MSDE Priority Schools Monitoring Teams Second Onsite Visit Feedback for: LEA SIG Priority Cohort I Schools

Transcription

1 MSDE Priority Schools Monitoring Teams Second Onsite Visit Feedback for: LEA SIG Priority Cohort I Schools SIG Priority Cohort II Schools Non-SIG Priority Schools SIG Priority Cohort I School (Implementing Turnaround Principles) Baltimore City Public School System (BCPSS) Booker T. Washington Middle School (turnaround) Augusta Fells Savage Institute of Visual Arts High School (turnaround) Calverton Elementary/Middle School (restart) Commodore John Rodgers Elementary/Middle School (restart) Frederick Douglass High School (turnaround) Benjamin Masonville Cove High School (turnaround) Cherry Hill Elementary/Middle School (restart) Steuart Hill Academic Academy (turnaround principles) Baltimore Civitas (turnaround principles) Baltimore IT Academy (turnaround principles) MSDE SIG Priority Leads: Jim Newkirk, Gail Clark Dickson, and Kelly Coates Title I School Improvement Grant (SIG), FY 2009 and FY 2010, and Maryland s Flexibility Plan for Priority Schools: The School Improvement Grant (SIG) Program, FY 2009 and FY 2010, authorized under section 1003(g) of Title I of the Elementary and Secondary Act of 1965, provides funding through State educational agencies (SEAs) to local educational agencies (LEAs) with the lowest-achieving schools that have the greatest need for the funds and demonstrate the strongest commitment to use the funds to raise significantly the achievement of students. USDE approved Maryland s Flexibility Plan in May 2012 which included Maryland s SIG Cohort I and Cohort II schools as Priority Schools. In addition, Maryland s Flexibility Plan identified 2 additional lowest achieving schools that are identified as Non-SIG Priority Schools. Purpose of MSDE Priority School Teams Second Onsite Visit: As approved by USDE in both Title I School Improvement Grants and Maryland s Flexibility Plan, MSDE, through Priority Schools Monitoring Teams, will conduct three onsite monitoring visits annually in each LEA with identified Priority Schools to ensure that the LEA is implementing the intervention models fully and effectively in its Priority Schools. The purpose of the Priority School Teams second onsite visit is to review documentation that substantiates the LEA and Priority Schools implementation, both programmatic and fiscal, of its intervention model, as approved by MSDE. Once all documentation provided by the LEA and Priority Schools have been reviewed, Priority School Teams will determine a level of implementation for each section/component/strategy/action that consists of being, PARTIALLY, or NOT. For areas that are in this Division of Student, Family and School Support Page 1

2 feedback, MSDE will continue to monitor sustainability of the level of implementation. Based on this second onsite visit feedback, MSDE expects BCPSS to review and analyze the feedback and make adjustments to its approved intervention model through the school system s internal controls and submission of programmatic and fiscal amendments to MSDE. Table Organization of Priority Schools Second Onsite Visit Feedback for SY Table 1 LEA Commitments and Capacity Table 2 Levels of Implementation At -a -Glance for SIG Cohort I Priority Schools (Turnaround ) Table 3 Augusta Fells Savage Institute of Visual Arts High School Table 4 Booker T. Washington Middle School Table 5 Levels of Implementation At -a -Glance for SIG Cohort I Priority Schools (Restart) Table 6 Calverton Elementary/Middle School Table 7 Commodore John Rodgers Elementary/Middle School Table 8 Levels of Implementation At -a -Glance for SIG Cohort II Priority Schools (Turnaround ) Table 9 Benjamin Masonville Cove High School Table 10 Frederick Douglass High School Table 11 Levels of Implementation At -a -Glance for SIG Cohort II Priority School (Restart) Table 12 Cherry Hill Elementary/Middle School Table 13 Levels of Implementation At -a -Glance for Non-SIG/SIG Cohort I Priority Schools (Turnaround Principles) Table 14 Steuart Hill Academic Academy Table 15 Baltimore Civitas Table 16 Baltimore IT Academy Table 17 SIG II Year 3 Consolidated Table 18 SIG II Year 3 LEA Table 19 SIG II Year 3 School Budget for Benjamin Franklin High School Table 20 SIG II Year 3 School Budget for Frederick Douglass High School Table 21 SIG II Year 3 School Budget for Cherry Hill Elementary/Middle School Table 22 Title I, Part A Priority School Budget for FY13 Consolidated Table 23 Title I, Part A Priority School Budget for FY13 Baltimore Civitas Table 24 Title I, Part A Priority School Budget for FY13 Baltimore Freedom Academy Table 25 Title I, Part A Priority School Budget for FY13 Baltimore Rising Star Table 26 Title I, Part A Priority School Budget for FY13 Patapsco Table 27 Title I, Part A Priority School Budget for FY13 Steuart Hill Academy Division of Student, Family and School Support Page 2

3 Table 28 Title I, Part A Priority School Budget for FY14 Consolidated Table 29 Title I, Part A Priority School Budget for FY14 Augusta Fells Savage Table 30 Title I, Part A Priority School Budget for FY14 Baltimore Civitas Table 31 Title I, Part A Priority School Budget for FY14 Baltimore IT Academy Table 32 Title I, Part A Priority School Budget for FY14 Booker T. Washington Table 33 Title I, Part A Priority School Budget for FY14 Calverton Elementary/Middle School Table 34 Title I, Part A Priority School Budget for FY14 Cherry Hill Elementary School Table 35 Title I, Part A Priority School Budget for FY14 Commodore John Rogers Table 36 Title I, Part A Priority School Budget for FY14 Steuart Hill Academy Division of Student, Family and School Support Page 3

4 TABLE 1: LEA Commitments and Capacity Monitoring Date: March 7, 2014 LEA: Baltimore City Public School System (BCPSS) MSDE Team : Jim Newkirk Level of Implementation: Table 4.A: BCPSS Central Support Team For school year , provide the Central Support Team names, titles, and responsibilities for BCPSS SIG and Non-SIG Priority Schools. BCPSS communicated the following information to this question: Non-Network Members: 1. Kate Dachille, Specialist, Office of Turnaround Schools 2. Deborah Oliver, Business Manager, Office of Turnaround Schools 3. Maria Navarro, Acting Chief Academic Officer 4. Tasha Franklin Johnson, Director, Federal Programs 5. Robin Lopez, Manager, Federal Programs 6. Jeremy Bard, Specialist, Federal Programs 7. Naomi Hill, Specialist, Federal Programs Network 15: Steuart Hill Academic Academy, Booker T. Washington MS, Baltimore IT Academy, Calverton E/M/S) 1. Deborah Sharpe, Executive Director 2. Dawn Shirey, Network Facilitator 3. Loryn Lesser, Student Support Liaison 4. Sarah Pasko, Academic Content Liaison (ELA) 5. Dan Oliver, Academic Content Liaison (Math) 6. Monique Armstrong, Family and Community Engagement Specialist 7. Diane Harbin, Special Education Liaison 8. Frank Lucienne, Data Specialist 9. Charles Hall, Human Capital Specialist Division of Student, Family and School Support Page 4

5 TABLE 1: LEA Commitments and Capacity Monitoring Date: March 7, 2014 LEA: Baltimore City Public School System (BCPSS) MSDE Team : Jim Newkirk Network 11: Augusta Fells Savage HS, Ben Franklin HS, Frederick Douglass HS 1. Daryl Kennedy, Executive Director 2. Byra Cole, Network Facilitator 3. John Zesiger, Student Support Liaison 4. Annalisa Benjamin-Harris, Data Specialist 5. Erin Vaughn, Academic Content Liaison (ELA) 6. Ron Krach, Academic Content Liaison (Math) 7. Jenee Tucker, Family and Community Engagement Specialist Network 9: Commodore John Rodgers, Cherry Hill (For Networks 9 and 10, only the Network Facilitator and Executive Director are on the Central Support Team to keep the size manageable. Other personnel are pulled as necessary.) 1. Deborah Sharpe, Executive Director 2. Patricia Roberts-Rose, Network Facilitator Network 10: Baltimore Civitas (For Networks 9 and 10, only the Network Facilitator and Executive Director are on the Central Support Team to keep the size manageable. Other personnel are pulled as necessary.) 1. Diane Bragdon, Executive Director 2. Tanya Williams, Network Facilitator Level of Implementation: a. How often will the LEA 1003(g) central support team meet? BCPSS communicated the following information to this question: BCPSS Central Support Team for the system s Priority Schools meets monthly. Division of Student, Family and School Support Page 5

6 TABLE 1: LEA Commitments and Capacity Monitoring Date: March 7, 2014 LEA: Baltimore City Public School System (BCPSS) MSDE Team : Jim Newkirk Level of Implementation: b. How often will the Central Support Team report their work to the Superintendent with the school system s SIG Priority and Non-SIG Priority Schools? BCPSS communicated the following information to this question: BCPSS Central Support Team provides formal reports annually. The team also provides informal reports regularly on an at-need basis. MSDE Special Note: MSDE is requesting a copy of this written report. Level of Implementation: c. How often will the Central Support Team report their work to the Board of Education with the school system s SIG Priority and Non-SIG Priority Schools? BCPSS communicated the following information to this question: BCPSS Central Support Team provides formal reports annually. The team also provides informal reports regularly on an at-need basis. MSDE Special Note: MSDE is requesting a copy of this written report. Level of Implementation: d. What role has the LEA 1003(g) central support team play in the creation of annual goals for student achievement and annual review/assessment of progress based on these goals? BCPSS communicated the following information to this question: The Turnaround Office staff and central support team work in collaboration with the schools to determine the trajectory for growth based upon annual measurable objectives. The Central Support Team is integral in supporting schools to develop School Performance Plans aligned with Priority Plans to achieve these goals. Division of Student, Family and School Support Page 6

7 TABLE 1: LEA Commitments and Capacity Monitoring Date: March 7, 2014 LEA: Baltimore City Public School System (BCPSS) MSDE Team : Jim Newkirk Level of Implementation: e. What steps will the LEA take to ensure that the Priority Schools funds are utilized (1) in a timely way and (2) effectively and efficiently to support the required components of the selected intervention? Specifically, what assurances will the LEA make that schools and LEA support teams have access to these funds, even during annual rollover processes? How will the LEA support principals timely and effective use of these funds? BCPSS communicated the following information to this question: Deborah Oliver, Business Manager, assures that Priority Cohort II (SIG II) schools and Central Office Staff are spending allocated funds in a timely manner and are being used effectively. The Business Manager works closely with the Grants Office to ensure all fiscal compliance. Fiscal oversight for Priority Cohorts I and III is provided by the Office of Federal Programs, Title I. All Priority Schools are required to conduct quarterly spending updates to ensure proper use of funds. MSDE Special Note: In the fiscal sections of this feedback, there is documentation that many funds are not being spent in a timely manner. MSDE is questioning the school system s internal controls to ensure these funds are being spent in a timely manner; therefore, MSDE is directing Baltimore City to provide an action plan with specific timelines to correct this funding issue. mlevel of Implementation: s d f. Within this proposal, the LEA identified actions taken or in the planning to support individual Priority Schools implementation of the selected interventions. Looking across the commitments made for the schools, what additional actions will the LEA take to ensure that the selected interventions are implemented as designed and to make the other changes such as: (1) realignment of other resources; (2) removal of expectations that might run counter to the approach outlined in the selected intervention; (3) timely modification of practices and policies (those anticipated ahead of time and those that will emerge during implementation); and (4) engaging in reflective and sustained, collaborative conversation and planning to ensure that improvement efforts can be sustained once this funding ends? Division of Student, Family and School Support Page 7

8 TABLE 1: LEA Commitments and Capacity Monitoring Date: March 7, 2014 LEA: Baltimore City Public School System (BCPSS) MSDE Team : Jim Newkirk 1. Realignment of Resources: BCPSS communicated the following information to this question: Schools will be given a per pupil allocation for spending through local funding. In addition, BCPSS will use the school system s Title I, Part A funding, as part of its required 20% reservation, for its priority schools in Cohort I and Cohort III. The schools will have the opportunity to align their resources to the targeted interventions. The schools that have external operators will be able to realign their funding resources where necessary to ensure the flexibility to meet the needs of their targeted interventions. City Schools will also leverage Race to the Top funds both from the SEA and LEA to ensure schools can meet their targets. The Turnaround Office and Title I office will merge in order to provide more coordinated, targeted support to Priority Schools. A new Director is expected by the end of March. 2. Removal of Expectations: BCPSS communicated the following information to this question: Priority Schools are given the flexibility to make adjustments to the traditional school calendar and create alternative schedules. Schools have autonomy in budget, staffing and programming. The schools will be supported to make best use of collaborative planning time and to embed professional development within the typical school day. The schools will have the flexibility to use their people, time and money to ensure that their school dramatically improves student achievement. 3. Modification of Policies: BCPSS communicated the following information to this question: The central office support team will meet regularly with the school based support team in order to proactively rethink polices that may impact the expedited turnaround of schools. Division of Student, Family and School Support Page 8

9 TABLE 1: LEA Commitments and Capacity Monitoring Date: March 7, 2014 LEA: Baltimore City Public School System (BCPSS) MSDE Team : Jim Newkirk The district has modified its procedure for evaluating restart operators. Contracts for restart operators will be extended two years to a total five year period. After five years, operators will go through the district s Charter Renewal Process with some modifications. Extending the contracts will provide the district with enough data to make an informed decision on the progress of that operator and align the process with the rest of the district s operator run schools. The district has implemented School Effectiveness Reviews at all 10 Priority Schools and uses the results as an additional indicator for school turnaround. The Office of Human Capital, in partnership with other central office leaders, visited each of the impacted schools existing staff to discuss the respective school model, the direction of the initiative and lay out the case for change. A key component for existing staff was the voluntary transfer process; with relaxed requirements which encouraged our top performers to consider restart and turnaround schools (i.e. time in position requirements were relaxed). At each of the communication sessions, external operators were invited to attend and discuss their respective schools and opportunities. Employees were given a chance to interact with the operator to determine a fit, and learn more about the instructional philosophy of the organization. During the district s voluntary transfer process, a process was developed for restarts/turnarounds to have first access to the strongest candidates. In the past, the voluntary transfer list was posted on a common dashboard, and all principals had equal access. This year, the report was culled three times for primary review and action by turnarounds and restarts. The schools were able to initiate discussions with HQ teachers. This first bite at the apple allowed for the schools with the highest need to get the highest priority in staffing their schools with the best, most qualified talent. The early communication points led to earlier interviews. The interview process was ramped up for these schools. Where a simple interview may have been the protocol, both external operators and central office staff developed a rigorous process which included face to face interviews, a review of student data, sample lessons (in some cases), instructional observations, and feedback from existing leadership. These schools used considerably more data points-on a larger scale- than ever before to evaluate and recommend staff. 4. Engaging in Reflective Conversation: BCPSS communicated the following information to this question: The Office of Turnaround Schools will begin long-range planning with the school operators and school leaders from the onset of the school turnaround. These planning sessions will involve creating a long-range strategic plan Division of Student, Family and School Support Page 9

10 TABLE 1: LEA Commitments and Capacity Monitoring Date: March 7, 2014 LEA: Baltimore City Public School System (BCPSS) MSDE Team : Jim Newkirk for district allocations for the schools beyond the life cycle of the grant. During monthly walkthroughs, the Turnaround Specialist checks in with school administration to ensure that strategies are being implemented as planned and to proactively address any issues. Additionally, the school system s Title I, Part A funding will assist in sustainability of the intervention model in the system s Priority Cohort I and Cohort III Schools. Level of Implementation: g. What are the major challenges to full and effective implementation of all components/requirements of the approved intervention models for your school system s SIG Priority and Non-SIG Priority Schools? How will the Central Support Team address these challenges? BCPSS communicated the following information to this question: Identifying highly effective staff for every position. Timeliness of funding receipt MSDE Special Note: In the fiscal sections of this feedback, there is documentation that many funds are not being spent in a timely manner. MSDE is questioning the school system s internal controls to ensure these funds are being spent in a timely manner; therefore, MSDE is directing Baltimore City to provide an action plan with specific timelines to correct this funding issue. Division of Student, Family and School Support Page 10

11 TABLE 2: Levels of Implementation At-a-Glance on the Requirements for the Turnaround Intervention Model in BCPSS SIG Cohort I Priority Schools for Replace the principal and grant the principal sufficient operational flexibility Augusta Fells Savage Institute of Visual Arts High School, Tier II Requirement Level of Implementation M- PM- NM-Not SIG I Year Screen all existing staff and rehire no more than 50 percent; and select new staff 3 Implement such strategies as financial incentives, increased opportunities for promotion and career growth 4 Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school s comprehensive instructional program 5 Adopt a new governance structure 6 Use data to identify and implement an instructional program that is researchbased and vertically aligned 7 Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction 8 Establish schedules and implement strategies that provide increased learning time 9 Provide appropriate social-emotional and community-oriented services and supports for students SIG I Year SIG I Year SIG I SIG I Year Booker T. Washington Middle School, Tier I Requirement Level of Implementation M- PM- NM-Not SIG I Year SIG I Year SIG I Not Division of Student, Family and School Support Page 11

12 TABLE 3: Augusta Fells Savage Institute of Visual Arts High School MSDE SIG Team: Valerie Ashton-Thomas, Mary Cross Comp # 1 Description Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates Requirement Level of Implementation LEA: Baltimore City Public Schools Monitoring Dates: February 11-12, 2014 Insufficient Evidence by Component and Action Item 2 3 Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students (A) Screen all existing staff and rehire no more than 50 percent; and (B) Select new staff Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students Establish schedules and implement strategies that provide increased learning time Provide appropriate social-emotional and community-oriented services and supports for students 10 Other allowable strategies Division of Student, Family and School Support Page 12

13 TABLE 4: Booker T. Washington Middle School MSDE SIG Team: Valerie Ashton-Thomas, Mary Cross Comp # Description Requirement Level of Implementation 1 Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates LEA: Baltimore City Public Schools Monitoring Dates: February 4-15, 2014 Insufficient Evidence by Component and Action Item Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students (A) Screen all existing staff and rehire no more than 50 percent; and (B) Select new staff Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multiyear contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students Establish schedules and implement strategies that provide increased learning time Provide appropriate social-emotional and community-oriented services and supports for students Division of Student, Family and School Support Page 13

14 TABLE 5: Levels of Implementation At-a-Glance on the Requirements for the Restart Intervention Model in BCPSS SIG Cohort I Priority Schools for Student Profile 2 Staff Profile Components Calverton Elementary/Middle School Tier I Requirement Level of Implementation Not SIG I Year Not SIG I Year SIG I Year SIG I Year Commodore John Rodgers Elementary/Middle School Tier II Requirement Level of Implementation Not SIG I Year SIG I Year SIG I Year SIG I Year Student Achievement 4 Rigorous Curriculum 5 Instructional Program 6 Assessments 7 School Climate & Culture 8 Student, Family, Community Support 9 Professional Development 10 Organizational Structure and Resources 11 Comprehensive and Effective Planning 12 Effective Leadership Division of Student, Family and School Support Page 14

15 TABLE 6: Calverton Elementary/Middle School LEA: Baltimore City Public School System MSDE SIG Team: Mary Cross, Valerie Ashton-Thomas Date: January 28-29, 2014 Comp # Description Requirement Level of Implementation (M, PM, NM) Insufficient Evidence by Component and Action Item 1 Student Profile 2 Staff Profile 3 Student Achievement 4 Rigorous Curriculum 5 Instructional Program 6 Assessments 7 School Climate & Culture 8 Student, Family, Community Support 9 Professional Development 10 Organizational Structure and Resources 11 Comprehensive and Effective Planning 12 Effective Leadership Division of Student, Family and School Support Page 15

16 TABLE 7: Commodore John Rodgers Elementary/Middle School LEA: Baltimore City Public School System MSDE SIG Team: Mary Cross and Genevieve Barrow Gongar Date: January 22-23, 2014 Comp # Description Requirement Level of Implementation (M, PM, NM) Insufficient Evidence by Component and Action Item 1 Student Profile 2 Staff Profile 3 Student Achievement 4 Rigorous Curriculum 5 Instructional Program 6 Assessments 7 School Climate & Culture 8 Student, Family, Community Support 9 Professional Development 10 Organizational Structure and Resources 11 Comprehensive and Effective Planning 12 Effective Leadership Division of Student, Family and School Support Page 16

17 TABLE 8: Levels of Implementation At-a-Glance on the Requirements for the Turnaround Intervention Model in BCPSS Tier II Priority SIG II Schools M-; PM- ; NM-Not 1-Replace the principal and grant the principal sufficient operational flexibility 2-Screen all existing staff and rehire no more than 50 percent; and select new staff 3-Implement such strategies as financial incentives, increased opportunities for promotion and career growth 4-Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school s comprehensive instructional program Benjamin Benjamin Benjamin Frederick Frederick Frederick Franklin Franklin Franklin Douglass HS Douglass HS Douglass Masonville Cove HS Cove HS Cove HS PM M N/A M M M PM M M PM PM M M M M M PM M M PM M PM M M 5-Adopt a new governance structure M M M M M M 6-Use data to identify and implement an instructional M PM M M PM M program that is research-based and vertically aligned 7-Promote the continuous use of student data (such as from PM M M PM M M formative, interim, and summative assessments) to inform and differentiate instruction 8-Establish schedules and implement strategies that provide PM M M PM M M increased learning time 9-Provide appropriate social-emotional and communityoriented PM M M PM M M services and supports for students 10-Recruit, screen, and select external providers to ensure quality M M N/A N/A N/A M 11-Environmental Sciences CTE programming M M N/A N/A N/A N/A 12-Recruit, screen, and select external providers to ensure quality M M N/A N/A N/A N/A Division of Student, Family and School Support Page 17

18 TABLE 9: Benjamin Masonville Cove High School, Tier II LEA: Baltimore City Public Schools MSDE Priority SIG II Monitoring Team: Genieve Barrow Gongar and Nola Cromer Monitoring Dates: February 18, 2014 Comp # Overall Level of Implementation: Description Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students (A) Screen all existing staff and rehire no more than 50 percent; and (B) Select new staff Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school Requirement Level of Implementation N/A Insufficient Evidence by Component and Action Item Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students 8 9 Establish schedules and implement strategies that provide increased learning time Provide appropriate social-emotional and community-oriented services and supports for students Division of Student, Family and School Support Page 18

19 TABLE 10: Frederick Douglass High School, Tier II LEA: Baltimore City Public Schools MSDE Priority SIG II Monitoring Team: Nola Cromer and Genevieve Barrow Gongar Monitoring Dates: February 25, 2014 Comp # 1 2 Overall Level of Implementation: Description Replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates Use locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environment to meet the needs of students (A) Screen all existing staff and rehire no more than 50 percent; and (B) Select new staff Requirement Level of Implementation Insufficient Evidence by Component and Action Item Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies Adopt a new governance structure, which may include, but is not limited to, requiring the school to report to a new turnaround office in the LEA or SEA, hire a turnaround leader who reports directly to the Superintendent or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain added flexibility in exchange for greater accountability Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students Establish schedules and implement strategies that provide increased learning time Provide appropriate social-emotional and community-oriented services and supports for students Other Allowable Strategies: Recruit, screen, and select external providers to ensure quality Division of Student, Family and School Support Page 19

20 TABLE 11: COMP. # Levels of Implementation At-a-Glance on the Requirements for the Restart Intervention Model in BCPSS Priority SIG II Schools Cherry Hill Elementary/Middle School Requirement Level of Implementation M- PM- NM-Not 2012 Cherry Hill Elementary/Middle School Requirement Level of Implementation M- PM- NM-Not 2013 Cherry Hill Elementary/Middle School Requirement Level of Implementation M- PM- NM-Not Student Profile PM M M 2 Staff Profile PM M M 3 Student Achievement M M M 4 Rigorous Curriculum NM PM M 5 Instructional Program PM M M 6 Assessments PM M M 7 School Climate & Culture PM M M 8 Student, Family and Community Support PM PM M 9 Professional Development PM M M Organizational Structure and Resources M M M Comprehensive and Effective Planning PM M M Effective Leadership M M M Division of Student, Family and School Support Page 20

21 TABLE 12: Cherry Hill Elementary Middle School, Tier I LEA: Baltimore City Public Schools MSDE SIG II Monitoring Team: Young-chan Han and Cvieta Jovanovich Monitoring Dates: February 28, 2014 Comp # 1 Student Profile Description Overall Level of Implementation: Requirement Level of Implementation Insufficient Evidence by Component and Action Item 2 Staff Profile 3 Student Achievement 4 Rigorous Curriculum 5 Instructional Program 6 Assessments 7 School Climate & Culture 8 Student, Family and Community Support 9 Professional Development 10 Organizational Structure and Resources 11 Comprehensive and Effective Planning 12 Effective Leadership Division of Student, Family and School Support Page 21

22 TABLE 13: Levels of Implementation At-a-Glance on the Requirements for the Turnaround Principles Intervention Model in BCPSS (2) Non-SIG Priority Schools and (1) SIG Cohort I Priority School for Principle 1: Steuart Hill Academic Academy Baltimore Civitas Baltimore IT Academy Requirement Level of Implementation M- PM- NM-Not Requirement Level of Implementation M- PM- NM-Not Requirement Level of Implementation M- PM- NM-Not Strong Leadership Principle 2: Ensuring Teachers are Effective and Able to Improve Instruction PARTIALLY Principle 3: Providing Additional Time for Instruction PARTIALLY PARTIALLY Principle 4: Strengthening the School s Instructional Program PARTIALLY Principle 5: Ensuring Data Is Used for Continuous Improvement and to Inform Instruction Principle 6: Ensuring Safe and Supportive Schools PARTIALLY Principle 7: Ensure School Has Ongoing Mechanisms to Support Family and Community Engagement Division of Student, Family and School Support Page 22

23 TABLE 14: Steuart Hill Academic Academy LEA: Baltimore City Public Schools MSDE SIG Team: Barbara Scherr, Jim Newkirk Monitoring Dates: February 6-7, 2014 Description Requirement Level of Implementation Insufficient Evidence by Component and Action Item Strong Leadership 1.a Review the performance of the current principal and replace principal if such a change is necessary to ensure strong and effective leadership; OR 1.b Demonstrate to MSDE that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and 1. c Provide the principal with operational flexibility in the areas of scheduling, staff, curriculum, and budget. Ensuring Teachers are Effective and Able to Improve Instruction 2. a Review the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort. 2.b Prevent ineffective teachers from transferring to priority and focus schools. 2. c Provide job-embedded, ongoing professional development informed by the teacher evaluation and support systems and tied to teacher and student needs. Providing Additional Time for Instruction 3. a Redesign the school day, week, or year to include additional time for student learning and collaboration. Strengthening the School s Instructional Program 4.a Strengthen the school s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards. Ensuring Data Is Used for Continuous Improvement and to Inform Instruction 5. a Ensure the use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students. 5. b Ensure teachers and school-based leaders are provided time for collaboration on the use of data. Ensuring Safe and Supportive Schools 6. a Establish a school environment that improves school safety and discipline and addressing other non-academic factors that impact student achievement such as: students social and emotional, and health needs. Ensure School Has Ongoing Mechanisms to Support Family and Community Engagement 7. a Providing ongoing mechanisms for family and community engagement. PARTIALLY As a result of City Schools denying Purchase Orders that Steuart Hill submitted, it has delayed the start-up of Higher Schools Afterschool Program Summer Institute is scheduled for summer of 2014 Division of Student, Family and School Support Page 23

24 TABLE 15: Baltimore Civitas LEA: Baltimore City Public Schools MSDE SIG Team: Kristi Peters, Barbara Scherr Monitoring Dates: March 12-13, 2014 Description Requirement Level of Implementation Insufficient Evidence by Component and Action Item Strong Leadership 1.a Review the performance of the current principal and replace principal if such a change is necessary to ensure strong and effective leadership; OR 1.b Demonstrate to MSDE that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and 1. c Provide the principal with operational flexibility in the areas of scheduling, staff, curriculum, and budget. Ensuring Teachers are Effective and Able to Improve Instruction 2. a Review the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort. 2.b Prevent ineffective teachers from transferring to priority and focus schools. 2. c Provide job-embedded, ongoing professional development informed by the teacher evaluation and support systems and tied to teacher and student needs. PARTIALLY Capturing Kids Hearts - No contract; BCPSS substituted AMH Consulting for this requirement. BCPSS needs to submit a programmatic amendment to identify this change at Baltimore Civitas. Providing Additional Time for Instruction 3. a Redesign the school day, week, or year to include additional time for student learning and collaboration. PARTIALLY BCPSS decided to substitute Saturday School with an After School Program to meet this requirement. BCPSS needs to submit a programmatic amendment to identify this change at Baltimore Civitas. Strengthening the School s Instructional Program 4.a Strengthen the school s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards Ensuring Data Is Used for Continuous Improvement and to Inform Instruction 5. a Ensure the use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students. 5. b Ensure teachers and school-based leaders are provided time for collaboration on the use of data. Ensuring Safe and Supportive Schools 6. a Establish a school environment that improves school safety and discipline and addressing other non-academic factors that impact student achievement such as: students social and emotional, and health needs. Ensure School Has Ongoing Mechanisms to Support Family and Community Engagement 7. a Providing ongoing mechanisms for family and community engagement. PARTIALLY Capturing Kids Hearts - No contract; BCPSS substituted AMH Consulting for this requirement. BCPSS needs to submit a programmatic amendment to identify this change at Baltimore Civitas. Division of Student, Family and School Support Page 24

25 TABLE 16: Baltimore IT Academy LEA: Baltimore City Public Schools MSDE SIG Team: Cvieta Jovanovich, Young-chan Han Monitoring Dates: January 30-31, 2014 Description Requirement Level of Implementation Insufficient Evidence by Component and Action Item Strong Leadership 1.a Review the performance of the current principal and replace principal if such a change is necessary to ensure strong and effective leadership; OR 1.b Demonstrate to MSDE that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and 1. c Provide the principal with operational flexibility in the areas of scheduling, staff, curriculum, and budget. Afterschool program is scheduled to start in mid- February. (1.c) Ensuring Teachers are Effective and Able to Improve Instruction 2. a Review the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort. 2.b Prevent ineffective teachers from transferring to priority and focus schools. 2. c Provide job-embedded, ongoing professional development informed by the teacher evaluation and support systems and tied to teacher and student needs. Providing Additional Time for Instruction 3. a Redesign the school day, week, or year to include additional time for student learning and collaboration. Strengthening the School s Instructional Program 4.a Strengthen the school s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards. Ensuring Data Is Used for Continuous Improvement and to Inform Instruction 5. a Ensure the use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students. 5. b Ensure teachers and school-based leaders are provided time for collaboration on the use of data. Ensuring Safe and Supportive Schools 6. a Establish a school environment that improves school safety and discipline and addressing other non-academic factors that impact student achievement such as: students social and emotional, and health needs. Ensure School Has Ongoing Mechanisms to Support Family and Community Engagement 7. a Providing ongoing mechanisms for family and community engagement. PARTIALLY Afterschool program is scheduled to start in mid- February. There was no evidence that students in need of interventions in reading and mathematics were receiving support through the use of web-based resources. There was no evidence that there is a mechanism to identify students that are/maybe accessing the available web-based resources. Division of Student, Family and School Support Page 25

26 Table 17: SIG II Year 3 Consolidated Budget LEA: Baltimore City Public Schools MSDE Fiscal Reviewer: Kelly Coates Monitoring Date: March 7, 2014 SIG II 1003(g) Total Allocation Amount Spent Percent Spent Amount Encumbered Spend Down Data as of : $ 3,096,469 $1,035, % $781, March 6, 2014 Division of Student, Family and School Support Page 26

27 TABLE 18: SIG II Year 3 LEA Budget LEA: Baltimore City Public Schools MSDE Fiscal Reviewer: Kelly Coates Monitoring Date: March 7, 2014 Total SIG II Year 3 Allocation: $ 89, LEA Budget Spent: $ 59,351 Percent of LEA Budget Spent: 66% Spend Down Data as of: March 6, 2014 Salaries & Wages Contractual Services Supplies & Materials Other Budgeted: $ 81,425 Budgeted: $ 0 Budgeted: $ 5, Budgeted: $ 2,493 Technology: $ 0 Encumbered: $ 0 Encumbered: $ 0 Encumbered: $ 668 Encumbered: Technology: $ 0 Technology (amt.) $ 0 Spent (amount): $ 58,617 Spent (amount): $ 0 Spent (amount): $ 734 Spent (%): 71% Spent (%): $ 0 Spent (%): 13% 1. How much of the LEA budget has been expended to date (amount and %)? BCPSS provided documentation that showed the LEA has spent $59,351. This amount is 66% of their approved SIG II Year 3 budget. $668 has been encumbered. Expended amount for fixed charges are included in the total spent. 2. Is the LEA spending consistent with budget timeline? If not, what steps are being taken to expend the funds as planned? BCPSS explained that the LEA is on target in spending on their timeline. 3. What action steps or planned activities have not taken place that would impact the LEA budget? BCPSS shared that all activities are on schedule. Materials and supplies were ordered by schools using alternate funding, journaling for costs of electronic devices will take place prior to end of grant. 4. Has a budget amendment been submitted? If yes, what budget changes were requested for the LEA? No. 5. How often are LEA expenditures monitored? Who monitors? BCPSS provided documentation that showed the monitoring is conducted monthly by Renee Calvi and Cheryl Bird. Contact dates are 9/30, 10/18, 11/8, 11/11, 11/21, 11/26, 12/17/ /28, 2/24 6. Did the LEA provide evidence and documentation of the Priority School Inventory? N/A Yes No 7. Did the LEA provide evidence of time and effort for staff funded with Priority School funds (2nd and 3rd monitoring visit only)? Yes No Division of Student, Family and School Support Page 27

28 TABLE 19: SIG II Year 3 Benjamin Franklin High School Budget LEA: Baltimore City Public Schools MSDE Fiscal Reviewer: Kelly Coates Monitoring Date: March 7, 2014 Total SIG II Year 3 Allocation: $ 853, School Budget Spent: $ 410,900 Percent of School Budget Spent: 48% Spend Down Data as of: March 6, 2014 Salaries & Wages Contractual Services Supplies & Materials Other Budgeted: $ 746,208 Budgeted: $ 103, Budgeted: $ 3,688 Travel Budgeted: $ 0 Encumbered: $ 0 Encumbered: $ 101,369 Encumbered: $ Travel Encumbered: $ 0 Spent (amount): $ 409,240 Spent (amount): $ 0 Spent (amount): $ 1,660 Travel Spent(amount): $ 0 Spent (%): 54 % Spent (%): %0 Spent (%): % 45 Spent (%): 0 % 1. How much of the school budget, based on the LEA s approved application, has been expended to date (amount and %)? BCPSS provided documentation that showed the school has spent $410,900. This amount is 48% of their approved SIG II Year 3 budget. Additional funds in the amount of $102, have been encumbered. Expended amount for fixed charges are included in the total spent. 2. Is school spending consistent with budget timeline? If not, what steps are being taken to expend the funds as planned? BCPSS explained that Benjamin Franklin High School is on target in spending on their timeline. 3. What action steps or planned activities have not taken place that would impact the budget? The principal bonus and extended day costs journaling will take place prior to end of grant. 4. Has a budget amendment been submitted? If yes, what budget changes were requested for this school? No. 5. How often are school expenditures monitored by the LEA? Who monitors? Turnaround Business Manager meets with school personnel monthly to review budgets, current spending and provide assistance. Contact dates are 9/10, 9/12, 10/17, 11/11/2013; 1/9, 1/30, 1/31, 2/3/ Did the LEA provide evidence and documentation of the Priority School Inventory? Yes No 7. Did the LEA provide evidence of time and effort for staff funded with Priority School funds (2 nd and 3 rd monitoring visit only)?n/a Yes No Division of Student, Family and School Support Page 28

29 TABLE 20: SIG II Year 3 Frederick Douglass High School Budget LEA: Baltimore City Public Schools MSDE Fiscal Reviewer: Kelly Coates Monitoring Date: March 7, 2014 Total SIG II Year 3 Allocation: $ 1,279,584 School Budget Spent: $ 311,835 Percent of School Budget Spent: 24 % Spend Down Data as of: March 6, 2014 Salaries & Wages Contractual Services Supplies & Materials Other Budgeted: $ 855,803 Budgeted: $ 380,000 Budgeted: $ 43,781 Travel Budgeted: $ 0 Encumbered: $ 0 Encumbered: $ 276,162 Encumbered: $ 1,612 Travel Encumbered: $ 0 Spent (amount): $ 209,076 Spent (amount): $ 102,485 Spent (amount): $274 Travel Spent(amount): $ 0 Spent (%): 24% Spent (%): 26% Spent (%): 0.01% Spent (%): 0 % 1. How much of the school budget, based on the LEA s approved application, has been expended to date (amount and %)? BCPSS provided documentation that showed the school has spent $311,835. This amount is 24% of their approved SIG II Year 3 budget. Additional funds in the amount of $277,774 have been encumbered. Expended amount for fixed charges are included in the total spent. 2. Is school spending consistent with budget timeline? If not, what steps are being taken to expend the funds as planned? BCPSS explained that Frederick Douglass High School is not on target in spending on their timeline. 3. What action steps or planned activities have not taken place that would impact the budget? Frederick Douglass High School used local funds waiting for the SIG II grant and summer school costs both have to be journaled. The administration and staff are also in the process of ordering materials and supplies. 4. Has a budget amendment been submitted? If yes, what budget changes were requested for this school? No. 5. How often are school expenditures monitored by the LEA? Who monitors? Turnaround Business Manager meets with school personnel monthly to review budgets, current spending and provide assistance. Contact dates are 8/10, 9/12, 10/17, 11/11/2013; 1/9, 1/30, 1/31, 2/3/ Did the LEA provide evidence and documentation of the Priority School Inventory? N/A Not applicable Yes No 7. Did the LEA provide evidence of time and effort for staff funded with Priority School funds (2 nd and 3 rd monitoring visit only)? N/A Yes No Division of Student, Family and School Support Page 29