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Office of Achievement and Accountability
Division of School Evaluation and Accountability
School Effectiveness Review
2014 - 2015
Baltimore School for the Arts
March 19-20, 2015
200 East North Avenue Baltimore, Maryland 21202
www.baltimorecityschools.org
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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 ..................................................................................................................... 18
Performance Level Rubric.................................................................................................................................. 21
Appendix A: School Report Comments ............................................................................................................. 22
Appendix B: SER Team Members ...................................................................................................................... 23
3 Baltimore City Public Schools, 2014-15
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
Baltimore School for the Arts serves approximately 380 students in ninth through twelfth grades. The school
is located on Cathedral Street in the Mt. Vernon neighborhood of Baltimore, Maryland. The principal, Mr.
Christopher Ford, has been at the school for four 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. Developing
1.2 Teachers deliver highly effective instruction. Effective
1.3 Teachers use multiple data sources to adjust practice. Developing
1.4 School leadership supports highly effective instruction. Developing
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.
Developing
Domain 3: Vision and Engagement
3.1 The school provides a safe and supportive learning environment for students, families, teachers, and staff.
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.
Developing
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.
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
Some teachers develop and implement standards-based daily lessons, units, and long-term plans
using appropriate curriculum planning documents. School leadership and teachers stated that
academic teachers use the district’s curriculum planning documents, including Agile Minds for math,
Literacy Design Collaborative (LDC) for English Language Arts, and the Next Generation Standards for
science. A review of lesson plans confirmed that teachers include Common Core State Standards; for
example, in an ELA lesson plan the standard RL 11-12.1 (cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain) was included in relation to the stated objective:
“Students can analyze the tools Dostoevsky uses to establish the setting and tone in chapter one of
Crime and Punishment, including text features, imagery, conflict and dialogue.” However, school
leadership and some teachers reported that the instruction offered for the art programs is based on
professional institute standards and are not aligned to the national core arts standards. For example,
some faculty members are practicing professional artists; therefore, they align the curriculum to
entrance criteria for higher education institutes such as Maryland Institute College of Art (MICA),
Peabody Institute of The Johns Hopkins University, and The Juilliard School.
Some teachers design daily lessons that meet some learners’ unique needs. School leadership and
teachers stated they use the district’s curriculum documents to plan their daily instruction and then
make adjustments based on their students’ identified needs. Continuing, school leadership and
teachers stated they provide accommodations and modifications based on student’s Individual
Education Programs (IEP) and 504 requirements. In addition, teachers stated that they design lessons
that relate to student interest, provide opportunities for students to collaborate with their peers, and
provide multiple ways to assess students. However, a review of lesson plans showed that while some
accommodations and modifications were listed, it was not consistent throughout all plans. For
example, in one lesson plan the accommodations that were listed were to give students a copy of the
PowerPoint for guided notes, repeat directions, and provide extended time; however, no student
names were identified.
Key action 1.1: Teachers plan highly effective instruction. Developing
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Teachers set and track some goals based on students’ performance levels. School leadership and
teachers stated that teachers set and track student performance goals through the Student Learning
Objective (SLO) process. A review of completed SLO forms confirmed teachers are using data to set
and track goals. For example, one student learning target for an English class was “By the end of the 7
week period, 75% of students, or 32 out of 43 students, will score a 6 or above on the final essay
assessment.” Continuing, the SLO stated that the goal will be tracked and monitored using formative
writing assessments for practice essays, text annotation, and a condensed rubric for smaller writing
activities.
Teachers use and communicate standards-based lesson objectives and align learning activities to the
stated lesson objectives. In 88% of classes (n=16), the lesson objective identified a student learning
outcome and was communicated to students. Additionally, in 88% of classes the learning activities
and resources aligned with the lesson objective. For example, in a history class the objective was to
“evaluate the social factors that contribute to the rise of conservatism by discussing and analyzing
historical sources,” and students were provided multiple sources such as the Supreme Court majority
opinion of the Abrams v. United States case (1919), political cartoons (the cheerful giver and
Bolshevik: Join Us!), and The Klan's Fight for Americanism (1926), Hiram W. Evans to analyze as part
of the Socratic seminar discussion.
Teachers present content in various ways and emphasize key points to make content clear. In 100% of
classes (n=16), the teacher presented accurate, grade-level content. Additionally, in 100% of classes
the teacher consistently modeled academic vocabulary and standard grammatical structures. Finally,
in 63% of classes, the teachers presented content in two or more ways to make content clear. For
example, in one class the teacher presented the information through a PowerPoint lecture, students
took notes and watched a video.
Teachers use multiple strategies and tasks to engage all students in rigorous work. In 94% of classes
(n=16), all tasks had a clear and intentional purpose. Additionally, in 88% of classes the teacher
provided access to grade-level material for all students by scaffolding and/or differentiating tasks. For
example, in one class the teacher modeled how to write an effective argument by walking through
steps in the process before students engaged in their individual pre-writing activity. Finally, in 88% of
classes students had opportunities and time to grapple with complex texts and/or tasks. Students
were observed performing rigorous tasks in all art classes, such as using detailed carving techniques
to sculpt soapstone.
Key action 1.2: Teachers deliver highly effective instruction. Effective
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Teachers use evidence-dependent questioning. In 88% of classes (n=16), the teacher asked questions
at key points throughout the lesson. Additionally, in 81% of classes the teacher asked questions
requiring students to justify, cite evidence or explain their thought processes. For example, students
in an English class were discussing the book “The Bluest Eye”, by Toni Morrison. The teacher was
observed asking students “How does Morrison use voice, imagery and symbols to characterize
Pecola?” Finally, in 69% of classes, the teacher asked questions that were clear and scaffolded.
Teachers check for student understanding and provide specific academic feedback. In 94% of classes
(n=16), the teacher conducted one or more checks for understanding that yielded useful information
at key points throughout the lesson. In most classes teachers asked questions throughout the lesson
and students were observed self-identifying their misunderstandings and asking questions for
clarification. Continuing, in 88% of classes teachers provided specific academic feedback to
communicate current progress and next steps to move forward. In the same class as above, the
teacher gave a new example to help support a student in their understanding and then asked the
student to provide another example to demonstrate their understanding.
Teachers facilitate student-to-student interaction and academic talk. In 88% of classes (n=16),
students used academic talk. In addition, in 50% of classes the teacher provided one or more
opportunities for student-to-student interaction. For example, the site team observed students
engaged in peer review or small group discussions in classes. However, in only 38% of classes during
the student-to-student interactions did students engaged in discussion with their peers to make
meaning of content or deepen their understanding. For example, although some students were given
the opportunity to engage with other students in discussion or activity, some students were observed
working independently or not working on the intended activity.
Teachers do not consistently analyze students’ progress toward goals. School leadership and
teachers stated that the Standards Committee (staffed by academic faculty members, arts
department heads, school leadership and the guidance counselor) meets monthly to review student
performance and align supports. In addition, some teachers stated that they analyze student
performance through Datalink, analyzing strengths and weaknesses through item analyses and
looking for trends across the grade levels. However, not all teachers could speak to how they are
analyzing data. Finally, school leadership and teachers stated that they analyze student work as a
way to determine progress.
Key action 1.3: Teachers use multiple data sources to adjust practice. Developing
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Some teachers modify instruction in response to data. Some teachers stated that they use
homework, exit tickets, class work and formative assessments to gauge students’ mastery of a skill
or topic. Continuing, teachers stated that they modify instruction by re-teaching skills, providing
additional practice, pairing/grouping students for peer teaching or adjusting the assignment. For
example, one teacher stated that after giving the second diagnostic, only 21% of students scored a 6
or above on the essay. Therefore, the teacher made the following adjustments: revised the syllabus
to extend the unit, re-taught areas of concern, employed the use of technology, used peer editing,
and then gave another diagnostic to see if students had improved, which a revised syllabus
confirmed.
Teachers appropriately recommend students for tiered interventions (including opportunities for
acceleration). School leadership stated that students are admitted to the school based on an arts
audition; therefore, students come to the school with a wide range of academic backgrounds.
Continuing, school leadership stated that all incoming students take a placement exam for English
and Mathematics, and students’ transcripts are reviewed to help accurately place students in the
proper classes. As for interventions, school leadership and teachers stated that teachers offer coach
classes for all grade levels before or after school, and they offer an afterschool study hall for
targeted ninth grade students. In addition, school leadership stated that they also offer Saturday
school for ninth through eleventh grade students who need extra help (recommended by their
teachers) and SAT prep sessions for twelfth grade students (based on PSAT scores), which a review
of letters to students and families confirmed. Further, school leadership stated that some incoming
ninth grade students are required to attend a summer academic assistance program, for students
who need additional academic support based on their placement test results. As for acceleration,
school leadership, teachers, and students stated that there are a variety of honors and Advance
Placement (AP) courses students can take, which a review of AP course syllabi confirmed.
School leadership holds and promotes a clear instructional vision of high student achievement.
School leadership and teachers stated that the instructional vision is to make interdisciplinary
connections and high standards for student achievement. Further, school leadership and teachers
stated that students are expected to use academic talk, grapple with complex tasks and engage in
hands-on learning. School leadership also stated that an example of this is a “Shark Tank” project
which students completed in their fitness class, in which students created a business or a product
that would directly enhance the health and fitness industry in Baltimore. The students had to create
a business plan and a presentation to be judged by faculty and community members such as the
head pastry chef at Dooby’s Café, which a review of the lesson plan and student work confirmed.
School leadership also stated that there is a liberal arts approach at the school, where teachers are
given autonomy to be creative and respected as professionals within their content or field. Further,
Key action 1.4: School leadership supports highly effective instruction. Developing
9 Baltimore City Public Schools, 2014-15
teachers stated that the push to use technology within their lessons is a priority. Finally, teachers
stated that school leadership asked all teachers during their Individual Development Plan (IDP)
conference to include a goal around a collaborative/interdisciplinary project and the use of
technology.
School leadership somewhat ensures that teachers engage in the planning of the curricula through
oversight of standards-based units, lessons and pacing. In focus groups, teachers and school
leadership indicated that teachers submit course syllabi to department heads on a weekly or
monthly basis. Further, teachers stated that if you make any changes you have to re-submit an
updated syllabus. A review of the syllabi revealed that the there is a range in regards to structure
and format. Additionally, students and parents confirmed that they receive the syllabi and course
expectations from teachers. Finally, school leadership and teachers stated that they have weekly
academic department meetings in which they discuss department priorities and pacing. Teachers
stated that they have to submit meeting notes from their academic department meetings and
sometime school leadership will attend. However, teachers stated that oversight of teacher’s lesson
plans in the arts department was not as consistent.
School leadership provides some formative feedback and guidance to teachers about the quality of
planning, teaching, and adjustment of practice. School leadership stated that teachers are informally
observed on a regular basis using the instructional framework. School leadership and teachers
reported that feedback can be verbal or written (through email or a structured form). A review of
email confirmed that feedback is provided to teachers and included “one thing I like” and “one thing
to think about”.
School leadership does not demonstrate an understanding of data analysis or ensure the use of a
complete student learning data-cycle. School leadership stated that they have no formalized process
for data analysis. Although school leadership and teachers could speak to administering assessments
(NorthWest Evaluation Association Measures of Academic Progress [NWEA MAPS], the Pre-
Scholastic Aptitude Test [PSAT], benchmarks and teacher-created assessments), not all teachers
could articulate a process for analyzing the data or adjusting strategies based on the data. Further,
school leadership and teachers reported that they attend exhibitions and performances to evaluate
the effectiveness of instruction in the arts. In addition, school leadership reported that they
measure their success annually through graduation and college acceptance, college graduation
rates, and pass rates and scores from standardized tests such as the High School Assessment (HSA),
SAT and Advanced Placement (AP).
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Teachers build a positive, learning-focused classroom culture. In 100% of classes (n=16), all teacher-
initiated interactions with students were positive and respectful. Specifically, teachers were observed
using a warm and engaging tone with students and praising students. Also in 100% of classes, all
student-initiated interactions with teachers were positive and respectful. Further, in 94% of classes all
student-to-student interactions were positive and respectful. In a theater class, students were
observed cheering for other students after individual performances. Finally, in 100% of classes
students were active participants in class work and discussions.
Teachers reinforce positive behavior and redirect off-task or challenging behavior, when needed. In
100% of classes (n=16), the teacher promoted and/or reinforced positive behavior. For example, one
teacher was observed using a countdown to get students back on task. In 100% of classes, the
majority of students were complying with lesson directions; only less than 10% of students were not
complying or were not working on intended activities. Finally, in 100% of classes, less than 10% of the
teacher’s time was used for redirection/discipline. In all classes, teachers were observed addressing
behavior concerns quickly.
Teachers implement routines to maximize instructional time. In 94% of classes (n=16), routines and
procedures ran smoothly with minimal prompting from the teacher. For example, in one class in
which the activity was a Socratic seminar, students knew the expectations, procedures and were
actively engaged in the activity. Additionally, in 88% of classes the teacher’s arrangement of the
classroom and materials allowed for efficient classroom movement and use or access. In 100% of
classes, less than 10% of teacher time was spent on transitions. Additionally, in 88% of classes
students were idle less than 10% of time while waiting for the teacher.
Key action 1.5: Teachers establish a classroom environment in which teaching and learning can occur.
Highly Effective
11 Baltimore City Public Schools, 2014-15
Domain 2: Talented People
School leadership has created and implemented an organizational and staffing structure that meets
the diverse needs of all students. During focus groups, school leadership reported that the school
employs a large number of full-time and part-time arts teachers (dance, theatre, visual arts, and
music) to meet the mission of the school. In addition, school leadership stated that the school has two
assistant principals; one that focuses on academics and one that focuses on student support.
Continuing, school leadership, teachers, and staff reported that the school has a full-time guidance
counselor, part-time social worker, and part-time psychologist for student support, which a review of
the organizational chart confirmed. Finally, school leadership and teachers stated that two new
teaching positions were added this year (math and social studies) in order to keep class sizes small.
School leadership leverages a pipeline for staff recruitment and uses multiple measures and includes
stakeholders in the assessment of candidates. In focus groups, school leadership and teachers
reported the use of City Schools’ transfer fairs, Baltimore City Teacher Residency (BCTR), Teach for
America (TFA) and referrals to recruit staff. The site team reviewed the job description for faculty and
leadership positions which were posted on the school’s website. As for the hiring process, teachers
stated that candidates are interviewed by teachers from the academic department or area of study. In
addition, school leadership reported that candidates model a lesson, which teachers confirmed.
Additionally, teachers and school leadership reported that students provide feedback on prospective
staff.
School leadership includes staff members and other stakeholders in the development and retention
of effective teachers and staff. School leadership and teachers both reported that professional
development (PD) is offered internally (from school leadership, teachers, staff) as well as externally
(outside artists, presenters and speakers). A review of a Maryland Association of Foreign Language
receipt confirmed that the school supports faculty in attending outside conferences. Continuing,
school leadership and teachers stated that professional development grants such as the Mark K.
Joseph Faculty Development Award and Patricia Joseph Annual Faculty Awards are available annually,
which allows faculty to design a professional development session to fit the staff needs. A review of
the grant application and past recipients confirmed that faculty members are using the funds to travel
domestically or abroad to attend seminars, conduct research projects or have cultural experiences.
Finally, school leadership stated that professional growth is integrated into the fabric of the school;
the environment is intellectually challenging as faculty learn and grow from each other. Regarding
retention, many teachers stated that they have been employed at the school since its inception and
turnover is very low. School leadership and teachers both reported that the culture of autonomy and
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
12 Baltimore City Public Schools, 2014-15
respect is what encourages teachers to remain at the school. Further, school leadership and teachers
stated that students want to be here and are “thirsty to learn”.
School leadership has created mentoring and other induction programs to support the development
of all new teachers and staff and monitors the program’s effectiveness. School leadership and
teachers reported that there is a site-based teacher mentor that supports all new teachers. Further,
school leadership stated that the school has three teachers that are new to the school, but does not
currently have any Early Career Teachers (in their first through third years of teaching). School
leadership and teachers reported that the new teacher mentor met with teachers weekly at the
beginning of the year and now conduct more informal one-on-one check-ins. A review of an email
from the new teacher mentor to the mentees confirmed that a weekly standing meeting was
established in August. In addition, school leadership stated that they monitor the program’s
effectiveness through discussions with the new teacher mentor and through a needs assessment. A
review of an email confirmed that the new teacher mentor provided a summary of feedback based on
a needs assessment survey given to the new teachers at the end of the first quarter, observational
thoughts from their meetings, and next steps to continue support.
School leadership makes use of the evaluation system to develop faculty and staff capacity.
According to school leadership and teachers, all full-time City Schools teachers are evaluated using
the district’s process and instructional framework. Continuing, teachers stated that school
leadership asks all teachers to include a collaborative project and the use of technology in their
Individual development Plans (IDPs). Further, school leadership and teachers stated and a review of
the formal observations confirmed that during the post-observation conference, written feedback is
provided which highlights the strengths of the lesson and areas for improvement. For example, one
example of formal observation feedback showed that Teach 6 (facilitate student-to-student
interaction and academic talk) was an area for improvement, citing that “strategies to group
students were not evident nor structures to guide student interaction which caused some groups to
stray from the task.” However, some teachers stated that they do not feel like the evaluation
process accurately captures teaching and learning in the arts, and therefore does not help to
develop their practices.
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.
Developing
13 Baltimore City Public Schools, 2014-15
School leadership provides some support and interventions to struggling teachers and staff as
indicated by data and/or informal or formal observations and holds them accountable for
performance. School leadership stated that department heads serve as an initial source of support
for teachers, followed by school leadership. Teachers confirmed that they receive support from their
department head and other peers in department meetings where they discuss lesson planning,
content and classroom management. In addition, teachers stated and a review of a peer observation
checklists confirmed that teachers conduct peer observations and receive feedback from their peers
in three areas: classroom environment, teacher actions and student actions. Continuing, teachers
stated that the collegial atmosphere makes them feel comfortable asking their peers for additional
support. School leadership stated that no teachers are currently on a Performance Improvement
Plan (PIP).
School leadership engages faculty in school-wide professional development based on some
identified needs and in alignment with the school’s instructional vision. In focus groups, school
leadership and teachers reported that in August, professional development was provided before
school started that included looking at the how Maryland College and Career Readiness Standards
(MCCRS) are implemented at BSA, the Partnership for Assessment of Readiness for College and
Careers (PARCC) assessment and department goals, which a review of the professional development
agenda confirmed. Additionally, school leadership and teachers reported that with the opening of
the Center for Collaborative Arts & Technology (C-cat), training was provided to faculty around
incorporating technology into classroom instruction and all faculty were required to develop an IDP
goal around technology. Finally, teachers reported that they have had other professional
development sessions around SLOs, SST process and referrals, and reporting abuse.
14 Baltimore City Public Schools, 2014-15
Domain 3: Vision and Engagement
The school community shares an understanding of, and commitment to, the school mission, vision,
and values, including an understanding of strategic goals and initiatives. According to school
leadership, teachers, staff, parents and students, the mission of the school is to provide a pre-
professional environment for artists and simultaneously a world class education that keeps students
competitive and prepared to attend any college they choose. School leadership, teachers, and
students reported that the school accomplishes this by employing professional artists, musicians,
dancers, actors and highly qualified academic teachers. In addition, school leadership stated that the
school is committed to educating young artists and the community through the TWIGS (To Work In
Gaining Skills) afterschool program (offers free classes in music, dance, visual arts, theatre and stage
production to students in the second through eighth grades) and offering performances and
exhibitions that are open to the community. A review of the mission statement in the student
handbook states that “a further mission is to serve as an arts resource for the Baltimore community
by offering performances, educational workshops and extensive after-school training in the arts to
children from city elementary and middle schools.”
Students, staff, and families feel physically and emotionally safe at the school. In focus groups,
students, teachers, and parents reported that they feel physically safe at the school due to the culture
of the school. Further, students indicated that they never have to lock anything up because everyone
trusts and respects each other. In addition, school leadership and teachers stated that there is a
visitor procedure in place for guests entering the building and a security guard. As for emotional
safety, parents and students stated that students feel safe speaking to teachers and staff about issues
or concerns. School leadership and teachers stated that all faculty members are treated as
professionals and are asked to provide feedback and express concerns openly.
School leadership establishes structures for the acknowledgement and celebration of student, faculty
and staff success. School leadership, teachers, parents and students reported that each arts major has
various plays, shows, and exhibitions to allow students to publicly display their artistic talents. While
on-site, the site team observed posters for the Annual Expressions Event (held March 7-10) that
serves as a fundraiser and as an opportunity for the community to gather and celebrate the school's
talented students. With regard to academics, school leadership and teachers reported that the school
has a quarterly honor roll (no academic percentage lower than 80% and no arts grade lower than a B-)
and Dean’s List (academic percentage of 90% or better and arts grades of A- or better), which a
review of the first quarter dean’s list and honor roll confirmed. Further, school leadership and
teachers stated that students are annually inducted into the National Honor Society (85% average
with no percentage below 80% in all classes, demonstrate outstanding character, leadership and
service to the school community), which a review of the student handbook confirmed. Regarding staff
celebrations, school leadership and teachers reported that staff members are recognized through
Key action 3.1: The school provides a safe and supportive learning environment for students, families, teachers, and staff.
Effective
15 Baltimore City Public Schools, 2014-15
shout-outs in staff emails, reduced rate or free admission to performances, professional development
opportunities, and the year end celebration.
The school develops systems that proactively attend to individual students’ social and emotional
needs. School leadership and teachers stated that the Standards Committee meets to discuss
students’ academic and social/emotional needs and assigns staff members to follow-up, as necessary,
with students and parents. Additionally, the school has a part-time social worker (three days a week)
and a part-time psychologist (two and a half days a week), as well as a guidance counselor to meet
the emotional and social needs of students. Finally, school leadership and staff reported that students
who are part of the National Honor Society mentor ninth grade students and teachers are informally
mentoring students on a daily basis.
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. In focus groups, school leadership, teachers and students reported, and document review
confirmed, that parents receive emails and flyers regarding school events and activities. Staff
members stated and a review of documents confirmed that letters are also translated for English as a
Second Language (ESL) families. In addition, school leadership and teachers stated that weekly syllabi
are provided to students and families for each class. Further, school leadership stated that the school
has a monthly newsletter (The BSA Times) and a review of the newsletter confirmed that it shares
information about alumni, upcoming events, and students/staff recognition. School leadership,
teachers, parents and students also reported that the school hosts an open school day during which
parents can attend the school and shadow their child for a day, which a review of the open school day
sig-in sheet confirmed. Finally, school leadership stated that the school’s website has a parent section
where general school information and class specific information is shared and teachers can post
messages. The site team reviewed the website and confirmed that school-wide information is shared
on this site, including parent-teacher conferences, PARCC testing, activities and events.
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.
Teachers and parents reported that the school has a Parent Advisory Committee (PAC) that is
comprised of approximately eight parents that represent each of the Art areas. A review of an email
to parents confirmed that the primary purpose of this group is to provide feedback regarding the
school’s budget. Additionally, school leadership, teachers, parents and the board reported that
parents whose children are either current high school and/or TWIGS students or alumni sit on the
board. A review of the board member list confirms that one parent is currently on the board. Finally,
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
16 Baltimore City Public Schools, 2014-15
teachers, students and parents stated that opportunities such as open studio nights, open school day,
parent teacher conference, and shadow day for new students truly embrace the idea of an open-door
policy.
School leadership establishes multiple structures for frequent communication with teachers and staff
members regarding policies, progress and school culture. School leadership and teachers stated that
information is communicated through emails and meetings (academic, faculty, committees, and
department meetings). A review of faculty meetings agendas confirmed that information regarding
the school goals, Student Learning Objectives, and student achievement data are shared during these
meetings. Finally, a review of emails confirmed that upcoming activities and events are shared with
faculty and staff.
School leadership, teachers, and staff build strong relationships with families and community
stakeholders from diverse backgrounds. School leadership and teachers stated that the school is part
of the Mt. Vernon Neighborhood Association and works with the community to ensure safety and
cooperation. In addition, school leadership and teachers stated that the school partners with the
surrounding arts organizations (such as the Walters Art Museum, MICA, Baltimore Symphony
Orchestra and Center Stage) to provide hands-on experiences for students by working closely with
other artists. For example, students reported that theatre students have served as “Curtain Warmers”
for selected productions at Center Stage. In addition, school leadership, teachers, students and
parents stated that TWIGS is a free after-school and Saturday program for elementary and middle
school students that also serves to build relationships with Baltimore City students and create a
pipeline for recruitment (35% of BSA’s incoming ninth graders have participated in the TWIGS
program). Continuing, school leadership stated that they hold a reception for those families of
incoming ninth grade students to welcome them to the school and hold an open houses/studio once a
year for families to attend school with their students. Parents also noted that families are invited to
the school on a regular basis to attend student performances, including the yearly Expressions
showcase of students’ work, financial aid nights and college fairs. Finally, teachers stated that alumni
have stayed involved with the school, either serving on the board or becoming part of faculty.
The school’s curricula, resources and programs consider cultural, linguistic and socioeconomic
diversity. Teachers, students and parents reported that cultural diversity is infused throughout the
curriculum, especially within the arts. For example, teachers stated that they have made a deliberate
effort to diversify the selection of novels to include more female authors. Further, school leadership
and teachers mentioned that the student population itself is diverse, which provides an opportunity
to explore different points of view and perspectives in class discussions. As for socioeconomic
diversity, school leadership, teachers, staff, parents and students reported that dinner is provided to
Key action 3.3: The culture of the school reflects and embraces student, staff, and community diversity.
Highly Effective
17 Baltimore City Public Schools, 2014-15
students who attend afterschool programs and that the Center for Collaborative Arts & Technology
(C-cat) and library stays open until 7pm, so students may have access to computers and tutoring. In
addition, school leadership and teachers stated that TWIGS is a free after-school and Saturday
program for elementary and middle school Baltimore City students. School leadership also stated that
the BSA foundation provides last-dollar college scholarships and a free SAT prep course. Finally,
school leadership, teachers, students and parents reported that students take Spanish classes, which
a review of the master schedule confirmed.
The school maintains a positive school culture and climate. School leadership and teachers stated that
students are admitted to BSA on the basis of an audition or portfolio review to one of five major areas
of study in the arts, which a review of the application and audition confirmed. Further, school
leadership and teachers spoke to the school’s outreach efforts (TWIGS, performances and exhibitions)
as a way to promote and recruit students. All of these efforts, according to school leadership and
teachers, result in attracting talented students and creating a culture of high expectations.
Continuing, teachers and students spoke to students building strong relationships with their peers
and faculty members as another strategy for creating a positive school culture and climate. A review
of a BSA informational brochure states that the school has been recognized as one of the top five
public arts high schools in the country by the National Endowment for the Arts and by the Doris Duke
and Surdna Foundation. Finally, the site team observed that the physical environment is welcoming
and supportive with a grand theater and gallery space for student performances and exhibitions.
18 Baltimore City Public Schools, 2014-15
Domain 4: Strategic Leadership
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
the school leadership team (which includes administration and department heads) developed the
School Performance Plan (SPP) goals based on data - placement tests, GPA, SAT and ARCA. School
leadership and teachers reported, and a review of the SPP confirmed, that the goals are as follows: 1)
By the end of SY 2014-2015, 90% of BSA 9th and 10th grade students will score 4 or above on an SAT-
style writing assessment in the area of developing a position and citing evidence in support of that
position. 2) Based on results from a 50 question student placement exam, BSA students who are
currently taking Algebra I will be categorized into 3 tiers and assigned growth percentages accordingly
(Tier 1 - students who scored 0-19 correct will show improvement by 20% by the end of SY 2014-
2015; Tier 2 - students who scored 20-29 correct will show improvement by 15% by the end of SY
2014-2015; Tier 3 - students who scored 30-39 correct will show improvement by 10% by the end of
SY 2014-2015). 3) Students At Risk for Chronic Attendance (ARCA) issues will decline by 10% between
1st quarter and 4th quarter of the 2014-15 academic year. 4) 9th grade students with Quarter 1 GPA
between 1.0 and 2.25 will improve a minimum of .5 GPA from their current GPA by the 4th Quarter of
the 2014-15 academic year in order to help them be more college ready and competitive.
School leadership ensures the alignment of some school goals, action plans and key priorities. School
leadership stated that the two key priorities this year are around interdisciplinary lessons and the use
of technology. Further, teachers stated that school leadership asked faculty to include goals in their
Individual Development Plan (IDP) that integrate a focused interdisciplinary project and the use of
technology into their courses this school year. A review of an interdisciplinary project in an honors
English course confirmed that the English teacher and Spanish teacher collaborated to teach Gabriel
Garcia Marquez’s novel, Chronicle of a Death Foretold in both languages and focus on the issues of
translation and cultural influences as well as the genre of magical realism and its role in Latin
American literature. Finally, school leadership, teachers and students reported and the site team
observed the new addition of the Center for Collaborative Arts & Technology (C-cat) in the library.
Finally, school leadership and teachers reported that academic teachers identified key priorities for
their respective departments. For example, the ELA department developed four priority areas. A
review of a priority action plan for ELA confirmed that the four areas include: counterclaims in writing,
including technology in class, purposeful close reading, and creative writing and authentic publication
of work. However, it was unclear how the department priorities were aligned and supported the
school-wide goals.
Key action 4.1: The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.
Developing
19 Baltimore City Public Schools, 2014-15
School leadership and staff participate in some analysis of school-wide data; however, it is unclear
how they will revisit and adjust action plans as needed. School leadership stated that all incoming
freshman are given a placement test in April of the year before they will attend BSA, to assess where
they are academically and place them in courses in the fall. Further, school leadership reported, and
teachers confirmed, that the standards committee (staffed by academic faculty members, arts
department heads, school leadership and the guidance counselor) meets once a month after each
grading report to review student performance (grades) and ensure students get appropriate support
services. Finally, school leadership reported that SAT scores, college acceptance, and college
completion data is reviewed annually and utilized to adjust programs and resources.
Budget distributions and resource allocations support teaching and learning. School leadership and
the board reported that the Baltimore School for the Arts Foundation is an independent 501(c)(3)
that helps to support the school financially. A review of the BSA website stated that City Schools
covers 75% of the operating budget (faculty salaries, building and maintenance costs); the remaining
25% is met through private donations from individuals, foundations and corporations, interests from
the school’s endowment fund, Expressions ticket sales, and tickets sales from dance, music and
theatre performances. Continuing, school leadership reported that teachers have what they need to
provide instruction and that they leverage the foundation for additional resources, which teachers
confirmed. For example, a review of the BSA student handbook reported that funds from the
foundation support the summer assistance program, Saturday school, study hall, student mentoring,
SAT prep, tutoring, AP exams, textbooks, computers and visiting lectures, summer study grants and
last-dollar college scholarships. School leadership also reported that the school employs academic
teaching positions and both full and part-time art faculty positions. While all stakeholders reported
having sufficient staff, both parents and students expressed a desire to have more full-time faculty
members. Finally, school leadership, teachers, parents, and students reported that that the school
has made a recent effort to increase technology adding a new Center for Collaborative Arts &
Technology (C-cat) in the library, equipped with the latest and best technology for the arts. A review
of the BSA Times newsletter confirmed that the on September 23, the mayor, board members, alumni
and staff had an official ribbon cutting for the C-cat. School leadership and teachers both stated that
there is still a need for more technology and it is a focus for the school.
School leadership leverages teacher and staff talent, expertise, and effectiveness by delegating
essential responsibilities and decisions to appropriate individuals. In focus groups, school leadership
and teachers reported that department heads are responsible for overseeing curriculum for their
respective content areas. Additionally, school leadership and teachers reported that they oversee
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.
Effective
20 Baltimore City Public Schools, 2014-15
school‐wide events such as prom, senior activities, graduation, and yearbook. Additionally, teachers
stated that teachers serve as the school test coordinator, new teacher mentor and Literacy and Math
representatives, which a review of the teacher leader roles document confirmed. In addition, school
leadership stated that art faculty works with the TWIGS program and academic faculty works with the
Summer Academic Assistance Program, Saturday school, HSA prep and tutoring programs. Finally,
school leadership and teachers reported that teachers serve on committees such as: the ILT, and
Standards committee.
School leadership provides common staff time for instructional practices and development in support
of student achievement. School leadership reported, and teachers confirmed, that academic teachers
meet once per week to collaboratively plan lessons. A review of academic staff meeting notes
confirmed that all academic department meetings use the same team meeting template to capture
notes, which includes: a meeting focus, how it related to the Maryland College and Career Ready
(MCCR) standards, discussion points, action plan, person(s) responsible, and additional info or
unresolved matters. School leadership and teachers also reported that collaborative team meetings
are facilitated by the department head. However, school leadership stated that due to the large
number of part‐time arts staff who have irregular hours at the school, the arts departments do not
meet formally. Also, according to the school schedule, all art teachers in the same department do not
have the same planning period, which prevents them from engaging in formal collaborative planning
meetings. However, school leadership and teachers stated that the art department heads check-in
with faculty individually.
The school collaborates with families and community partners to garner resources to meet the needs
of students and the school. School leadership reported that the school collaborates with a variety of
non-profit organizations and institutions such as: The Baltimore Symphony Orchestra, Modell Lyric
(TWIGS dance students participate in the production of the Nutcracker), The Contemporary (speaker
series held at BSA that features artists and art professionals), The Spire Series (BSA’s Chamber
Orchestra performs at First and Franklin Presbyterian Church and BSA visual artists have displayed
their work at the church), Center Stage (BSA theatre and stage production students attend dress
rehearsals), Hippodrome (professional actors and dancers conduct master classes and students attend
performances) and the Walters Art Gallery (visual art students regularly tour the museum with
docents). In addition, school leadership and teachers reported that students are currently
collaborating with the Maryland Historical Society and the National Park Services to create short plays
about Maryland’s historical figures. The site team saw advertisements that confirmed student’s free
performance of “Facing the Great War”, which is three original short plays performed by BSA’s
sophomore students that focused on the experience of Marylanders during the World War I era.
Performances were held on March 21st at Fort McHenry, and March 28th at the Maryland Historical
Society. Finally, school leadership, teachers and parents stated that parents are asked to volunteer as
ushers during performances, work the school store, and help with auditions for high school and
TWIGS students, which a review of a letter to parents confirmed.
21 Baltimore City Public Schools, 2014-15
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.
Rating Performance Level Quality Standard
1 Not 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.
2 Developing 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.
3 Effective 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.
4 Highly Effective 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.
Exte
nt
to w
hic
h S
ER T
eam
Fin
ds
Mu
ltip
le
Typ
es a
nd
Mu
ltip
le S
ou
rces
of
Evid
ence
Extent to which SER Team Finds Evidence of High
Levels of Adoption and/or Implementation
Evidence Relating to Strength of
Adoption/Implementation Key:
Not Effective:
Developing:
Effective:
Highly Effective:
Effective:
Highly Effective
22 Baltimore City Public Schools, 2014-15
Appendix A: School Report Comments
Domain 1: Highly Effective Instruction
The purpose of a school is to help its students develop. If one considers student results at BSA, I think most would agree that the school’s effectiveness (as measured by student results) is exemplary: Extremely high graduation rates (95-100%), Extremely low suspension or behavior problem rates (.5%), Very high attendance rates (96%), Extremely high college acceptance rates (100% this year), Very substantial college scholarship amounts ($11, 000,000 awarded to 90 graduates in 2015) And, a statistic that I feel is highly indicative of BSA’s effectiveness—completion rate of Bachelor degrees. Of the students that begin college study, the national average for completion in 6 years is around 45%, I don’t know what BCPS students rate. Of the 98% of BSA students that typically enter college directly after finishing high school, 90% complete a bachelor’s degree in 6 years—Double the national average! Please remember that there is NO ACADEMIC SCREENING during BSA’s intake process. I think these data points indicate that BSA is highly effective in educating its students, in providing a challenging and effective learning environment and in preparing them for further education. I think these data points also indicate a school practice that, based on its results, must be highly effective in most dimensions. I find the SER process and its results to be counter-intuitive at best. Rather, as the report conscientiously ignores the school’s effect on students, it avoids considering the school’s true effectiveness and, instead, evaluates compliance with school system procedures. But, according to our SER, BSA is only at a “developing” level for “teachers plan highly effective instruction” and “school leadership supports highly effective instruction.” These conclusions seem ridiculous given the superb student results that BSA consistently produces. How could teacher planning and school leadership be ranked so low for student results so exemplary?
Domain 2: Talented People
None
Domain 3: Vision and Engagement
None
Domain 4: Strategic Leadership
BSA is also ranked “developing” in domain 4.1 (growth goals & strategic planning). This year BSA embarked
on a strategic plan that included more than 40 interviews of professionals and post-secondary leaders across
the country, as well as convening of various groups of BSA’s community. This plan provides guidance for the
next five years of the school’s development and for the selection of new school leadership. School leaders
from the University of Southern California to the New York University have lauded BSA’s efforts in
considering these issues. BSA’s strategic plan is another example of the powerful work that BSA
accomplishes that is above and beyond the expectations for BCPS schools. While we can accept that “going
the extra mile” is often not recognized in the normal course of events, to be told that it represents a
situation that is less than effective is profoundly troubling.
23 Baltimore City Public Schools, 2014-15
Appendix B: SER Team Members
The SER visit to the Baltimore School for the Arts was conducted on March 19-20, 2015 by a team of
representatives from Baltimore City Public Schools.
Brianna McMullen Kaufman is a Program Evaluator II 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.
Margo Berish has been in the education field since 1992. She has worked in three different school
systems gaining different perspectives and insights on how other states align their policies according to
student needs and achievement growth goals. She has had the opportunity to work on a middle school
team in North Carolina, teach students in a Pre-IB program in Florida and instruct College Preparatory
and IB Studies students in Baltimore City Schools. Throughout her career she has had the opportunity to
mentor teachers and facilitate teacher workshops in the area of high school mathematics. She has had
the privilege of leading the math department in multiple schools, in multiple states, mentoring students
in the IB program, advising high school classes in their fund raising efforts, and participating in many
committees at various grade levels in pursuit of high student achievement. She has also worked with
MSDE as a Master Teacher for multiple years in preparing teachers in the Effectiveness Academies as
well as the College and Career Readiness conference. Currently, she works as an Academic Content
Liaison in Mathematics in Baltimore City Schools. Margo has a Bachelor’s in Mathematics from the
University of Maryland, a Master’s Degree in Educational Leadership with an Admin 1 certification from
the Notre Dame University of MD and has had her National Board Certification in the area of
Mathematics since 2003.