Office of Achievement and Accountability Division of School Evaluation and Accountability

School Effectiveness Review 2015 - 2016 Commodore John Rodgers Elementary/Middle School November 10-11, 2015

200 East North Avenue Baltimore, Maryland 21202 www.baltimorecityschools.org

Table of Contents Part I: Introduction and School Background ....................................................................................................... 3 Introduction to the School Effectiveness Review ............................................................................................ 3 School Background .......................................................................................................................................... 3 Part II: Summary of Performance Levels ............................................................................................................. 4 Part III: Findings on Domains of Effective Schools .............................................................................................. 5 Domain 1: Highly Effective Instruction ............................................................................................................ 5 Domain 2: Talented People ........................................................................................................................... 11 Domain 3: Vision and Engagement ............................................................................................................... 14 Domain 4: Strategic Leadership..................................................................................................................... 19 Performance Level Rubric.................................................................................................................................. 22 Appendix A: School Report Comments ............................................................................................................. 23 Appendix B: SER Team Members ...................................................................................................................... 24

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Part I: Introduction and School Background Introduction to the School Effectiveness Review Baltimore City Public Schools (City Schools) developed the School Effectiveness Framework and the School Effectiveness Review process in 2009. The School Effectiveness Review (SER) uses trained school reviewers to measure a school’s effectiveness against City Schools’ School Effectiveness Standards. The School Effectiveness Standards are aligned with City Schools’ effectiveness frameworks for teachers and school leaders. The SER provides an objective and evidence-based analysis of how well a school is working to educate its students. It generates a rich layer of qualitative data that may not be revealed when evaluating a school solely on student performance outcomes. It also provides district and school-level staff with objective and useful information when making strategic decisions that impact student achievement. The SER team, comprised of representatives from City Schools who have extensive knowledge about schools and instruction, gathered information from teachers, students, parents, and leadership during a two-day site visit. During the visit, the SER team observed classrooms, reviewed selected school documents, and conducted focus groups with school leadership, teachers, students, and parents. The SER team analyzed evidence collected over the course of the SER to determine the extent to which key actions have been adopted and implemented at the school. This report summarizes the ratings in the four domains and related key actions, provides evidence to support the ratings, and – based on a rubric – allocates a performance level for each key action. More information about the SER process is detailed in the School Effectiveness Review protocol, located on the City Schools website and available upon request from the Office of Achievement and Accountability in City Schools.

School Background Commodore John Rodgers Elementary/Middle school serves approximately 700 students in prekindergarten through eighth grades. The school is located on 100 N. Chester Street in the Butcher Hill neighborhood of Baltimore, Maryland. The principal, Mr. Marc Martin, has been at the school for six years. For more information about the school’s student demographics and student achievement data, please see the School Profile, located on the City Schools’ website.

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Part II: Summary of Performance Levels Based on trends found in the collected evidence, the SER team assigns a performance level to each key action. Domains and Key Actions

Performance Levels Level 4: Highly Effective

Level 3: Effective

Level 2: Developing

Level 1: Not Effective

Domain 1: Highly Effective Instruction 1.1 Teachers plan highly effective instruction.

Effective

1.2 Teachers deliver highly effective instruction.

Effective

1.3 Teachers use multiple data sources to adjust practice.

Effective

1.4 School leadership supports highly effective instruction.

Effective

1.5 Teachers establish a classroom environment in which teaching and learning can occur.

Highly Effective

Domain 2: Talented People 2.1 The school implements systems to select, develop, and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students.

Highly Effective

2.2 The school has created and implemented systems to evaluate teachers and staff against individual and school-wide goals, provide interventions to those who are not meeting expectations, and remove those who do not make reasonable improvement.

Highly Effective

Domain 3: Vision and Engagement 3.1 The school provides a safe and supportive learning environment for students, families, teachers, and staff.

Highly Effective

3.2 The school cultivates and sustains open communication and decision-making opportunities with families about school events, policies, and the academic and social development of their children.

Highly Effective

3.3 The culture of the school reflects and embraces student, staff, and community diversity.

Highly Effective

Domain 4: Strategic Leadership 4.1 The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.

Effective

4.2 The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goals for student achievement.

Highly Effective

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Part III: Findings on Domains of Effective Schools Domains and Key Actions

Performance Levels Level 4: Highly Effective

Level 3: Effective

Level 2: Developing

Level 1: Not Effective

Domain 1: Highly Effective Instruction Key action 1.1: Teachers plan highly effective instruction.

Effective

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Teachers develop and implement standards-based daily lessons, units, and long-term plans using appropriate curriculum planning documents. School leadership reported, and teachers confirmed that teachers use the Baltimore City Public Schools’ (City Schools) curriculum (including Agile Minds for middle school math), scope and sequence documents and common core state standards to plan daily lessons. In addition, school leadership added that teachers use Success for All (SFA) as an intervention for reading. Teachers added that they also use Next Generation Science Standards to develop science lesson plans. Teachers also stated that they are using the Spring Board Curriculum for middle school students as part of Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). Finally, school leadership and teachers stated that teachers use the Common Curriculum online platform to create and share lesson plans. A review of a math lesson plan addressed the following Maryland College and Career Readiness Standard (MCCRS): (6.EE.1, 6.EE.2.b, 6.EE.2, 6.EE.2.c ) which include writing, reading and evaluating numerical expressions and the corresponding lesson objective was “We will identify common errors students make when solving numerical expressions using order of operations by completing an error analysis.”

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Most teachers design daily lessons that meet learners’ unique needs. School leadership reported, and teachers confirmed that teachers use blended learning to differentiate instruction for both reading and math. For example, school leadership and teachers stated that teachers use online adaptive programs such as Spatial-Temporal (ST) Math, First in Math, Lexia, and Achieve 3000. In addition, school leadership and teachers stated that teachers include small groups in their lesson plans, which are formed based upon data from i-Ready, Scholastic Reading Inventory (SRI), Scholastic Math Inventory (SMI), and daily assessments such as exit tickets. A review of lesson plans confirmed that most lesson plans, however not all, included these instructional practices. For example, one lesson plan included blended learning programs Achieve 3000 and Zeal.com used for the first 20 minutes of the lesson.

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Teachers set and track goals based on students’ performance levels. School leadership and teachers reported that teachers set and track goals using Scholastic Math Inventory (SMI) and Scholastic Reading Inventory (SRI) data, which teachers and a review of data analysis forms confirmed. For example, a review of a math data tracker showed that individual students’ beginning of the year SMI score is recorded and an end of the year growth target is set, with progress monitoring goals for November, February, and April. School leadership and teachers also reported that students’ 5

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progress is tracked through data walls (i-ready, SMI, SRI, rocket math, ST math), which the site visit team observed. Additionally, school leadership and teachers reported that teachers set classroom level goals aligned to the school-wide goals through their Student Learning Objectives (SLOs). A review of SLO Target Submission form confirmed that teachers are setting almost a years’ worth of growth (.75) targets for students using the i-Ready data.

Key action 1.2: Teachers deliver highly effective instruction.

Effective

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Teachers use and communicate standards-based lesson objectives and align learning activities to the stated lesson objectives. In 88% of classes (n=17), the lesson objectives identified student learning outcomes and were communicated to students by either being posted, explained, or referenced during the lesson. In 94% of classes, learning activities and resources aligned with the lesson objectives. In one class, the posted objective read: “I will understand that I can use an equal sign between two number sentences to show that they have the same total”. During the class, students were using number lines, number cards, and pictures to help students understand if the two sides were equal.

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Teachers present content in various ways and emphasize key points to make content clear. In 100% of classes (n=17), teachers presented accurate, grade-level content. In 88% of classes, teachers presented content in two or more ways to make content clear. For example, in one class, the teacher used a video and a text to teach the content. In 94% of classes, teachers consistently modeled academic vocabulary and standard grammatical structures. In the previously mentioned class, the teacher used terms such as “predict” and “prior knowledge”.

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Teachers use multiple strategies and tasks to engage all students in rigorous work. In 100% of classes (n=17), all tasks had a clear and intentional purpose in that the tasks were related to the objectives. In 76% of classes, teachers provided access to grade-level materials for all students by scaffolding and/or differentiating tasks. In one class, the teacher used blended learning/technology to differentiate skills based on students’ level. In addition, the teacher pulled a small group to reteach specific skills. In 65% of classes, students had time and opportunities to grapple with complex texts and/or tasks. In the some of the classes, teachers were observed teaching to the whole group thus not providing time for independent practice or a productive struggle.

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Teachers use evidence-dependent questioning. In 100% of classes (n=17), teachers asked questions at key points throughout the lesson. In 94% of classes, teachers asked questions requiring students to justify, cite evidence, or explain their thought processes. In one class the teacher asked students the following questions “show me how you know?”; “how do you know this is true or false?”; “what makes this not a rhombus?” Finally, in 88% of classes, teachers asked questions that were clear and scaffolded.

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Teachers check for student understanding and provide specific academic feedback. In 94% of classes (n=17), teachers conducted one or more checks for understanding that yielded useful information at key points throughout the lesson. In one class, the teacher asked for a “thumbs up” if students agreed with a students’ response to a question. In 65% of classes, teachers provided specific academic feedback to communicate current progress and next steps to move forward. For example, in one class the teacher reviewed questions and answers from a previous lesson to then build on students’ knowledge for the day’s lesson.

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Teachers facilitate student-to-student interaction and academic talk. In 100% of classrooms, students use academic talk. In 94% of classes (n=17), teachers provided one or more opportunities for student-to-student interaction through group work and “turn and talks”. Continuing, in 88% of classrooms student-to-student interactions prompted students to engage in discussions with peers to make meaning of content or deepen their understanding. In one class, students worked with a partner to determine a strategy and solve the math problem.

Key action 1.3: Teachers use multiple data sources to adjust practice.

Effective



Teachers analyze students’ progress toward goals. School leadership reported that teachers progress monitor using the SRI and SMI every 8-9 weeks to ensure that students are moving toward their targeted goals, which teachers confirmed. Teachers added that they meet weekly in grade bands to have data discussions, look at students’ work, and determine students’ skill deficits and identify strategies to use in small groups. A review of data analysis forms confirmed that teachers are analyzing students’ progress during these meetings. For example, the data analysis (part one) is composed of four steps: 1) growth summary (percent that is advanced, proficient below); 2) student grouping by students name (below basic, basic, proficient, advanced); 3) Trends across assessments (identifying concepts/skill deficits for each student grouping); 4) goal setting.

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Teachers modify instruction in response to data. School leadership and teachers reported that part two of the data analysis process is to create an action plan. Further school leadership and teachers stated that teachers may adjust instruction through flexible small groups, re-teaching, and providing aids such as a graphic organizer. A review of action plans and lesson plans confirmed that teachers are using the data analysis forms to modify instruction by identifying standards/concepts/skills to reteach or focus on during whole and small groups. For example, a modification to small group instructional strategy was for RB-G level “embed work into reading response notebooks”; for I-L level “provide graphic organizers”; and for M-advance “embed text that are supportive of these skills into guided reading. Finally, teachers added that they infuse technology and rearrange small groups based upon informal, daily assessments.

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Teachers appropriately recommend students for tiered interventions including opportunities for acceleration. School leadership and teachers reported that the school has added an extended day (one hour every day for all grades) to provide an intervention and acceleration to students in reading. Further school leadership and teachers stated that during this time they use the SFA curriculum and students are grouped based on reading levels. Continuing, school leadership and teachers stated that intervention and acceleration are done through differentiated blended learning programs (such as Lexia reading, Achieve 3000, RAZ kids, Reading A to Z, First in Math, and Dreambox) and small group instruction for mathematics and reading in the classroom, which lesson plans confirmed. Further, school leadership and teachers reported that math instruction is a 90 minute block which allows for students to work on individual skills through blended learning and be pulled for small group instruction. Further, teachers stated the school is full inclusion and therefore the special educator and ESOL teacher support students within their classroom; which a review of lesson plans confirmed. Finally, teachers stated that Experience Corp volunteers and Urban Teacher Center (UTC) interns help pull small groups.

Key action 1.4: School leadership supports highly effective instruction.

Effective



School leadership holds and promotes a clear instructional vision of high student achievement. School leadership, teachers and community partners reported that the instructional vision starts with building strong relationships with students through the Capturing Kids Hearts program. The site visit team observed social contracts posted in classrooms that confirmed the implementation of Capturing Kids Heart as way to set expectations. Further, school leadership stated that once relationships are established, teachers can then focus on instruction which school leadership reported revolves around the Instructional Framework; which teachers confirmed. Specifically, school leadership and teachers cited Teach 6 - student engagement, as a focus. In addition, school leadership and teachers both stated that they are a full inclusion school with special educators and ESOL teachers that push into the classroom. A review of the staff roster confirms that they have seven special educators and five ESOL teachers who are assigned to a grade or grade band. Teachers added that writing has been a focus this year as well. School leadership and teachers reported that the instructional vision is communicated during professional development, collaborative planning meetings, and feedback from informal observations. Finally, school leadership and teachers added that assessing students’ progression towards meeting the academic standards is another area of instructional focus that is captured though standard based report cards and student led conferences.

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School leadership ensures that teachers engage in the planning of the curricula through oversight of standards-based units, lessons and pacing. School leadership and teachers reported that teachers create lesson plans using Common Curriculum, an online platform, which allows teachers and school leadership to access each other’s lesson plans and collaborate in real time. In addition, school leadership stated that the Common Curriculum tool allows teachers to search and add Common 8

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Core State Standards to every lesson plan; which a review of the program and lesson plans confirmed. Further, school leadership reported that the tool allows them to overseeing pacing, through a shadow bar that lengthens as the lesson progresses. Teachers stated that they can make real time adjustments, for example if they did not complete a lesson the program will automatically adjust the pacing by moving portions of a lesson to the next day. Finally, school leadership said that because the school is full inclusion, special education and ESOL teachers review and provide feedback on lesson plans. 

School leadership is beginning to provide formative feedback and guidance to teachers about the quality of planning, teaching, and adjustment of practice. School leadership and teachers reported that the school is using TeachBoost, an online evaluation and feedback platform, for informal observations. Continuing, school leadership and teachers stated that as part of this process teachers are creating goals and have requested feedback on specific Teach indicators from the Instructional Framework, which a review of teacher’s goals on TeachBoost spreadsheet confirmed. For example, one goal stated that “I will use various methods to check for understanding throughout the class period to improve my focus”. Further, teachers stated that different administrators are assigned to grade level teams to observe and provide support. However, teachers also reported that TeachBoost is new and the first trimester has been a time for “safe practice” and therefore have only received feedback from their peers. School leadership confirmed they are waiting until the end of the first trimester to allow teachers to become comfortable with the tool. Finally, teachers reported that members of the Instructional Leadership Team (ILT) also conduct informal observations and give feedback.

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School leadership demonstrates an understanding of data analysis and ensures the use of a complete student learning data-cycle. School leadership and teachers reported that the school has developed protocols such as: how we analyze data together, looking at student work, and a writing protocol. In addition, teachers stated that they are trained on the protocols the week before school starts and have a professional development (PD) calendar that lays out the data cycle; which a review of the PD calendar confirmed. Teachers stated that the data analysis process is as follows: 1) Presenting teacher explanation: each teacher presents task and learning targets being addressed as well as how the information was taught and what “exemplary” work would look like; 2) Sorting of work: presenting teacher will give the group six pieces of written work (2 low, 2 medium, 2 high) to sort using the rubric provided; 3) Group Discussion: 5 minute group discussion on justification and how the teacher can improve and move the work to the next level; 4) teacher will wrap up with a commitment (set goal and put in strategies that the team has brought forth). A review of looking at student work agendas confirms this process. For example, some next steps that came out of this process included “provide students with a rubric, template and word bank”.

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Key action 1.5: Teachers establish a classroom environment in which teaching and learning can occur.

Highly Effective



Teachers build a positive, learning-focused classroom culture. In 100% of classrooms (n=17), all teacher-initiated interactions with students were positive and respectful. For example, one teacher complimented a student by saying "I like the way you made a connection with what we previously read". Likewise in 100% of classrooms, all student-initiated interactions with teachers were positive and respectful. In 100% of classrooms, all student-to-student interactions were positive and respectful. In all classes, students were helpful to one another and when asked worked well together. Finally in 100% of classes, students were active participants in classwork and discussion. In all classes, almost all students were actively engaged in the lesson.

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Teachers reinforce positive behavior and redirect off-task or challenging behavior, when needed. In 100% of classes (n=17) teachers promoted and/or reinforced positive behavior. For example, teachers were observed giving students high fives for answers and saying “I need eyes forward and mouths closed”. In 94% of classes, the estimated percent of teacher time used for redirection and discipline was less than 10%. Lastly, in 82% of classes, the estimated percent of students not complying with the lesson’s directions and not working on intended activities was less than 10%.

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Teachers implement routines to maximize instructional time. In 100% of classes (n=17), routines and procedures ran smoothly with minimal prompting from the teacher. Teachers were observed using a call and response activity to get students’ attention, equity sticks for calling on students and assigning roles for small group activities. In 100% of classes, teachers’ arrangement of classroom and materials allowed for efficient classroom movement and use or access. Teachers’ classrooms were organized in a way that supported student learning. In 100% of classes the estimated percent of time spent on transitions was less than 10%. For example in one class, students moved quickly from their desks to the carpet. Finally in 94% of classrooms, students were idle while waiting for the teacher less than 10% of the time.

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Domain 2: Talented People Key action 2.1: The school creates and implements systems to select, develop, and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students.

Highly Effective



School leadership has created and implemented an organizational and staffing structure that meets the diverse needs of all students. School leadership reported that they are a full inclusion school and have seven special education teachers that co-teach with the general education teachers. In addition, school leadership stated that the school is departmentalized in grades first through eighth which teachers confirmed. Further school leadership and teachers stated that different administrators are assigned to support grade level teams (early childhood, elementary, and middle). In regards to resource classes, school leadership, teachers and students reported that the school has multiple options including art, Art with a Heart, science, Spanish, physical education, library, music, Code in Schools, technology, and digital media which a review of the school’s website confirmed. School leadership, teachers, and student support staff also reported that the school has five English for Speakers of other Languages (ESOL) teachers, a social worker, two school psychologists, a speech-language pathologist and a mental health clinician. A review of the schedule and staff roster confirmed the previously mentioned positions.

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School leadership leverages a pipeline for staff recruitment and uses multiple measures and includes stakeholders in the assessment of candidates. School leadership and teachers reported that the pipelines used to recruit teachers are Urban Teacher Center (UTC), Teach for America (TFA), Baltimore City Teacher Residency (BCTR), staff referrals and word of mouth. School leadership reported that they also leverage candidates from the Graduate Education Internship (GEI) program through Notre Dame of Maryland University. School leadership stated that the hiring process asks candidates to submit their resume, a lesson plan, assessment data, and a video of them teaching a full lesson. Continuing, school leadership stated that the next phase would include a tour of the school, panel interview with administration and teachers and checking references. Teachers confirmed that they were interviewed by school leadership and teachers also had to submit a video of a classroom observation. School leadership and teachers reported, and site-team observations confirmed that the school currently has UTC residents employed at the school.

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School leadership includes staff members and other stakeholders in the development and retention of effective teachers and staff. School leadership reported that all teachers attend national conferences every year, such as the National Council of Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM), or Success for All (SFA), which teachers confirmed. In addition, school leadership stated that through a partnership with the Maryland Coalition of Inclusive Education (MCIE) teachers and staff are provided professional development and individual feedback and support. Teachers added that school leadership encourages teachers to take on leadership opportunities such as serving on the Instructional Leadership Team (ILT), becoming an ambassador, 11

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or leading a professional development session. Continuing, school leadership and teachers stated that through TeachBoost teachers watch classroom video lessons of their peers teaching and provide feedback as well as share and provide feedback on lesson plans through the Common Curriculum program. As it relates to retention, school leadership reported that they spend the time on the front end to hire good teachers. Further, teachers reported that they enjoy working at the school because of the professionalism of school leadership; the open door policy school leadership has with teachers, the instructional resources that school leadership has worked to add to the school, and the family atmosphere at the school. 

School leadership has created mentoring and other induction programs, when applicable, to support the development of all new teachers and staff and monitors the program’s effectiveness. School leadership and teachers reported that the school has a site-based new teacher mentor that observes and gives feedback to early career teachers (3 years or less teaching experience) and meets with teachers monthly, which a review of mentor meeting agendas confirmed. School leadership added that there are four early career teachers at the school. In addition, school leadership and teachers stated that all new staff participate in the ambassador program, which pairs new staff with current staff as a mentor to help answer questions and get them acquainted with the Commodore John Rodgers way. School leadership reported that the effectiveness of the mentoring program is monitored through discussions with the mentor about the progress of new teachers. Also school leadership stated that they conduct informal observations, attend meetings, and can group new teachers on TeachBoost to see where they are struggling.

Key action 2.2: The school has created and implemented systems to evaluate teachers and staff against individual and school-wide goals, provide interventions to those who are not meeting expectations, and remove those who do not make reasonable improvement.

Highly Effective



School leadership makes full use of the evaluation system to develop faculty and staff capacity. School leadership and teachers reported that for formal observations all teachers are videoed and then complete a reflection tool. A review of the reflection tool confirmed that teachers site one to four pieces of evidence as it relates to each Teach key action then assign themselves a rating for each Teach 1-9 key action. Further, school leadership and teachers stated that they are using a platform called TeachBoost, in which observation videos are uploaded for staff to provide comments and feedback. A review of formal observations Teacher Competency matrix confirmed that school leadership is using the Instructional Framework throughout the formal observation process to determine trends and understand teacher’s strengths and areas for growth.

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School leadership provides timely support and interventions to struggling teachers and staff as indicated by data and/or informal or formal observations and holds them accountable for performance. As previously mentioned, school leadership reported that teachers were asked to identify two goals around the Teach indicators and informal observations and feedback are tailored 12

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based on the self-identified needs. For example, a review of one teacher’s goals confirmed that a T6 (facilitate student-to student interaction and academic talk) was self-identified as an area of growth. Continuing, school leadership added that structures are created to provide all teachers with support, such as providing all teachers with peer feedback from TeachBoost and the Common Curriculum program. In addition, school leadership and teachers stated that support for teachers new to the school includes a new teacher mentor or ambassador to help teachers navigate the school and answer questions that might arise. 

School leadership engages faculty in a school-wide professional development plan based on identified needs and in alignment with the school’s instructional vision. School leadership and teachers reported that every Friday is a half day for students in order to provide professional development to staff. School leadership and teachers reported that professional development (PD) topics include “Teach like a Champion 2.0”, writing across the content areas, Assessment, Planning and Instruction (API), Success for All (SFA), and data analysis. A review of a Friday PD year at a glance confirmed the above mentioned topics. Teachers stated that professional development plan was based on teacher’s feedback from a survey given at the end of last year. A review of a PD interest survey confirmed that teachers and staff were asked: what topics would you like to see, what type of PD structure and PD activities so we need to utilize, as well as information around peer to peer observations and supporting teachers with the Instructional Framework.

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Domain 3: Vision and Engagement Key action 3.1: The school provides a safe and supportive learning environment for students, families, teachers, and staff.

Highly Effective

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The school community shares an understanding of, and commitment to, the school mission, vision, and values, including a clear understanding of strategic goals and initiatives. All stakeholders (school leadership, teachers, parents, students, and community partners) reported that the mission of the school is “100% for 100%” which means 100% of students will go from “Commodore to College”. A review of the schools’ websites confirmed that the vision is “We will move 100% of our students from Commodore to College so they have the opportunity to do what they choose in life. Our Collegiates will compete and be kind at the same time”. All stakeholders (school leadership, teachers, parents, students, and community partners) reported that there are a variety of partnerships and strategies that help to achieve this vision, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). A review of the Baltimore City Schools website from September 21, 2015, revealed that GEAR UP will provide the school with college guidance services, professional development for staff, and support and resources for students and families and will help the students through their senior year of high school, including weekly college trips. Further school leadership and teachers stated that they are a full inclusion school. Teachers and parents reported that students are pushed to grow educationally and are celebrated. School leadership, teachers, parents, students, and community partners reported that the vision is posted throughout the school (which members of the site-visit team confirmed), and included on the school uniforms.

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Students, staff, and families feel physically and emotionally safe at the school. All stakeholders reported that the school has cameras, locked doors, and emergency drills. Continuing, school leadership, teachers, parents, and students reported that students and staff all wear ID badges (staff badges unlock doors) and teachers and staff greet students at the door. The site visit team observed school leadership outside before school greeting students as they arrived. All stakeholders (school leadership, teachers, parents, students, and community partners) reported that Capturing the Kids Heart helps teachers and staff build strong relationship with students. In addition, teachers and students mentioned that community meetings (grades 6-8) and advisory (grades 4-8) are safe spaces that allow students to discuss issues such as bullying. A review of a presentation about advisory to staff stated that the purpose of advisory is to “build close relationships with students, cultivate positive social interactions between peers, help students filter and process life events, and provide additional academic support.” School leadership and teachers reported that all staff has been trained in Capturing Kids Hearts and all classrooms have created social contracts as well as a social contract for staff. Parents reported that families are welcome to the building and are often in the building. Finally, teachers reported that there is a culture amongst staff where feedback from teachers is sought after and appreciated. School leadership confirmed this by stating that relationships with staff members are built through frequent interactions and communication.

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School leadership establishes structures for the acknowledgement and celebration of student, faculty and staff success. School leadership, teachers, parents, and students reported that students and teachers are nominated for the five promises award weekly and receive a bracelet; which the site team observed students wearing. In addition, school leadership, teachers, and parents stated that students are publicly acknowledged during their community meetings and by their teacher in their classrooms (example: Student of the week and a positive call home). Continuing, school leadership and teachers reported that students are recognized school-wide monthly for the Collegiates program (for demonstrating the five promises), and quarterly for academics (principal’s list, dean’s list, honor roll) and perfect attendance. The site team observed the Collegiagtes bulletin board which displayed students’ pictures and perfect attendance bulletin board. School leadership reported that staff is celebrated through shout-outs in the weekly staff newsletter, during staff meetings, through a Staff of the Month bulletin board, and through breakfasts, lunches, treats; which teachers confirmed. A review of teacher promise award nominations confirmed the “shoutouts” to teachers. For example, one teacher was nominated for going above and beyond to increase opportunities for students, such as taking students to the book fair, coaching soccer, and constantly asking for feedback to improve his teaching.” Additionally, site visit team observations confirmed the Staff and Student of the Month Bulletin Boards.

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The school develops systems that proactively attend to individual students’ social and emotional needs. School leadership reported that the school has an advisory period that meets every day for 30 minutes (for 4th through 8th grade) that allows small groups of students to be paired with an advisory teacher, which teachers and students confirmed. In addition, school leadership stated that middle school has community meetings that consist of acknowledgments and apologies; which a review of a community meeting presentation agenda confirmed. School leadership also stated that on October 21 students were encouraged to wear an orange shirt to show support for anti-bullying as part of Unity day and anti-bullying presentations were delivered in community meetings; which an email to teachers confirmed. Continuing, school leadership, teachers, student support staff, and community partners reported that the school has an active Student Support Team (SST) process and conducts home visits. A review of SST documents and meeting agendas confirmed an active SST process. Lastly teachers, students, and community partners reported that the school has a variety of partnerships, such as Baltimore City Lacrosse and Leadership (for girls 6th-8th grade), Experience Corp (work with Prek-3rd grade), and Elevate afterschool program (5th-8th grade) that provides mentoring and tutoring to students, which a review of community partnerships confirmed.

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Key action 3.2: The school cultivates and sustains open communication and decision-making opportunities with families about school events, policies, and the academic and social development of their children.

Highly Effective

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The school uses multiple strategies, languages and vehicles to communicate information about school progress, policies, events, and the academic and social development of students to families and the community. School leadership, teachers, and parents reported that the school communicates through social media such as: the school’s Commodore John Rodgers Elementary/Middle School (CJR) app, facebook, school website, and twitter (#cjr2college). A review of the school’s website revealed that monthly videos are posted as part of “Commodore Corner Updates” that inform viewers of happening within the school community. In addition, school leadership, teachers, students and parents reported the more traditional communication methods are used as well, such as a monthly newsletter, the Parent Link automated phone system, emails, and face-to-face meetings. Continuing, some teachers reported that teachers send texts through Class Dojo, which parents confirmed. All stakeholders (school leadership, teachers, parents, community partners and students) all reported that documents are translated into Spanish for families of students who do not speak English, which a review of letters and flyers confirmed. A review of newsletters, flyers, and the CJR App confirmed that the school uses these methods to communicate to families and the community.

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The school establishes regular structures for two-way communication, which facilitate opportunities for families and the community to participate in, or provide feedback on school-wide decisions. School leadership, community partners, and parents reported that the school has a School Family Council (SFC) and a Parent Teacher Organization (PTO) that meets monthly. Parents added that recruitment for members is currently underway and the initial meeting would be in November. In addition, school leadership, teachers, parents stated that the school has monthly “Coffee with Commodore” events for parents to attend. Further, school leadership, teachers, parents and students all mentioned the student-led conferences allow for a dialogue between the teacher, student and parent. A review of documents confirmed that the student led conferences were scheduled for November 23-24. Teachers, students, and community partners all reported that the school has had a Back to School Night and as well as other monthly events (student/parent math homework night, Chick-fil-A spirit nights at Canton Crossing, Science night, and Winter showcase of the Arts) for families and the community. Finally school leadership reported that the school has an open-door policy and welcomes parents to engage with staff members.



School leadership establishes multiple structures for frequent communication with teachers and staff members regarding policies, progress and school culture. School leadership and teachers reported that school leadership communicates with teachers through daily staff bulletins, emails, meetings, Friday professional development, and informal check-ins. A review of daily staff bulletin confirmed that this is a primary form of communication that includes: logistics, schedules, events and deadlines. For example the following communication was noted as part of the announcements 16

Baltimore City Public Schools, 2015-16

and reminders for September 22, 2015: “Library grand opening at 5pm- all staff are encouraged to attend; Success for All team visit last week- feedback was that all groups were appropriately focused on the use of academic language and tiered vocabulary, afterschool program (Elev8) dismissal procedure, latest winners of the 5 promises weekly award, as well as disciplinary news, today’s activities and meetings, and reminders.”

Key action 3.3: The culture of the school reflects and embraces student, staff, and community diversity.

Highly Effective



School leadership, teachers, and staff build strong relationships with families and community stakeholders from diverse backgrounds. School leadership, teachers, parents, students, and community partners reported that the school is a community school through Elev8 with a schoolbased community school coordinator which brings a diverse array of partnerships into the school. Continuing, the previously mentioned stakeholders reported that the school has regular events where families and community members can engage with the school in a variety of ways including monthly events such: monthly Financial Stability workshop (Nov 11), Latino/a family workshop (Nov 20), student-led conferences, monthly CASA family workshop (Dec 1), family math workshop (Dec 2), and Coffee@ Commodore (Dec 4), which a review of the school’s website confirmed. In addition, school leadership, teachers, parents, and students stated that some of the staff are bi-lingual and they provide translators at all events. Continuing, school leadership and teachers stated that school leadership attends the Butchers Hill Association meetings and some teachers live in the community. Teachers, community partners, parents and students reported that the advisory period helps students and families build strong relationships with teachers and staff. Further parents and school leadership stated that teachers stay in contact with students over the summer and hold community events such as an ice-cream social and BBQ. Finally, school leadership, teachers, and students stated that students participate in a community service project, Socktober, to raise awareness of homelessness in Baltimore City by collecting socks to donate.



The school’s curricula, resources and programs consider cultural, linguistic and socioeconomic diversity. School leadership, teachers, parents and students reported that the school holds cultural event such as: Hispanic Heritage month celebration, multicultural nights, Black History month celebration, winter and spring showcase of the arts. Further, all stakeholders stated that Spanish class is offered to all students (preK-8th grade) as part of their resource classes, which a review of a resource schedule confirmed. In regards to socioeconomic diversity, school leadership, teachers, parents, community partners, and students stated that the school has a food pantry in which food bags are given out weekly. In addition, school leadership, teachers, and parents stated that turkeys are given out to families in need for the holidays and dinner is provided through the afterschool program. Further, school leadership, teachers, and community partners spoke to the mobile dentistry program and free vision and hearing screenings that are available, as well as uniform vouchers for homeless families. Community partners reported that the community school coordinator liaises with community partners to provide housing and other health resources for 17

Baltimore City Public Schools, 2015-16

students and families in need. Finally, school leadership stated that every child in the school will receive a free winter coat, thanks to operation warm coat. 

The school maintains a positive school culture and climate. School leadership, teacher, and community partners reported that the school’s staff has been trained and uses Capturing Kids Hearts program (components include developing a social contract and teachers greeting students at the door). In addition, school leadership, teachers, parents and students all mentioned that five promises (Commitment to Quality, Honor and Integrity, Perseverance, No Excuses, and Contribution) are ingrained into the culture of the school as both students and teachers are recognized for demonstrating them. Parents added that teachers and staff work together and seem to have the same vision for the school. Parents added and students confirmed that students are excited to come to school because they like learning. While on-site, the site visit team observed the principal outside greeting students as they entered the building. The site-visit team also observed student work posted throughout the hallways as well college pennants and school’s mission, vision and expectations.

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Domain 4: Strategic Leadership Key action 4.1: The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.

Effective



School leadership and teachers establish goals for the improvement of student learning that are measureable and aligned to student need and school improvement. School leadership reported that in the past their goals have been based on Scholastic Math Inventory (SMI) and Scholastic Reading Inventory (SRI) data; however because the district implemented i-Ready this year, their goals were re-calibrated based on the i-Ready data. School leadership reported and a draft of the School Performance Plan (SPP) confirmed the following goals for the 2015-16 school year: “By April 2016, 62% of our students will make .75 level of reading growth as measured by the i-Ready assessment in grades 3-8; By April 2016, 71% of our students will make .75 level of math growth as measured by the i-Ready assessment in grades 3-8; and We will reduce by 15% the number of students that are suspended during SY15-16 as compared to the number of students that were suspended during SY14-15 from 71 to 61.” Teachers and community partners were able to confirm the targeted areas (math and reading) for the academic goals however not all teachers and community partners could speak to the quantifiable measures.



School leadership ensures the alignment of all school goals, action plans and key priorities. School leadership and teachers reported that writing, automaticity in both reading and math, small group, and blended learning are all strategies that align to the reading and math academic goals. Continuing, teachers stated that blended learning tools (Lexia reading, Achieve 3000, ST math) are utilized every day as a part of the 90 min instructional blocks. A review of a presentation at the beginning of the year (Aug. 20, 2015) confirmed that these strategies were shared with staff. In addition, school leadership and teachers stated other key priorities include guided reading, extended day, family nights, and the use of UTC and Experience Corp to pull small groups, which the School Performance Plan (SPP) confirmed. Continuing school leadership and teachers reported that another goal is still focused on 1.5 years growth for students on the SMI and SRI. Finally, some teachers referenced strategies around climate as school-wide events, collegiate program and Capturing Kids Hearts program; which a review of the SPP confirmed.



School leadership and staff participate in regular analysis of school-wide data and plan to revisit and adjust action plans as needed. School leadership and teachers reported that the Instructional Leadership Team (ILT) meets every other week and consists of school leadership and teachers from varying grade levels and content areas. School leadership reported that the ILT meets to discuss the goals, data tracking (SRI, SMI, and I-Ready), and general check-in of initiatives. An ILT agenda from October 27, 2015 showed that the ILT discussed the following agenda items: automaticity, school improvement (student performance monitoring and support of student talk, writing, automaticity, small-group instruction) and school-wide performance using a data-driven instruction rubric. Finally, a review of an ILT next step email confirmed that the ILT plans to revisit focus areas for this school 19

Baltimore City Public Schools, 2015-16

year such as “auditing the existing data analysis, planning and progress monitoring to ensure accurate and specific strategies based on school data” and “drafting tools the ILT team can use to clearly inform strategies of adult learning and implementation as it relates to writing, automaticity, student-talk, and small group instruction.”

Key action 4.2: The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goals for student achievement.

Highly Effective



Budget distributions and resource allocations always support teaching and learning. School leadership, teachers, parents, and students reported that the school has sufficient staff, technology, and supplemental materials to support the curriculum. Continuing, school leadership reported that there are no teacher vacancies and that they allocate every dollar towards staffing. School leadership, teachers, parents and students all stated that they have an abundance of teaching materials and supplies as well as technology. Specifically, school leadership and teachers reported that they have a 1 to 1 student ratio with devices, which include iPad carts, laptops, Mac book pros. Teachers further reported that teachers have promethean boards, which students and site visit team observations confirmed. Teachers reported that they email members of the school leadership team when they need materials and supplies and are able to quickly get the things they need. Finally, school leadership and teachers stated that they use Donor Choose and other outside funders to help support with the financial needs of the school. For example, the site team observed school leadership and some teachers participating in the “Mustaches 4 Kids” campaign to raise money for classrooms.



School leadership leverages teacher and staff talent, expertise, and effectiveness by delegating essential responsibilities and decisions to appropriate individuals. School leadership and teachers reported that teachers participate in committees, plan programs and events, and take on leadership roles such as: attendance committee, behavioral intervention committee, green team, food pantry coordinator serve as content leads, and serve as the Success for All (SFA) liaison or new teacher mentor; which a review of a committees list confirmed. In addition, teachers and school leadership stated that teachers coach sport teams and help make breakfast for the collegiate program. School leadership and teachers also reported that teachers serve on the Instructional Leadership Team (ILT). School leadership also reported that teachers have presented professional development based on a skill or area of proficiency, such as leading a google classroom or blended learning. Finally, teachers stated that everyone at the school is asked to do different things; school leadership is always looking at what teachers are passionate about and then empowering them to take on a leadership role. For example, school leadership stated that they identified a small group of teachers to work with the Maryland Coalition of Inclusive Education (MCIE) and share best practices with the larger school community.

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

School leadership consistently provides and focuses common staff time on instructional practices and development in support of student achievement. School leadership reported that teachers have collaborative planning and professional development every week. Teachers further stated that teachers informally plan together every day, but formally they meet every Wednesday for a grade/cluster meeting and every Friday for professional development from 1:45-4:30pm. Teachers stated that meetings topics include looking at student work, Success for All (SFA), data, common curriculum, and inclusion. Further, teacher stated they discuss the video observation cycle as well as co-plan, look at the Instructional Framework, and adjust instruction. A review of collaborative team planning agendas confirmed these practices during collaborative planning meetings. Specifically, a collaborative planning agenda from October 23, 2015 contained the following agenda items: reflections on students understanding of DNL (analysis work samples, successes, improvements, accommodations) and ratios planning for week 2 of proportional reasoning unit (essential understanding of ratios, connection to DNL strategy, and accommodations).



The school collaborates with families and community partners to garner resources to meet the needs of students and the school. School leadership and teachers reported that the community school coordinator, through Elev8, works to acquire resources to assist students and the school, which community partners confirmed. School leadership, teachers, parents, students, and community partners reported that the school has a host of community partners which include Fitness Fun and Games and Baltimore Urban Gardening with Students (BUGS) through the Living Classrooms Foundation which both offer free afterschool programs. School leadership, teachers and parents also stated that they have a partnership with Chick-fil-A that allows them to hold monthly fundraisers. In addition, school leadership stated that TransAmerica provides financial support in the following ways: Art with a Heart (daily art instruction to all grades), Big/Little Brothers/Sisters (provide mentors and learning experiences to students in need of intervention), Junior Achievement (financial literacy and career exposure), field trips to National Aquarium, Maryland Science Center, Baltimore Symphony Orchestra, and Outward Bound (character and team building through a week long expedition); which a review of a presentation to TranAmerica on October 15, 2015 confirmed. In addition, school leadership and teachers stated that the Weinberg Foundation provided the school with a new library that opened on September 22, 2015. Finally, school leadership, teachers and parents reported that parents volunteer as chaperones, hall monitor, writing late passes, in the cafeteria, help with food bank, or chaperone hall monitor, late pass, cafeteria, with classroom specific tasks. A review of the schools website revealed that parents can complete a volunteer survey (in both English and Spanish) to determine in which areas they would like to support the school.

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Performance Level Rubric The SER team will use the following guidance to select a performance level for each key action. Note that the quality standard for each performance level is based upon: the extent to which the SER team finds multiple types1 and multiple sources2 of evidence AND the extent to which the SER team finds evidence of high levels of adoption and/or implementation of a practice or system. The SER team will also reflect on the Instructional Framework and School Leadership Framework in their analysis prior to assigning a rating for each key action.

Extent to which SER Team Finds Multiple Types and Multiple Sources of Evidence

Evidence Relating to Strength of Adoption/Implementation

Key: Not Effective: Developing: Effective: Highly Effective:

Effective: Extent to which SER Team Finds Evidence of High Levels of Adoption and/or Implementation

Highly Effective

Rating

Performance Level

Quality Standard

1

Not Effective

2

Developing

3

Effective

4

Highly Effective

Evidence indicates that the key action is not a practice or system that has been adopted and/or implemented at the school, or the level of adoption/implementation does not improve the school’s effectiveness. Evidence indicates that the key action (including some indicators) is a practice or system that is emerging at the school, but that it has not yet been implemented at a level that has begun to improve the school’s effectiveness, OR that the impact of the key action on the effectiveness of the school cannot yet be fully determined. Evidence indicates that the key action (including most indicators) is a practice or system that has been adopted at the school, and is implemented at a level that is improving the school’s effectiveness. Evidence indicates that the key action (including all indicators) is a practice or system that has been fully adopted at the school, and is implemented at a level that has had a strong, significant or sustainable impact on the school’s effectiveness.

1

“Multiple types of evidence” is defined as evidence collected from two or more of the following: document review, stakeholder focus groups; and classroom observations. 2 “Multiple sources of evidence” is defined as evidence collected from three or more stakeholder focus groups; two or more documents; and/or evidence that a descriptor was documented in 75% or more of lessons observed at the time of the visit.

22 Baltimore City Public Schools, 2015-16

Appendix A: School Report Comments Domain 1: Highly Effective Instruction None Domain 2: Talented People None Domain 3: Vision and Engagement None Domain 4: Strategic Leadership None

23 Baltimore City Public Schools, 2015-16

Appendix B: SER Team Members The SER visit to the Commodore John Rodgers Elementary/Middle School was conducted on November, 9-10, 2015 by a team of representatives from Baltimore City Public Schools. Brianna Kaufman is the Manager for the School Effectiveness Reviews in the Office of Achievement and Accountability in Baltimore City Public Schools. Brianna began her career as an elementary art teacher in Bryan, TX. After obtaining her Master’s degree, she interned and worked at a number of art museums in the education department including the: Dallas Museum of Art, The National Gallery of Art in DC, and the Walters Art Museum. In 2008, Brianna made the shift from art education to general education reform as a Program Manager at the Fund for Educational Excellence. There she managed a grant from the Bill and Melinda Gates Foundation that focused on College and Career Readiness. Prior to joining OAA, Brianna worked as the College and Career Readiness Education Specialist in the Office of Learning to Work at Baltimore City Public Schools. Brianna holds a Bachelor’s degree in elementary education from Texas Lutheran University, a Master’s degree in Art Education from University of North Texas, and a Master’s of Business Administration from Loyola University in Maryland. Katherine Harris Toler is a Program Evaluator II in the Office of Achievement and Accountability in Baltimore City Public Schools. Prior to joining OAA, Ms. Toler was a District Mentor in the Office of Teacher Support and Development. In Baltimore City Public Schools, Ms. Toler has served as teacher, Academic Coach, Dean of Instruction, and High School Administrator. Ms. Toler has also served as teacher in the Anne Arundel County Public School System, the Baltimore County Public School System and the Vance County Public School System in North Carolina. She holds a B.A. in English with a Concentration in Secondary Education from North Carolina Central University and a Masters of Education in School Improvement Leadership from Goucher College. Mona Khajawi is a Program Evaluator II in the Office of Achievement and Accountability in Baltimore City Public Schools. She has had a variety of experience in the field of education, including teaching, program management and evaluation. Most recently, she worked in the capacity of Evaluation Specialist with City Year in Washington, D.C., assessing the quality of educational programming implemented by 140 AmeriCorps members in eleven schools throughout the district. She initially gained exposure to evaluation while interning with the Academy for Educational Development, where she assisted in conducting reviews of a subset of the Gates-funded small schools in New York City. Previously, she also taught English in a rural high school in Ukraine, and served as an Assistant Program Coordinator of the AmeriCorps program at the Latin American Youth Center in Washington, D.C. Mona holds a Bachelor’s degree in English Literature from the University of Maryland, College Park, and a Master’s degree in Education Policy from Teachers College, Columbia University. Josh Shaw is an Instructional Technology Specialist in the Office of Media and Instructional Technology for Baltimore City Public Schools. His work includes supporting teachers in their use of technology to improve instruction and promoting blended learning throughout the district. Prior to working for the district, Josh taught elementary school literacy and technology. He received a dual degree in Newspaper Journalism and Public Policy from Syracuse University and holds a Master’s degree in Teaching from Johns Hopkins University.

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Tina Jablonowski joined Baltimore City Schools in 2005 and currently serves as the Coordinator of New Teacher Support and Development in the Office of Teacher Support and Development. Prior to this position, she was the Social Studies Department Chair and taught high school social science courses in AP Psychology, AP American Government and Politics, economics, and United States history. In addition to working with City Schools’ students, she served in various capacities within the Baltimore City Teaching Residency Program, an affiliate of TNTP, including: resident advisor, summer institute director, and content seminar leader. She trained several cohorts of new teachers on pedagogy and teaching best practices to increase student achievement. In her current position, Tina’s professional goals are to provide non-tenured teachers in years one through three with high-quality district supports and professional development in an effort to retain effective teachers who improve student learning and achievement. Tina holds a BA in Interdisciplinary Studies in Social Science with a secondary education certificate from Michigan State University and a MS in Education from the Johns Hopkins University in Administration and Supervision and Urban Education.

25 Baltimore City Public Schools, 2015-16