Office of Achievement and Accountability Division of School Evaluation and Accountability School Effectiveness Review Patterson Park Public Charter School April 26-27, 2012 100 Cummings Center, Suite 236C Beverly, Massachusetts 01915 www.schoolworks.org 200 East North Avenue Baltimore, Maryland 21202 www.baltimorecityschools.org
20
Embed
School Effectiveness Review - Baltimore City Public … of Achievement and Accountability Division of School Evaluation and Accountability School Effectiveness Review Patterson Park
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Office of Achievement and Accountability
Division of School Evaluation and Accountability
School Effectiveness Review
Patterson Park Public Charter School
April 26-27, 2012
100 Cummings Center, Suite 236C Beverly, Massachusetts 01915
1.3 Teachers use multiple data sources to adjust practice. Effective
1.4 School leadership supports highly effective instruction. Developing
1.5 Teachers establish a classroom environment in which teaching and learning can occur. Developing
Domain 2: Talented people
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.
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: Engaged families and community
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. Effective
Domain 4: Strategic leadership
4.1 The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.
Effective
4.2 The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goals for student achievement.
Effective
4.3 The school provides regular opportunities for teachers and staff to engage in job- embedded, collaborative planning and adjustment of practice.
Effective
4.4 The school’s board of trustees (or operator) provides competent stewardship and oversight of the school.
that asks students to: “Use what you know about equivalent forms of rational numbers to explain how
you found your answer. Use numbers, words, and/or symbols in your explanation.” However, at the
time of the SER visit, teachers conducted informal checks for understanding aligned to lesson content in
26% of classes observed (n=27). Also, teachers demonstrated evidence of adjusting instruction based on
the results of those informal checks-for-understanding in 0% of classes observed. When asked for
specific examples of adjusting practice based on data in focus groups, teachers were unable to provide
any.
Teachers organize the classroom space and materials to enhance student-learning activities. The SER
team observed bright, well-organized and friendly classrooms. The SER team also observed student
work posted throughout the hallways and classrooms that emphasized academics and art integration.
For example, metaphoric self-portraits were posted alongside the art content standard and the learning
objective. It was also observed by the SER team that all classrooms provided student desk arrangements
that facilitated group and pair work; however, students were observed working in groups or pairs in only
15% of classes observed (n=27).
Teachers implement routines to maximize instructional time. Evidence of student behavioral
expectations was posted in 85% of classes observed. Nearly all classrooms included a mechanism for
assigning student jobs and responsibilities. For instance, labeled popsicle sticks determined who was in
charge of distributing materials or cleaning. Teachers were also observed using timers and chimes to
alert students of time remaining for their tasks. In addition, 89% of classes observed spent less than 10%
of their time on transitions between activities and lessons.
Teachers inconsistently reinforce positive behavior and redirect off-task behavior. Leadership and
teachers reported the use of a tiered system of positive behavioral interventions and supports (PBIS);
however, the SER team did not observe consistent use of the system. For instance, leadership and
teachers reported that some teachers include a bonus blue zone above the green zone on their stoplight
behavior monitors, but the practice is not universal. The SER team did not observe any teacher using this
or a similar mechanism for monitoring student behavior. Additionally, the SER team observed students
standing in the hallway as a consequence for poor behavior. Teacher reprimands in classrooms did not
highlight positive behavior, but emphasized negative behavior. For example, teachers made statements
such as, “If you do that one more time, I’m going to send you out;” or “Do that once more and I will
change your color.” On each of these occasions, teachers did not actually use a stoplight mechanism or
similar tool.
Domain 2: Talented People
The school uses multiple measures to assess each teaching candidate’s alignment with the skills
required for the position. In focus groups, teachers reported that they were required to teach a sample
lesson, participate in a panel interview with staff and participate in telephone interviews with
Key action 1.5: Teachers establish a classroom environment in which teaching and learning can occur.
Developing
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.
administration. However, parents in focus groups reported that they have not been part of the selection
process; no evidence was found that students participate in the selection process.
Teaches participate in the development and retention of teachers and staff. In focus groups, the
leadership team and teachers reported that teachers develop professional development sessions and
participate in peer observations. Teachers reported that teacher-developed professional development is
incorporated into the schedule on the last Wednesday of each month, when teachers can select the
training most relevant to their practice from a list of options (Key Action 1.4). Additionally, school
leadership and teachers reported that there is a mathematics and reading instructional support teacher
who works with staff and participates in team meetings. Document review of the lead teacher
application and focus groups with teachers and leadership confirmed that each grade-level team has a
team leader who leads weekly meetings and serves as liaison between leadership and teachers.
Teachers must apply for the position, which includes a $2,000 stipend.
School leadership celebrates teachers. Leadership and teachers reported that teachers receive notes of
appreciation and candy in their mailbox. Document review of cards sent to Title I teachers thanking
them for their support in the classroom confirmed this practice. Document review of posters in hallways
also confirmed that teachers are acknowledged and celebrated. Each teacher has a poster highlighting
his or her own personal learning story. Leadership and teachers also reported that the school celebrated
a staff person of the month.
School leadership makes difficult personnel decisions. Leadership focus groups and document review of
the School Performance Plan (SPP) and teacher evaluations confirmed that two teachers were dismissed
in the 2010-11 school year for poor classroom management and instruction. Document review of
correspondence between the principal and the dismissed teachers indicated that support plans for the
teachers were developed before dismissal.
When necessary, school leadership provides some support for teachers and staff. Document review of
the staff roster and SER team observations confirmed that the school employs two assistant principals
and two instructional support teachers (IST). Teachers reported that they receive verbal and written
feedback and support on their instructional practice. However, a review of feedback samples provided
to the SER team revealed that the feedback is not grounded in evidence, nor specific or helpful for
adjusting or maintaining effective instructional practice. For example, a sticky note left with a teacher
after an observation read, “What I was most impressed by was your array of questioning that hit higher-
order processes and the pacing and energy of your presentation.” A formal evaluation reads, “The
teacher did a great job of trying to help her assistant grow professionally;” and “The teacher facilitates
learning parties for her future students in the community.” These comments lack specificity and do not
provide guidance for improving or maintaining effective instruction.
School leadership has not yet created structures for feedback and evaluation aligned with school-wide
goals to increase the capacity of teachers. Document review of teacher evaluations revealed that
instructional feedback is not aligned to annual measureable objectives (AMO) or student performance
targets. For example, one satisfactory evaluation reads, “The teacher meets and plans weekly with the
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.
grade-level team. He adheres to school-wide deadlines and submits them to administration every
Monday.”
Domain 3: Engaged Families and Community
School, staff and families feel physically and emotionally safe at the school. In focus groups, teachers
and families reported feeling emotionally and physically safe at the school. In focus groups, students
reported that they feel safe at the neighboring Patterson Park and in the community because it is their
home. Students also reported that they feel safe approaching their teachers with their problems;
teachers confirmed this. Additionally, school staffing documents revealed, and SER team observations
confirmed, that the school has a full-time social worker and a full-time counselor who support students
and families as necessary. Teachers stated that the students know the counselor and social worker and
that the counselor builds relationships with students through classes on health and wellness.
Students, staff and families participate in school activities promoting the school’s culture and climate.
Document review of the school handbook revealed that the school has a rationale for volunteer service
and its effect on the school community and explains how parents, guardians and family members can
contribute to the school. All stakeholders interviewed reported that parents and guardians are
encouraged to dedicate 20 hours of service to the school each year. Document review of the family and
parent log-book confirmed that these service hours are recorded. The school makes a concerted effort
to offer a variety of tasks parents can do, including at home projects to support the school. Leadership,
parents, teachers and students added that parents and guardians participate in fieldtrips, serve as class
representatives and attend school events. For instance, parents attended a fieldtrip to the Holocaust
museum and a corresponding event at the school featuring a Holocaust survivor. Additionally, the SER
team observed a family resource room for parents and guardians, where staff can meet with family
members.
The school recognizes and celebrate students. All stakeholders reported that students are celebrated
with a quarterly honor roll celebration at which students with an 80% to 90% average earn a place on
the honor roll and students with a 90% or higher average earn high honor roll; the Principal’s Award is
given to students who demonstrate the most academic growth. Students also receive certificates, a
fieldtrip to a Baltimore Oriole’s game and an invitation to the “Atten-Dance” for perfect attendance.
Additionally, teachers and leadership reported that the school hosts game and movie night in the
cafeteria, as well as mathematics and literacy night for all community members.
The school uses multiple strategies to communicate with families and community members. Teachers
reported that in addition to the school’s Bird’s Eye View newsletter that features student writing, each
grade level distributes a newsletter for parents and families. Leadership reported that all newsletters
are translated into Spanish and that automated calls are used for important announcements and
updates, such as test administration. Students and parents reported that teachers communicate with
Key action 3.1: The school provides a safe and supportive learning environment for students, families, teachers, and staff.
Effective
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.
they establish school wide goals with the principal. Parent members of the board reported that they
collect input through HOPPP, which serves as an intermediary to the board for parents and families.
Board members also reported that there is an annual summer retreat at which the strategic plan is
treated as a living document and where revisions and adjustments are made.
School leadership leverages staff expertise by delegating essential responsibilities and decisions to
appropriate individuals. Leadership and teachers reported that ESOL and Title I teachers provide push-in
classroom support for struggling students. Document review of ESOL and Title I teacher schedules
confirmed that these teachers serve students throughout the school day. School leaders and teachers
also reported that teachers with expertise in particular topics deliver professional development to
teachers and staff. For instance, the kindergarten teacher provided training on arts integration through
a grant from Young Audiences, Inc. Leadership and teachers also reported that responsibilities are
delegated through team leaders for each grade level.
Budget distributions and resource allocations support teaching and learning. Leadership and teachers
reported that they have what they need to teach, with some teachers adding that they have more
materials than they need. The SER team observed an abundance of support materials for Title I teachers;
classrooms were fully stocked with supplies for students and teachers. It was also observed by the SER
team that supplies for arts integration are available; student art-work is prominently displayed through
the facility. In focus groups, students, parents, teachers and leadership reported that fieldtrips are an
important component of instruction at the school. Students reported participating in an average of five
fieldtrips per year; school leadership added that fieldtrips were protected from budget cuts. The school
also incorporates data collection systems to manage and analyze data. Teachers and leadership
reported, and the SER team observed that Mastery Tracker is used in conjunction with SharePoint – an
online document management system. Title I teachers reported that Mastery Tracker allows them to
target and support students immediately after their performance is posted. Additionally, teachers and
leaders reported that the school uses Wireless Generation DIBELS to monitor early reading skills.
Community, teachers and staff use their time and talent to address school growth goals. In focus groups,
all stakeholders reported that teachers conduct coach classes after school, at which students can receive
one-on-one support. Students and teachers also reported that teachers conducted electives classes on
Monday afternoons at which teachers bring their own expertise to create a class. For instance, a school
beautification class gives students the opportunity to make repairs throughout the facility; a mural
group plans and paints murals in the neighborhood; also, there is a typing class and a Spanish culture
class. Students reported that they can select a new elective class each quarter. Additionally, community
members reported that the Dance Crews project is facilitated by community members for the students.
Board members also reported that the annual Spring into Art fundraiser features artists from the
community who donate proceeds from their sales to the school. Board members reported that this
year’s art sale raised $20,000 for the school.
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.
School leadership facilitates purposeful collaborations that enhance school culture, instruction and
student learning. Teachers and leadership reported, and document review of the school’s professional
development calendar confirmed, that there were weekly meetings for grade-level and content area
teams each Wednesday. The professional development calendar revealed that the first Wednesday of
the month was reserved for meetings with all staff, the second Wednesday was reserved for team
meetings and the third for data analysis; the third Wednesday featured professional development
options for teachers (Key Action 1.4).
Teachers and staff participate in planning and implementation of school events and initiatives. The SER
team observed, and teachers and school leadership reported, that the entire school community
participated in Community Service Day. Students and teachers reported that students planted trees at
Patterson Park and cleared trash from neighborhood streets. The SER team observed that students
made birdfeeders in class to hang in trees at the park. Additionally, the SER team observed the academic
classes aligned with community service day by promoting tolerance and acceptance of differences
through lesson activities. In focus groups, board members and teachers reported that students sell their
art at an annual fundraising event. Teachers also participated in a wide array of activities at the school.
Teachers and leadership reported that teachers attend and chaperoned student dances, participated in
after-school events, such as Football night and Mexican dinner and culture night, and help organize a
lantern parade with one of the school’s partners, Creative Alliance.
The governing board provides strong financial oversight by monitoring the school’s financial records and
ensuring that the school remains fiscally viable. Board members reported, and document review of the
audit report confirmed, that the school had a clean audit and that the school is financially viable. The
executive director reported that the school maintains a $1 million dollar surplus to ensure cash flow and
payment of all bills in a timely fashion.
The governing board maintains effective governance practices to ensure organizational viability,
including systemic oversight of the school leader. Document review of the board manual revealed that
the board has developed a clear code of ethics based on a statement of values describing the board’s
personal and professional integrity, mission, governance, legal compliance, responsible stewardship,
openness and disclosure, program evaluation, inclusiveness and diversity, and fundraising. Focus groups
with board members, the executive director and school leadership confirmed that board members
operate in a committee structure with four standing committees: academic excellence, development,
finance and governance. Board members also shared that the current committee structure is the
product of a recent strategic process with a consultant to reduce the number of committees and to be
more specific and deliberate about their work. Board members added that member role descriptions are
currently being modified to reflect these changes. Additionally, parents, teachers and board members
reported that two parents and two teachers serve as board members.
Key action 4.3: The school provides regular opportunities for teachers and staff to engage in job embedded, collaborative planning and adjustment of practice.
Effective
Key action 4.4: The school’s board of trustees (or operator) provides competent stewardship and oversight of the school.