school effectiveness review - baltimore city public · pdf filethe school effectiveness review...

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

2 Baltimore City Public Schools, 2014-15

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


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.


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


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


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


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


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


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


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).


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



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


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


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.



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


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


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


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.



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


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


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.


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

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eam

Fin

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Mu

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Typ

es a

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Mu

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ou

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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


Appendix A: School Report Comments


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?


None


None


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.


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.

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