School Board initiatives. The following lists some details of the progress made to date:
Provide test and survey results and demographic history for desegregations, analyses, and longitudinal monitoring of populations including students
with disabilities and English language learners
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
schools with their individual student results and school summaries and sent district and school-level summaries to central senior staff as soon as data
became available. School profiles that included disaggregation of Stanford, MSA, and HSA by all NCLB subgroups, along with enrollment, attendance, overage,
suspension, graduation, dropout, and highly qualified teacher data were posted on the website for school and public access. A&A also monitored
student progress on the HSAs, especially of seniors meeting graduation requirements. Spreadsheets of high school students’ HSA status (including Bridge)
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
administrators.
Provide Stanford, MSA, HSA assessment data to ITD for the Principal’s Dashboard
A&A provided ITD with individual student data files that included demographic, test history, attendance, suspension, over-age, and special education
variables to populate the Principal’s Dashboard, a secure, password-protected online site. A&A also produced School Accountability Progress reports as part
of the School Accountability Framework; monitored student progress toward graduation in partnership with the Office of the Chief of Staff using the
graduation tracking tool; and worked with ITD on an online tool to capture school programs, partnerships, curriculum, among other things, all of which were
posted to the Principal’s Dashboard.
Disseminate assessment information, formative assessment analyses, Title I reports, charter schools evaluation, school climate survey, and enrollment
projections
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
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
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.
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
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
is developing indicators for the third year of EGO.
The SY 2009-10 Climate Survey was the second year for the revised instruments. The Climate Survey was distributed, administered, collected, analyzed, and
results were posted online. This year, teacher data were collected online using K-12 Insight, an improved strategy developed in concert with the Baltimore
Teachers’ Union.
A&A developed enrollment projections for SY 2010-11 and used an online tool for principals to review, comment, and amend their projections with
accompanying rationale for changes. A&A further prepared 10-year projections by school for the Comprehensive Facilities Educational Master Plan and
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verified that the Maryland Department of Planning’s (MDP) 10-year enrollment projections for City Schools were consistent with City Schools’ own
projections.
Train School Improvement Teams and school faculties in the correct administration of assessments and compliance with MSDE-mandated test security
procedures
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
administration of these assessments. All required monitoring activities for MSA, Stanford, and each HSA administration have been conducted. A&A greatly
expanded its MSA monitoring and worked in close collaboration with MSDE to address all test security concerns that emerged over the year. In response,
A&A developed the most aggressive and comprehensive program in the state to support this task.
Present to community via a variety of forums
A&A prepared the Stanford and MSA board report and presentation, hosted a community forum to discuss the assessment results, and presented at
meetings at schools as requested to provide parents with information on upcoming assessments and how to interpret the results. A&A collaborated with
senior staff on the State of the High Schools and State of the Schools Board presentations. A&A participated in a special study group with PCAB on charters
schools, their data, and critical decision points in their approval or renewal process.
Develop a data warehouse system to collect integral data across district to inform decisions at teacher, school leader, and central office levels
A&A and a cross-sectional team of City Schools departments released an RFP to acquire a student performance system and data warehouse solution in order
to incorporate all divergent and soiled data into one system. In SY 2009-2010 City Schools secured SchoolNet to serve as the interface the student
performance system. Tetradata, working in tandem with SchoolNet is providing the data warehouse infrastructure. A&A, in collaboration with the Chief
Academic Office and Information and Technology Department, are developing the user applications for teachers, principals, and other district users. A&A
completed their first round of professional development trainings for school based leaders on the student performance tool. In SY 2010-2011, additional data
(e.g. curriculum, formative assessments, student demographic, historical, etc.) will be included in the student performance tool and teachers and principals
will be trained by central office staff on how to use the data to inform instruction and school level decisions.
• Implement a performance management system within central office to strategically align departments’ staffing and projects to the district’s mission
and vision.
A&A will implement a performance management system among its staff in SY 2010-2011 with the goal of rolling out a performance management system
across central office departments in the future. In general, the performance management system will include a comprehensive and up-to-date job
descriptions, clear roles and responsibilities, feedback processes, development goals, and support systems to achieve those goals.
Accountability
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
details of the progress made to date:
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Prepare evaluation reports on specific initiatives and programs
During school year 2009-10, among other things A&A provided required service to Title I; surveyed principals and teachers on their participation in
professional development for the Title II evaluation and for a district-wide analysis of teacher satisfaction of professional development; analyzed the
characteristics of students attending transformation schools; prepared a report on the enrollment trends of the system, looking at distributions across grades
and the various factors affecting the rise in enrollment; and completed the SY 2008-09 Summer School evaluation.
Analyze data related to the School Accountability Framework
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
School Accountability Framework. These tools will be used to inform principal placement/contract renewal, school support network activities, professional
development, best practice sharing, and school closures. SEA continued the implementation of the School Accountability Progress Reports; developed the
Principal Evaluation Data Matrix to be used as part of the annual principal evaluations; and began development of the School Quality Review (SQR), a
qualitative tool to measure schools’ operational and instructional effectiveness.
Prepare high-stakes data according to CEO and Chief Officers’ requests
A&A provided CEO and chief officers with comparative analyses of high stakes assessment data, disaggregated by school and subgroups. A&A provided the
Office of Special Education with data for compliance with the Court Master’s report on ultimate measureable outcomes for special education. A&A, in
collaboration with the Office of the Chief of Staff, identified students eligible for the Bridge plan and tracked the HSA progress toward graduation; performed
reconciliation of the graduation data to make sure all graduates fulfilled the graduation requirements; and provided monthly reports on student service
learning hours and unexcused absences for the Student Support Office.
Implement the most aggressive test security monitoring program in the state
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
level of rigor to the oversight and monitoring of compliance with MSDE regulation for the administration of assessments. This included a battery of analytical
and forensic analyses, collaboration with sister offices, monitoring of more schools than ever, and control over testing materials before and after actual test
administration.
1. Describe where challenges in making progress toward meeting local goals are evident.
2. Describe the adjustments or changes that will be made along with the corresponding resource allocations to ensure sufficient progress. Include
timelines where appropriate.
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
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
evolve an expanding demand for ever-more complex and timely information to inform strategic decisions and to evaluate the performance of schools, staffs,
and contractual engagements.
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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
Accountability Officer is now the Chief Accountability Officer and the division has expanded to include a newly created department, School Evaluation and
Accountability (SEA), which oversees the development and analysis of the Baseline Data Reports that are part of the School Accountability Framework
initiative. The Director for this department and five supporting positions (four program evaluators and one data analyst) have been hired.
Another continuing challenge remained efficient access to data. A&A has successfully completed the RFP process and has procured a data warehouse for the
system. A strand of IDEA stimulus dollars were identified which aligned with federal guidance that allowed for the launch of this important investment. A
cohesive data warehouse will unify student databases and allow the many different departments within the system easy and timely access to data.
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
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
anything required in past.
Another challenge has been the shrinking timeframe between the state’s posting of MSA and HSA data and the submission of various compliance reporting
files. This volume of work, more complex than previously, and the tempo of the submissions strained technical resources within A&A and partner units,
particularly ITD.
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Identifying the Priorities and Strategies—Division of Research, Evaluation, Assessment, and Accountability
SY 2010-2011
School Year 2010-2011
Achievement and Accountability
Priority 1: Guidance
Objective 1.1: Provide guidance to leadership and schools in understanding and accessing timely and accurate school and student performance data.
Strategies
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
Evaluation/Evidence Status Report
1. Continue training PreK- July 2010 Senior A&A staff Workshops provided to
principals, assistant principals, 12 to June
school and central office
ISTs, and others on the correct
interpretation of school and
student performance measures.
2011
units as requested.
2. Provide data and guidance PreK- July 2010 Senior A&A staff Projections, analysis, and
for the Fair Student Funding 12 to June
weighting formulas as
process
2011
required during the
planning
cycle.
and budgeting
3. Work closely with the PreK- July 2010 A&A Officer, senior Support key performance
Office of Partnerships, 12 to June A&A staff
reporting moments during
Communications, and
2011
the academic year.
Community Engagement on
understanding
communicating the data.
and
4. Provide guidance to the PreK- July 2010 Senior A&A staff A&A will be a presence at
Procurement Review 12 to June
the PRC meetings.
Committee (PRC) in evaluating
2011
the past performance of
vendors, programs, and
initiatives and in providing
advice on appropriate and costeffective
evaluation plans for
future programs and initiatives.
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School Year 2010-2011
Achievement and Accountability
Priority 1: Guidance
Objective 1.1: Provide guidance to leadership and schools in understanding and accessing timely and accurate school and student performance data.
Strategies
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
Evaluation/Evidence Status Report
5. Support the Baltimore PreK- July 2010 Senior A&A staff Renewal of MOU; provide
Education Research Consortium 12 to June
data for research reports.
(BERC)
2011
6. Oversee appeals and
corrections process to ensure
valid test results.
PreK-
12
July 2010
to June
2011
Senior A&A staff Complete for MSA, HSA,
and NAEP assessments.
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School Year 2009-2010
Achievement and Accountability
Priority 2: Support
Objective 2.1: Provide timely, accurate, and complete data in context to support effective long- and short-term planning and decision-making.
Ensuring the integration, coherence, and user-friendly dissemination of City Schools data to stakeholders, including the School Board, administrators,
school staff, parents, and community in a manner that promotes accurate data interpretations as the basis for data-driven decision making.
Grade Timeline Person/s
Evaluation/Evidence Status Report
Strategies
1. Provide the test and survey
results and demographic
history for desegregations,
analyses, and longitudinal
monitoring of populations
including students with
disabilities (SWD) and Limited
English Proficient (LEP) to
support all other units.
Level
PreK-
12
Mo/Yr
July 2010
to June
2011
Responsible
A&A Officer, senior
A&A staff
Dissemination of official
assessment reports from MSDE,
vendor files, home reports,
internal A&A analyses and
publications.
Reports based on analyses of
test results, demographic
history, and climate surveys as
they relate to the success of
schools and students.
Populations, including SWDs by
LRE status and LEP students will
also be disaggregated by
ethnicity, gender, Title I,
retention history, disciplinary
history, feeder schools,
attendance history, mobility,
over-aged status.
Data will be disseminated via
multiple outlets customized to
specific audiences.
Monitoring of student progress
on HSAs toward meeting
graduation requirements.
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School Year 2009-2010
Achievement and Accountability
Priority 2: Support
Objective 2.1: Provide timely, accurate, and complete data in context to support effective long- and short-term planning and decision-making.
Ensuring the integration, coherence, and user-friendly dissemination of City Schools data to stakeholders, including the School Board, administrators,
school staff, parents, and community in a manner that promotes accurate data interpretations as the basis for data-driven decision making.
Grade Timeline Person/s
Evaluation/Evidence Status Report
Strategies
2. Provide Stanford, MSA, HSA
assessment data to ITD for the
Principal’s Dashboard.
3. Disseminate Assessment
information, Formative
Assessment analyses, Title I
reports, Charter Schools
evaluation, School Climate
Survey, and Enrollment
Projections.
Level
PreK-
12
PreK-
12
Mo/Yr
July 2010
to June
2011
July 2010
to June
2011
Responsible
Senior A&A staff Assessment data files will be
provided to ITD to populate the
Principal’s Dashboard so that
principals can easily access
relevant assessment data in the
context of school, grade level,
demographic information,
SWD/LEP/ Title I status,
retention history, disciplinary
history, attendance history and,
A&A Officer, senior
A&A staff
mobility.
Formal Year 3 Evaluation of
Charter Schools.
Annual reports for Title I
programs.
Annual climate surveys
distributed to students, staff,
and parents and analyzed.
Surveys will measure teacher,
parent, and student satisfaction
with specific learning initiatives.
Annual one-year and ten-year
enrollment projections
distributed.
4. Train School Improvement PreK- July 2010 A&A Officer, senior Reports to officers and schools
Achievement and Accountability P a g e | 284

School Year 2009-2010
Achievement and Accountability
Priority 2: Support
Objective 2.1: Provide timely, accurate, and complete data in context to support effective long- and short-term planning and decision-making.
Ensuring the integration, coherence, and user-friendly dissemination of City Schools data to stakeholders, including the School Board, administrators,
school staff, parents, and community in a manner that promotes accurate data interpretations as the basis for data-driven decision making.
Grade Timeline Person/s
Evaluation/Evidence Status Report
Strategies
Teams and school faculties in
the correct administration of
assessments and compliance
with MSDE-mandated test
security procedures.
5. Present to community via a
variety of forums.
6. Develop a data warehouse
system to collect integral data
across district to inform
decisions at teacher, school
leader, and central office levels.
7. Implement a performance
management system within
central office to strategically
align departments’ staffing and
projects to the district’s mission
and vision.
Level
12
PreK-
12
PreK-
12
PreK-
12
Mo/Yr
to June
2011
July 2010
to June
2011
July 2010
to June
2011
July 2010
to June
2011
Responsible
A&A staff upon receipt of vendor files.
Resolution of security violations
as needed.
A&A Officer, senior
A&A staff
Presentations at Board of
School Commissioners public
sessions. Presentations to
school PTAs/PTOs as requested.
Presentations to PCAB and
other advocacy groups as
requested. Presentations of
student test performance on
request.
A&A staff Surveys conducted post
professional development
training sessions to measure
whether attendees (school
leaders, teachers) understand
how to use data tools. Frequent
checks on teachers and school
A&A Officer, senior
A&A staff, A&A staff
leaders access of data.
Staff performance reviews
Achievement and Accountability P a g e | 285

School Year 2009-2010
Achievement and Accountability
Priority 2: Support
Objective 2.1: Provide timely, accurate, and complete data in context to support effective long- and short-term planning and decision-making.
Ensuring the integration, coherence, and user-friendly dissemination of City Schools data to stakeholders, including the School Board, administrators,
school staff, parents, and community in a manner that promotes accurate data interpretations as the basis for data-driven decision making.
Grade Timeline Person/s
Evaluation/Evidence Status Report
Strategies
Level Mo/Yr Responsible
Achievement and Accountability P a g e | 286

Priority 3: Accountability
School Year 2009-2010
Achievement and Accountability
Objective: 3.1. Provide all stakeholders the subjective information in context with interpretation so that the system can exist in a unified
accountability network.
Strategies
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
Evaluation/Evidence Status Report
1. Prepare evaluation reports PreK- July 2010 A&A Officer, senior Evaluation of the
on specific initiatives and 12 to June A&A staff
Alternative Options
programs.
2011
Programs.
2. Analyze data related to
School Accountability
Framework Scorecard.
3. Prepare high-stakes data
according to CEO and Chief
Officers requests.
4. Present to community via a
variety of forums.
PreK-
12
PreK-
12
PreK-
12
July 2010
to June
2011
July 2010
to June
2011
July 2010
to June
2011
A&A Officer, senior
A&A staff
A&A Officer, senior
A&A staff
A&A Officer, senior
A&A staff
Review the performance of
the new Transformation
schools.
Comparative evaluation of
charter schools.
Specific evaluations
required by grant-funded
programs.
Board-approved
accountability framework
and school report card.
Provide CEO and Chief
Officers with data to drive
organizational and
personnel decisions.
Presentations at public
sessions of Board of School
Commissioners.
Presentations to school
PTAs/PTOs as requested.
Presentations to PCAB and
other community groups as
Achievement and Accountability P a g e | 287

Priority 3: Accountability
School Year 2009-2010
Achievement and Accountability
Objective: 3.1. Provide all stakeholders the subjective information in context with interpretation so that the system can exist in a unified
accountability network.
Strategies
Grade
Level
Timeline
Mo/Yr
Person/s
Responsible
Evaluation/Evidence
requested. Presentations of
student test performance
on request.
Status Report
Achievement and Accountability P a g e | 288

Office of New Initiatives
The Office of New Initiatives serves as the office that coordinates many of the Baltimore City Public Schools (City Schools) reform- efforts. This office
promotes choice and partnerships, allowing schools to develop new, autonomous school designs while seeking greater accountability for outcomes.
Charter, New, and Innovation High Schools are public schools that enjoy some autonomy from state and local education policies and regulations. To
differing degrees, the autonomies may include curriculum, operations, staffing, budget, professional development, facility, school calendar, grade
configuration, and governance. These schools of choice have no entrance criteria, with some serving specific geographical areas while others accept
students from across the city. Charter, New, and Innovation Schools, as well as Transformation Schools represent a shift towards site-based management
of schools where partnerships are the key to building capacity at the school level.
New Schools Initiative
Borne out of the 1984 Vaughn G. consent decree, the New Schools Initiative began in 1996. The court, believing that a “rising tide raises all ships,”
required the City Schools to establish a series of new schools that were freed from the perceived bureaucracy of school system policies while
leveraging partnerships with “operators” who served as the governing board of the school. These schools implemented an inclusion model, where all
students were served in the general education classroom, and student achievement was accelerated through small class size and innovative
practices. Decisions about these New Schools at the system level were informed by a New Schools Advisory Board, comprised of external stakeholders
and supplemented with City Schools staff serving as technical experts. The New Schools Initiative served as the model for charter schools in Maryland.
Innovation High Schools
In 2001, the City Schools Blueprint for High School Reform was unveiled. Predicated on three pillars of reform—academic rigor, accountable leadership,
and small, supportive structures—this high school reform plan adopted many of the principles supported by the Gates Foundation. Led by the High School
Steering Committee that was comprised of funders, advocates, and school system staff, the Blueprint called for the breakup of the large comprehensive
high schools into smaller “derivative schools” and for the formation of innovation high schools. Innovation High Schools, like New and Charter
Schools, are operated by governing boards comprised of external stakeholders that range from Universities (Johns Hopkins) to government agencies
(Mayor’s Office of Economic Development) to non-profit organizations (Replications, Inc.).
High School Reform: The objectives for the Innovation High Schools are the following: 1) to pilot innovative support structures, themes/focused
instructional programs for higher student outcomes (percent of HSA passers, lower dropout rates, higher graduation rates, fewer incidents of
suspensions/expulsions); 2) to expand the options for students in the high school choice process and increase the breadth of the City Schools portfolio
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
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
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
Schools are citywide schools of choice with no admissions criteria.
Office of New Initiatives P a g e | 289

Charter Schools:
Maryland passed Charter School legislation in April 2003 and the City Schools policy was developed by November 2003. In December 2004, the Baltimore
City Board of School Commissioners expanded its commitment to innovation and choice by approving its first 12 charter school applications. Charter
schools offer the school system opportunities to partner with stakeholders in a unique relationship that provides public funds to leverage the resources of
organizations such as cooperatives of teachers, parents, and community groups, non-profit organizations and universities. Baltimore City’s charter
school partners range from Coppin University to the Living Classrooms Foundation to the Patterson Park Neighborhood Association. Baltimore now has
27 charter schools. This represents approximately 81 percent of the charter schools in Maryland (27 of 33). Approximately 14 percent of Baltimore’s
public schools are charter schools. Seventy-six hundred (7,600) students currently attend charter schools, comprising approximately 9.2 percent of the
students enrolled in the City Schools.
Charter School Funding: The Board of School Commissioners and the Operators have an agreed-upon funding model, which was originally approved by
the Board in spring 2007 and last updated in spring 2009.
Accountability and Schools of Choice: Staff is preparing to receive charter applications for new schools that will open in fall 2010. Each applicant goes
through a written application screening by City Schools staff and the New and Charter School Advisory Board. Then all applicants are interviewed. The
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
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,
covering domains including governance, fidelity to mission, instructional program, stakeholder satisfaction, and operational viability, and then completes
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
charter school full renewal (a new five year contract), a contract extension (two years under current contract) or non-renewal.
Transformation Schools:
In 2008, the City Schools unveiled a plan to start up to 12 new secondary schools (grades 6-12) in fall 2008 and continuing to open up to six
Transformation Schools in 2009 and 2010. This decision was based on an analysis of current middle schools needs. The goals for these schools are to
serve three populations of students: college-prep programs will ensure college readiness, acceptance and success; school-to-career programs focus options
that link closely with community employment needs and opportunities; alternative/dropout prevention programs will provide alternative education
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
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
grades of students (sixth and ninth) and will have between 80-120 students per grade. One additional high school converted to add middle grades,
and serve the 6-12 grade configuration. All of the Transformation Schools are citywide schools of choice with no admissions criteria. Transformation
Schools, like Innovation High Schools, are operated by governing boards comprised of external stakeholders that range from Universities (Johns Hopkins)
to non-profit organizations (Civic Works). The 2009 RFI generated a lot of interest from potential partners, and another seven schools were
recommended to open in fall 2009. Staff is currently seeking applications for Transformation Schools to open in 2010 and 2011 .
Office of New Initiatives P a g e | 290

CHARTER, NEW AND INNOVATION SCHOOLS
SCH. # SCHOOL NAME ADDRESS PRINCIPAL PHONE &FAX#
CONVERSION CHARTER SCHOOLS
8 City Springs School (K-8) 100 S. Caroline Street, 21231 Rhonda Richetta (410) 396.9165
(410) 396.9113 (fax)
23 Wolfe Street Academy (preK-6) 245 S. Wolfe Street, 21231 Mark Gaither (410) 396.9140
(410) 534.1066 (fax)
25 Dr. Rayner Browne (PreK-5) 1000 N. Montford Avenue, 21205 Lisa Eason (410) 396.9239
(410) 396.9328 (fax)
47 Hampstead Hill Academy (K-8) 500 S. Linwood Avenue, 21224 Matthew Hornbeck (410) 396.9146
(410) 396.3637 (fax)
63 Rosemont (K-7) 2777 Presstman Street, 21216 Charles Shockney (410) 396.0574
(410) 545.3298 (fax)
97 Collington Square School (K-8) 1409 N. Collington Avenue, 21213 Harold Eason (410) 396.9198
(410) 396.8632 (fax)
262 Empowerment Academy (K-5) 851 Braddish Avenue, 21216 Carolyn Smith (443) 984.2381
(410) 362.2454 (fax)
321 Midtown Academy (K-8) 1398 Mount Royal Avenue, 21217 Kathy O’Hanlon (410) 225.3257
(410) 225.3514 (fax)
323 The Crossroads School (6-8) 802 S. Caroline Street,21231 Marc Martin (410) 685.0295
(410) 752.8433 (fax)
324 KIPP Ujima Academy (5-8) 4701 Greenspring Avenue, 21209 Shayna Hammond (410) 545.3669
(410) 664.6865 (fax)
325 ConneXions (6-9) 2801 N. Dukeland Street, 21216 Dana Polson/Rodney Powell (443) 984.1418
(410) 669.4418 (fax)
WHOLLY NEW CHARTER
326 City Neighbors Charter (K-5) 4301 Raspe Avenue, 21206 Michael Chalupa (410) 325.2627
(410) 325.2489 (fax)
Office of New Initiatives P a g e | 291

Sch
Type
2009 Contact Information for Contract Schools
Sch # School Name Principal Address Zip Telephone Fax
2008-2009
Grades
C 8 City Springs** Rhonda Richetta 100 S. Caroline Street 21231 410-396-9165 6-9113 Pre-K - 8
NS 15 Stadium School Ron Shelley 1300 Gorsuch Avenue 21218 443-984-2682 366-2762 6-8
C 23 General Wolfe** Christopher Gaither 245 S. Wolfe Street 21231 410-396-9140 6-8064 Pre-K - 5
C 25 Dr. Rayner Browne ** Lisa Parker 1000 N. Montford Avenue 21205 410-396-9239 6-9238 Pre-K - 8
CS 44 Montebello Camille Bell 2040 E. 32nd Street 21218 410-235-4801 235-6535 Pre-K - 8
C 47 Hampstead Hill Academy** Jonathan Hornbeck 500 S. Linwood Avenue 21224 410-396-9146 6-3637 Pre-K - 8
C 63 Rosemont** Dwayne Wheeler 2777 Presstman Street 21216 410-396-0574 545-3298 Pre-K - 8
C 97 Collington Square** D'Andrea Chapman 1409 N. Collington Avenue 21213 410-396-9198 6-8632 Pre-K - 8
C 262 Empowerment Academy Carolyn Smith 851 Braddish Avenue 21216 443-984-2381 410-362-2454 pre-K-8
C 321 Midtown Academy** Kathleen O'Hanlon 1398 Mt. Royal Terrace 21217 410-225-3257 225-3514 K-8
NS 322 New Song Academy Susan Tibbles 1385 N. Gilmore Street 21217 410-728-2091 728-0829 Pre-k - 8
C 323 The Crossroads School** Marc Martin 802 South Caroline Street 21231 410-685-0295 752-8433 6 to 8
C 324
KIPP Ujima Village
Academy**
C 325 ConneXions
C 326
C 327
C 328
City Neighbors Charter
School
Patterson Park Public
Charter
Southwest Baltimore
Charter
Shawn Toler 4701 Greenspring Avenue 21209 410-545-3669 664-6865 5 to 8
Dana Polson
Rodney Powell
2801 N. Dukeland Street 21216 443-984-1418 669-4418 6 to 12
Michael Chalupa 4301 Raspe Avenue 21206 410-325-2627 325-2489 K to 8
Chad Kramer 27 North Lakewood Avenue 21224 410-558-1230 558-1003 K to 8
Turi Nilsson 31 S. Schroeder Street 21223 443-980-9016 443-984-3385 K to 5
C 329 Inner Harbor East Academy Beverly Manigo 200 N. Central Avenue 21202 410-276-0306 276-0306 K to 7
Office of New Initiatives Page 292

C 330
C 331
Northwood Appold
Community Academy
Maryland Academy of
Technology & Health
Sciences
2009 Contact Information for Contract Schools
Virginia Richardson 4417 Loch Raven Boulevard 21212 410-323-6712 323-1836 K to 5
Rebekah Ghosh 4701 Greenspring Avenue 21209 410-262-6072 396-0338 6 to 11
C 332 The Green School Katherine Primm 2800 Brendan Avenue 21213 410-485-2102 366-2154 K to 5
C 333
C 334
C 335
Independence School Local
I
Bluford Drew Jemison MST
Academy
Baltimore International
Academy
Cranston
Dize/Christopher French
1250 W. 36th Street 21211 410-467-1090 410-467-1091 9-12
TBD 1130 N. Caroline Street 21213 410-276-3095 276-3096 6-8
Elena Lokounia 3501 Taylor Ave 21236 410-426-3650 426-4688 K-7
IH 422 New Era Academy Paul Covington 2700 Seamon Avenue 21225 443-984-2415
C 423
IH 427
IH 428
Baltimore Freedom
Academy**
Academy for College and
Career Exploration (ACCE)
Baltimore Talent
Development
6 and 9 to
12
TBD/Pamela Caple 1601 E. Lombard Street 21231 443-984-2737 675-5205 6-12
Mitchell, Ivor D 1300 W.36th Street 21211 410-396-7607 428-6750 9 to 12
Jeffrey Robinson 1500 Harlem Avenue 21217 443-984-2744 669-7519 9 to 12
C 432 Coppin Academy** Ronnel Carey 2500 W. North Avenue 21217 410-951-2602 951-2503 9 to 12
IH 433 Renaissance Karl Perry 1301 McCulloh Street 21217 443-984-3164
9 to 12
C 336
Baltimore Montessori
Public Charter School
Allison Shecter 1600 Guilford Ave. 21202 410-528-5393 410-528-8126 pre-K to 5
C 337 Afya Public Charter School Will McKenna 2800 Brendan Avenue 21213 410-485-2102 443-304-0720 6-7
TS 338
TS 339
Friendship Academy of
Science & Technology
Friendship Academy of
Engineering & Technology
Ian Roberts 801 S. Highland Avenue 21224 443-642-3182
Susan Wheeler 2500 E. Northern Parkway 21214 443-642-5616
6-7 & 9-10
6-7 & 9-10
Office of New Initiatives Page 293

2009 Contact Information for Contract Schools
TS 341 REACH Michael Frederick 2801 St. Lo Drive 21218 443-642-2291
TS 342 KASA Tony Edwards 201 Northbend Road 21229 443-642-2670
TS 343 CIVITAS Matt Wernsdoerfer 4701 Greenspring Avenue 21209 443-642-2938
2009-2010 New Schools
6-7 & 9-10
6-7 & 9-10
6-7 & 9-10
C 346 City Neighbors Hamilton Candice Abd’al-Rahim 5609 Sefton Avenue 21214 443-642-2052
K-3
C 347 KIPP Harmony
Baltimore Leadership
Natalia Walter 2810 Shirley Ave. 21215 443-642-2027
K
TS 348 School for Young Women
(BLSYW)
Lorna Hanley 4600 Falls Road 21209 410-642-2048 410-338-2684 6
TS 349
NACA Freedom and
Democracy Academy II
Mary McCrea 2500 E. Northern Parkway 21214 443-642-2031
6 & 9
TS 364
Bluford Drew Jemison
STEM Academy West
Monica Daily 1300 Herkimer Street 21213 443-642-2110
6
TS 365
Baltimore Liberation
Diploma Plus High School
Teresa Cooper-Hall 2801 N Dukeland Street 21216 443-642-2055
ages 15-
21
TS 366
Baltimore Antioch Diploma
Plus High School
Danielle Green 2555 Harford Road 21218 443-642-2021
ages 15-
21 (9th
grade)
TS 367
Baltimore Community
School
Brian Jones 6820 Fait Avenue 21224 443-642-2035
ages 14-
21 (6th
and 9th)
CS 368
East Baltimore Community
School
Cathy Miles 1101 N. Wolfe Street 21213 443-642-2060
K, 1 & 5
TS 426 Doris M. Johnson Sandra Powell 2801 St. Lo Drive 21218 410-396-6643 9-12
** Conversion Charter Schools
Office of New Initiatives Page 294

Legend
C Charter School
NS New Schools Initiative
IH Innovation High Schools
CS Contract Schools
TS Transformation Schools
Office of New Initiatives Page 295