our students, our schools - baltimore city public schools€¦ · staff the last 5 years have been...

OUR STUDENTS, OUR SCHOOLS Baltimore City Public Schools

staff “ Having a great school system that lifts up a great city is

very possible.”

“ There’s really a sense of deliberate professionalism.

I see good, solid teachers being so reflective and so precise

in their planning for class.”

“ If you’re not in it for the kids, you couldn’t do this job.”

“ We’re pushed to be doing more doing than saying.”

staff “ Our teachers are really excited about the

opportunities to grow in the system.”

“ We have a plan and purpose behind what

we’re doing.”

“ Everyone involved wants to

improve student achievement.”

staff

The last 5 years Have been about

• Raising expectations

• Pushing students to their

potential

• Rethinking our roles to support

the work

• Holding ourselves accountable

staff

The last 5 years A re-set

• All about kids

• School communities at the center

• Guidance and support for schools

• A culture of accountability that

keeps the focus on what’s best for kids

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The last 5 years Fundamental changes

• School control over resources

• Emphasis on school leadership

• New professional contracts

• School choice, school options

• Engaged families, communities

• New partnerships

• Reorganized district office

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The last 5 years Stronger engagement in learning

• Expanded pre-k

• Brought back students who dropped out

• Alternatives to suspension

• New and expanded STEM

• Robust summer learning

• Expanded AP, CTE offerings

• More accelerator, AOP offerings

staff

The last 5 years Other critical support

• Parent involvement in key

school decisions

• Partners and volunteers

stepping up in new ways

• Partnerships with unions

• Support from elected officials,

the larger community

“ There’s a lot of learning about how to do a

district completely differently than

it’s ever been done before.” Campbell McLean, Afya Public Charter Middle School

“ It felt like things were changing, but we

weren’t quite sure in what direction.”

Steven Sprouse, Carver Vocational-Technical High School

“ There was a desire for change. The

students were performing, but not at

the level they could and should.”

Lauren Preston, Mary Ann Winterling Elementary School

staff

The last 5 years What the data show

Graduation:

The measure

that matters most

Annual leaver rates

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Fewer students dropping out

Annual drop-out rates

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More students making gains on MSAs:

Fewer basic, more proficient and advanced

Results from Maryland School Assessments (MSAs). Mod-MSA results included in 2012 scores.

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More students at proficient/advanced

levels on MSAs across subgroups


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Schools with high levels of poverty showing higher levels

of proficiency

Schools where 80 percent (or more)

students are both FARMs eligible and

proficient/advanced on MSAs in math

and/or reading:

11 in 2007

21 in 2012

FARMs: Free and Reduced-Price Meals. MSAs: Maryland School Assessments.

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More children starting

school ready to learn

Results from Maryland Model for School Readiness (MMSR). See www.marylandpublicschools.org.

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And more children … period

Official enrollment in 2007-08: 81,284

Official enrollment in 2011-12: 84,212

After decades of decline, the district is growing.

+

Official enrollment as of September 30 each year. See www.mdreportcard.org.

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Chronic absence:

Fewer students districtwide

routinely missing school

Maryland State Department of Education attendance files. See www.mdreportcard.org.

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Fewer students missing school

because of behavior:

Suspensions down 32 percent

As reported through City Schools’ Student Management System (SMS).

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2007 to 2011:

Student indicators improve,

negative indicators for youth decrease

• Graduates: +20%

• Suspensions: -34%

• Truancy: -30%

• Dropouts: -55%

• Juvenile arrests: -58%

• Juvenile shootings,

homicides: -67%

Data from City Schools and the City of Baltimore.

staff

The last 5 years

• Contracts with employees that focus on effectiveness, learning, career ladders and collaboration

District builds culture of

accountability

• Systems for gauging, supporting effectiveness

staff

The last 5 years

Settled 26-year-old special education lawsuit

District earns confidence

“

“School is educating me with the right things I

need to know—things like language arts, of

course, so I know how to speak correctly.”

Chris, 8th grade,

William Pinderhughes Elementary/Middle School

“I’m learning about marine life—like an octopus.

The octopus is very cool, and other children

should learn about the octopus, too!”

Ayanna, 3rd grade,

Liberty Elementary School

“Starting off in school, I was just one of those

students who was going to be a basketball player.

But I got introduced to the robotics team, and that

just completely changed my mind.”

Keimmie, 12th grade,

Western High School

staff

The last 5 years Going beyond the data

“ Accountability isn’t only a teacher thing. It’s a district

thing; it’s a parental thing; it’s a student thing.”

Steven Sprouse,

Carver Vocational-Technical High School

“ We’re meeting the minimum standards now, which wasn’t the

case five or eight years ago. But how do we take it to meeting

the real-world standards?”

Benjamin Crandall, Green Street Academy

“There’s optimism, but we’re starting to realize there’s a

daunting task in front of us.”

Chantress Williams,

Northeast Middle School

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Where we are now 2012: It’s about the classroom

• Instruction that drives

learning

• Space in which students learn • Time students spend learning

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Where we are now Performance reflects growth

Growth isn’t steady … but it’s real: More students at proficient/

advanced levels on MSAs

Results from Maryland School Assessments (MSAs). Mod-MSA results included in 2011 and 2012 scores.

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Where we are now Performance reflects growth

Students improving within MSA achievement bands


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Where we are now Performance reflects ongoing need

A call for attention to 3rd grade:

Little growth in math,

and fewer students

proficient/advanced

on MSAs in reading


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A call for attention to the middle grades: Too few 6th to 8th graders at proficient/

advanced levels on MSAs


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Achievement gains slow down:

From 2011 to 2012, growth from

basic to proficient/advanced

on MSAs stronger for grades 3 to 4

than 7 to 8

Results from Maryland School Assessments (MSAs). Includes mod-MSA results.

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Lasting effects:

Students who were proficient/advanced

on MSAs in 8th grade more likely to

graduate high school on time 4 years

later than students who were basic

2010-11 High School Graduation Rate for Students

Who Took 8th-Grade MSAs in 2007

Students at Basic

in 8th Grade

Students at Proficient/

Advanced in 8th Grade

MSAs: Maryland School Assessments.

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Where we are now Buildings don’t support learning

Inadequate buildings, many in ill

repair, under used and lacking

21st- century infrastructure

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Where we are now Buildings don’t support learning

• District Facilities Condition Index: 60 percent

• District educational adequacy: 55 percent

• Utilization: 66 percent

• Cost: $2.4 billion

See www.baltimorecityschools.org/betterbuildings.

staff

Where we are now Too little time spent learning

Students with attendance

problems less likely to score

proficient/advanced

on MSAs

Results from 2012 Maryland School Assessments (MSAs). Chronically absent defined as enrolled for at least 50% of

school days and absent for 20 days or more.

staff

Where we are now Too little time spent learning

Students who have been suspended less likely to score

proficient/advanced on MSAs

Results from Maryland School Assessments (MSAs). Mod-MSA results included in 2011 and 2012 scores. Suspension data

as reported through City Schools’ Student Management System (SMS).

“It’s fun to learn new things, things I didn’t know

before. The teachers make learning fun.”

Mary, 6th grade

Roland Park Elementary/Middle School

“I think it’s important for people to go to school because

you don’t know what’s going to be in your future and what’s

going to happen in your life.”

Alysha, 5th grade

Mount Royal Elementary/Middle School

“Going to college—that’s a big part of me right now.

Success is the lock, and knowledge is the key.”

Shelton, 12th grade

Baltimore Talent Development High School

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Where we need to go Excellent teaching and learning

• New content standards

• Systems for gauging effectiveness

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Common Core State Standards

• High expectations

• Relevant, real-world skills

• Rich, in-depth learning

• College, career readiness

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Common Core State Standards

A planned transition

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Effectiveness

Supporting, measuring teacher effectiveness

• Teacher contract ties professional,

financial growth to student progress

• Instructional framework shows what excellent

teaching looks like

• New teacher evaluation

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Effectiveness

• At 114 of 204 schools—more than half—all

BTU teacher-level professionals rated

satisfactory/proficient… Yet

• In 2011-12, 96.4% of BTU teacher-level

professionals rated satisfactory/proficient

• Only two-thirds of elementary/middle

students are meeting state academic

standards

• Fewer than three-quarters of high school

students are graduating

staff


Effectiveness

Supporting, measuring school leader

effectiveness

• Administrator contract ties professional,

financial growth to student progress

• Effectiveness framework for school

leaders

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Effectiveness

Supporting, measuring school

effectiveness

• Framework for school effectiveness

• School Effectiveness Reviews (SERs)

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•Challenge:

We are strengthening content standards for our

students to increase their success in school and in

life; to do this well, we must also raise our own

standards for what constitutes great teaching and

learning.

•Challenge:

We are accountable for the achievement of our

students, and we must be accountable for our own

achievement as educators as well.

staff

Where we need to go 21st-century buildings

• Meetings held across the city in 14 communities

• Parent and community meetings planned for

each school for Fall 2012

• Recommendations on a 10-year plan to be

presented in Winter 2012

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Where we need to go 21st-century buildings

Challenge:

City Schools needs to raise $2.4

billion—with school communities

and, in particular, school leaders

integral to that push

staff

Where we need to go Students must be in school

• Although it has declined since 2007,

chronic absence is still too high—

and, for high school students,

unacceptably so

• Suspensions rose slightly in 2012,

following significant declines from

2007 to 2011

staff

Where we need to go Students must be in school

• Challenge:

Schools must engage their entire school

communities to improve attendance

• Challenge:

Schools must provide students with

options for learning beyond the regular

school day

• Challenge:

Schools must offer alternatives to out-of-

school suspension

staff

The next 5 years

• Will be filled with stops, starts,

uncertainties

• Will require continued commitment

staff

The next

5 years The next

• Will be the most important,

hardest work yet

• It’s what our kids deserve

“I love this school—my coach, my

teachers, my friends. I finished

strong. I’m happy.”

Kionna, graduating senior

Benjamin Franklin High School at

Masonville Cove

Our Students, Our Schools

Presented by Dr. Andrés A. Alonso

CEO, Baltimore City Public Schools

CEO’s Leadership Institute

August 14, 2012

Carl J. Murphy Fine Arts Center, Morgan State University

Baltimore, Maryland

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