vol. 1, no. 2 spring 2007 notable...

A P U B L I C A T I O N O F T H E B A L T I M O R E C I T Y P U B L I C S C H O O L S Y S T E M

BY RICH FAHEY

For 163 years, it has been training young women to be leaders.Among its notable alumnae are Dr. Nancy S. Grasmick, state educationsuperintendent, and new Baltimore City Council President StephanieRawlings Blake.

Eleanor Matthews, principal of Western High School, the oldest all-girls public school in the country, sees no reason to change course now.

“It’s not a matter of denying programs, opportunity or access tomales,” she said. “We don’t have anything here that male students can’tget somewhere else. Traditionally, it’s been an all-female school.”

Western High School is an all-female school whose Class of 2006 had

100% success rateWestern High girls hit their target: college

See WESTERN 8

NOTNOTABLEABLEHISTORYHISTORYOlanrele Fadrora dressed as Olanrele Fadrora dressed as Ray Charles during an African-Ray Charless during an African-American history celebration atAmerican history celebration atHazelwood Schooll. Pages 12-13.Hazelwood School. Pages 12-13.

109 straight wins for 10-time BCPSS National Academic League champ Roland Park Middle School: Page 8

The Baltimore City Public School System continues to earn the respect and praise of theMaryland State Department of Education, as the George Washington Elementary School becamethe sixth BCPSS school to be awarded Blue Ribbon status by the state, thanks to hard-workingstudents such as Darell Singleton and Briona Church, above. That’s one of the many positivedevelopments in the BCPSS that are highlighted in this edition of The Baltimore City Educator. Youwill read about the new Master Plan, formulated with the assistance of the Stupski Foundation.You will be introduced to the award-winning choir at City College High, Poly students learning totake flight and state-championship football squads. The BCPSS has a great story to tell.

The class of Maryland

From left, Western college prep teacherStephanie Novak with students AshleyFitzgerald and Ines Gouri.

Vol. 1, No. 2 Spring 2007

PHOTOS: REBA SALDANHA

2 —The Baltimore City Educator Spring 22007

BY RICH FAHEY

It is a place where young women can get an education of adifferent sort. It is where, while they are taking Algebra andEnglish, they can also learn how to be a mother.

It is a place where their children are learning at the sametime they are, in a specially-designed program that begins atthe age of six weeks.

“I like to call it ‘crib to college’ learning,” said Dr. RosettaStith, director of the Laurence G. Paquin Middle/HighSchool, a comprehensive alternative middle and high school.

The school, located on Sinclair Lane in East Baltimore,was established in 1966 to serve students who were alsomothers and expectant mothers. Since its inception, it hasserved 28,000 young mothers and their children.

In Baltimore, the teen pregnancy rate has declined inrecent years but remains high. According to the city HealthDepartment, 1,686 babies were born to mothers under age 20in 2004, the most recent data available, compared with 2,228in 1999 – a 24-percent decrease.

Stith, who has been at the school for 25 years, said theschool serves about 450 students in grades 6-12, not onlyfrom the city of Baltimore, but surrounding Marylandcounties and other states. Enrollment fluctuates asstudents arrive from and return to their former schools.

The school’s programs have been well-documentedon TV, radio, in newspapers and magazines. In justthe last two years, 25 educational correspondents

have visited fromsuch places as

England, France, Japan, Australia, Switzerland and NorthernIreland.

The school has formed important partnerships for thewelfare of its students. Maryland General Hospital is theschool’s medical partner, ensuring quality prenatal care. Thepartnership provides prenatal care and other medical servicesat the school’s health center, allowing students to obtainhealthcare services on-site and miss fewer classes.

Hospital staff provide not only prenatal, pregnancy andpostpartum care and pediatric services, but a 24-hourphysician on-call when the school is closed; immunizationfor students and babies; free childbirth classes and nutritionalservices; and birth control counseling. The prenatal caresystem results in a high percentage of the babies being bornon time and at normal weights.

Baltimore City Community College and its president, Dr.Carolane Williams, is another important ally when it comes

to Paquin graduates going on to college.Paquin also has its own WIC(Woman, Infants and Children)nutrition program, the federal initiative

that promoteshealthy eating

for

mothers and their children.Stith said she believes strongly in models, when it comes

to parenting and for life in general. That’s why women fromall walks of life and graduates of the Paquin program whohave gone to success are frequent visitors to the campus.

“You don’t know what you don’t know, so we try andexpose the girls to positive role models,” said Stith. “Wehave graduates who come back and tell the girls ‘I did it.You can do it, too.’”

But the Paquin school is not an island, she admits. Healthybehaviors are learned and life lessons are taught, but sheknows it is up to the young women themselves to followthrough once they leave the school.

“I only have them for seven hours a day, the communityhas them for the other 17,” said Stith.

Stith is proud of The Paquin University, which consists of:the Little School, the early learning continuum programs forthe children of Paquin students, which usually has about 45children; the Baby Signs program begins with babies sixweeks old and goes up to children two years old; the Wolf’sTrap Baby Arts Play Programs is for boys two years old,who learn social skills, and is run in conjunction with theMartin Luther King Head Start program; the EnvironmentalPrint and Reading program involves children 3-5 andexposes them to electronicequipment such ascomputers and sparks

an interest inreading.

Senior Sydney Richardson with her son, Kyron,who is in pre-school at Paquin.

CRIBCRIBTOTO

COLLEGECOLLEGEPaquin offers an alternative for mothers and their children

Pre-school staffmember SueTrainor with students from left,Myles Walton,Dimarco Yarrell,Shawn Dickerson,Kaedon Jenkins,and Kyron Kelly.

Paquin School Director Dr. Rosetta Stith, left,CEO Dr. Charlene C. Boston, leaning over, andCity Councilwoman Mary Pat Clarke, rear, visitchildren in the Paquin pre-school program.

‘‘

’’


The Baltimore City Educator Spring 22007 — 3

BY CAITLIN BOWLER

Nearly 500 students at three of Baltimore’selementary schools — Westside, Bentalou, andFrederick — spent the first, chilly weeks ofspring working fitness and nutrition into dailyroutines as part of Get Fit Kids.

As part of the 12-week program, studentswear pedometers from the time they get up inthe morning until they go to sleep at night totrack the number of steps they take each day.They are encouraged to take at least 13,000steps per day. In addition, teachers give lessonsabout nutrition and healthy food choices.Ultimately, the program aims to get children tomake small changes in their levels of dailyactivity that will have a cumulative impact inthe long run.

Get Fit Kids developed out of Get FitMaryland, a wellness program centered aroundwalking, which a team of researchers andprofessionals from the University of MarylandMedical Center, the University of MarylandSchool of Medicine, and Merritt AthleticClubs crafted in 2005 to raise awareness aboutthe dangers of obesity and cardiovasculardisease.

Westside Elementary School PrincipalHavanah Kenlaw heard about the programover the winter and decided to get third-

through fifth-graders at her school involved.“It sounded like a good program that would

really benefit our students. The kids getexcited about tracking their progress in theirworkbooks, and the information and skills theyare learning about nutrition and makinghealthier choices when it comes to food isreally important,” said Kenlaw.

The Westside School kicked off the programat an assembly, handing out backpacks thatcontained a pedometer, logbooks, and a waterbottle. As part of the introduction to theprogram, teachers led students through anexercise where they categorized nutritious andnon-nutritious foods and beverages,participated in calisthenics, and tested theirpedometers.

The students started out recording thenumber of steps counted on the pedometer andhave been encouraged to increase that amountif they can. Once a month teachers take recordof progress and hand out rewards, which haveincluded pencils and wristbands.

Using the pedometer gives students aconcrete way to think about their activitylevels, and recording their steps daily alsokeeps them focused on exercise and physicalactivity over the course of 12 weeks. Theprogram’s goal is to show kids that exercise is

an important part of leading a healthy life andthat increasing activity can be fun and easy toincorporate into daily routines.

With childhood obesity rates rising,accompanied by an increased incidence of TypeII diabetes in younger people, getting kids toincorporate physical activity and exercise intotheir daily lives has become a major goal ofeducators and health professionals throughout

the country.“There has been a lot of collaboration to get

this program going at Westside,” said Kenlaw.“It’s a partnership between the physicaleducation teacher, the health teacher, and theclassroom teachers, as well as between theUniversity of Maryland and Baltimore schools.It’s worth it. Students are learning and areengaged.”

Baltimore elementary schools spring into fitness mode

Kendrick Sharpe, foreground, and others in Ms. Shena Thomas' third-gradeclass participates in the Johns Hopkins-sponsored fitness program at WestsideElementary School.

BY MEAGHAN CASEY

Imagine a room filled with above-grade-level students sharing ideas, participating inunique and challenging educationalprograms and learning the skills needed tobecome future scholars and world leaders.

Now imagine nearly 25,000 giftedstudents are doing just that, thanks to JohnsHopkins University’s Center for TalentedYouth (CTY). The program, founded in1979, identifies top academic students ingrades 2-8, and provides an array ofacademic services and programs to helpdevelop their talents through grade 12.

CTY operates at 11 sites, includingBaltimore, New York City, Boston,Washington, D.C. and Los Angeles. Lastyear, 24,149 students were enrolled in CTYacademic programs, and to date, more than1.3 million have participated.Representatives for Baltimore — the homeof Johns Hopkins — show addedcommitment to recruiting local students.

“Our goal is to find the best of the best,”said Neetu Dhawan-Gray, CTY Baltimorearea coordinator. “Maybe they’ll be thefuture Einstein or find a cure for cancer, butunless we find them, we may not benefit.”

Dhawan-Gray is active in the Baltimorecommunity, reaching out to parents,students, teachers, churches, community

agencies and the BCPSS CEO’s office.“We hold informational meetings across

the city and help students and their familiesstart thinking about their individualeducation plans,” said Dhawan-Gray.

“You need the best and the brightest to beguided in the right direction,” said Karen

Bond, CTY director of talent identification.CTY’s Talent Search identifies, assesses

and recognizes students with exceptionalmath and/or verbal reasoning abilities. Theytake a test designed for older students whichreveals more about their advanced academicabilities. Program participants in grades 2-6

are required to take the SCAT test, whilestudents in grades 7-8 take the SAT or ACTtests.

“They gain experience taking the tests —especially the SATs and ACTs — and areable to figure out their gaps and fix themseveral years before they’re required to takethem for college admissions,” said Dhawan-Gray.

CTY’s summer programs are offered atmore than 25 sites. Intensive, fast-pacedcourses ranging from Latin tobiotechnology, writing to cryptology andethics to neuroscience attract 10,000annually. Family academic programs,created as an opportunity for children andtheir parents to learn together, range fromone-day conferences to week-long seminarsand field trips to destinations such as therain forests of Costa Rica, the Yucatan inMexico, or Tanzania on safari. CTY alsooffers distance education programs thatenroll students in their homes and schools,throughout the U.S. and abroad, in math,writing and Advanced Placement courses.

“We’re proud of the quality of ourprograms,” said Dhawan-Gray. “When wehave as many 10-year ‘lifers’ coming backevery year, we know we have to be doingsomething right.”

Great things are happening at the Johns Hopkins University Center for TalentedYouth, thanks in part to Neetu Dhawan-Gray, left, Baltimore area coordinator,and Karen Bond, the center’s director of talent identification.

Youth center nurtures the ‘best of the best’

4 —The Baltimore City Educator Spring 22007

Baltimore City Board of School Commissioners

Brian D. Morris, ChairJerrelle Francois, Vice Chair

Anirban BasuJames W. Campbell

Neil E. DukeRobert Heck

Kalman HettlemanGeorge M. VanHook Sr.Maxine Johnson Wood

Published by:Baltimore City Public Schools

Charlene C. Boston, Ph.DInterim Chief Executive Officer

Edie House FosterDirector of Communications

Submit story ideas to:Vanessa C. Pyatt

Director of Public Relations Baltimore City Public School System

200 E. North Ave., Room 325Baltimore, MD 21202Tel: (410) 396-8577Fax: (410) 396-8474

[email protected]

Produced by:GRANT COMMUNICATIONS

CONSULTING GROUP

Boston New York(781) 598-8200

[email protected]

The Baltimore City Public School System(BCPSS) represents both the promise andchallenges faced by urban school districts. Thefourth largest district in Maryland, the BCPSScurrently enrolls more than 82,000 students. In2004-05, the BCPSS was ranked the 32nd

largest school district in the nation, and ranked 15th among large centralcity districts. Currently, there are 193 schools in the BCPSS including 16charter schools and a cohort of “new and innovative” schools, whichinclude Gates Foundation-supported small high schools.

The BCPSS has enjoyed a decade of steadily increasing academicachievements. It is home to some of the top high schools in the state(including the top performing high school) and has posted increases in thegraduation rate and student performance on both norm-referenced andcriterion-referenced standardized tests. This year, 78 percent of allgraduates took the SAT test, eclipsing the national participation rate of 48percent. The June 2006 graduating class earned $47,000,000 inscholarships.

The district is committed to increasing the pace of acceleration of thisachievement to ensure that Baltimore City students meet the standards setfor 2013-2014, as outlined in our Master Plan. Improving the performanceof all student groups on the Maryland School Assessment (MSA) and HighSchool Assessment (HSA) tests as well as increasing the graduation rate iscritical to the overal1 improvement of the BCPSS.

Since 1997, the BCPSS has operated under the “City-State Partnership,”which established a Board of School Commissioners whose nine membersare jointly appointed by the Mayor of Baltimore City and the Governor ofthe State of Maryland. As Interim Chief Executive Officer, I am honoredto work with BCPSS stakeholders to continue our district’s focus onaccelerating student achievement.

Dr. Charlene C. Boston

Letter to the Editor

Students - 82,381Teachers and paraprofessionals: 7,501Administrators: 701

Hong Mei PangStudent Commissioner

Facing promisesand challenges

MEET THE CHIEF OFFICERS

Sharon KanterArea Academic Officer

High School Area 7

Marilyn PerezArea Academic OfficerMiddle School Area 5

Linda ChinniaChief Academic Officer

Patricia AbernethyDeputy Chief of Staff

Deborah WorthamArea Academic Officer

High School Area 6

Elizabeth WilliamsArea Academic Officer

Elementary School Area 3

James SmithArea Academic Officer


Mary MinterArea Academic OfficerElem. Restructuring Area 9

Gwendolyn CleageArea Academic Officer


Idalyn HaussDeputy Special Ed. Officer

John WalkerChief Financial Officer

Keith ScrogginsChief Operating Officer

Everene Johnson-TurnerStudent Support Officer

Gary ThriftHuman Resources Officer

Baltimore by the

numbers:

Dear Dr. Charlene Boston,

Congratulations on the inaugural edition of TheBaltimore City Educator — a publication of the BaltimoreCity Public School System. The Maryland StateDepartment of Education appreciates your committmentto the academic achievement of all Baltimore City publicschools students.

Please place me on the mailing list so that I maycontinue to enjoy your publications. I look forward toreading many more positive stories showcasing theaccomplishments of Baltimore City’s wonderful students,dedicated educators, and community members.

Again, congratulations on your informative publication.It speaks volumes about your service, vision, and missionto student achievement.

Sincerely,

Dr. Nancy S. GrasmickState Superintendent of Schools

The inaugural edition of The Baltimore CityEducator drew rave reviews.

Interim Chief Executive Officer

Barbrara WheelerDeputy Chief of

Academic Achievement

Tammy TurnerChief Legal Counsel

Benjamin FeldmanResearch, Evaluation and

Accountability Officer

* Area Academic Officer positions for Elementary School Area 1and Charter Schools are currently vacant and will be filled.


BY RICH FAHEY

As with any plan, the devil is in the details.Last December, after rejecting two previous plans, the state

school board unanimously approved a new two-year masterplan for school reform in Baltimore. Under Maryland'sBridge to Excellence legislation, all 24 school systems in thestate must develop master plans and update them annually.The state, in return, by 2008 will provide an additional $1.3billion a year in public education spending in exchange fordocumentation of how that money is being spent.

The city's plan lists six specific goals (see box); five areoff-shoots of the federal Elementary and SecondaryEducation Act , better known as the No Child Left Behind(NCLB) Act. The master plan must conform to federal andstate laws. The BCPSS plan added a sixth goal: Effectivemanagement of systems to support student achievement.

Two of the city's point persons in the development of themaster plan, monitoring its progress and efforts to make surethe goals are reached, are Linda Chinnia, the system's chiefacademic officer, and Dr. Patti Abernethy, the deputy chief ofstaff. State education officials reacted with enthusiasm to thenew educational blueprint.

In the past, the state has ordered corrective actions to betaken in the schools in the absence of an accepted plan fromthe city. Those corrective actions were woven into the newplan which the state approved.

One of the important elements is the SchoolStat team,which meets weekly to update Chinnia and Abernethy on theschools' progress in meeting the plan's goals, and to identifycompliance rates and possible problem areas.

While the state requires annual progress reports, the city ischarting its progress on a quarterly basis, trying to detectproblems early and take corrective action.

One of the BCPSS' priorities is recruiting, training and thenretaining highly-qualified teachers so that 100 percent ofteachers in the BCPSS system meet the definition of "highly-qualified" - that is, teachers who are certified and teaching inthe area in which they are certified.

The city has offered a variety of incentives to new teachers,

including signing bonuses, tuition reimbursement, and freelaptop computers with curriculum requirements alreadyinstalled. New teachers are also eligible for paid two-weekinduction periods in which they can meet their principals andbecome familiar with their schools.

The schools are also moving forward in restructuring thelarge comprehensive high schools into smaller models, andgetting away from the traditional middle school concept.

"We have determined that K-8 schools are moresuccessful," said Chinnia, who noted that 16 more schoolswill become K-8 next fall.

Individual learning plans are being drawn up for laggingstudents and special-education students are being integratedinto regular classrooms wherever possible.

While Chinnia has taken the lead in the areas of academicreforms and student support, Abernethy has focused onancillary services to students, including improvements intransportation, nutrition, information systems and technologymanagement.

She also got involved in those aspects of the blueprint thatcalled for improved communication between the schools andother stakeholders, including parents, community groups,business groups and foundations; and the accurate tracking ofinventory and assets. Abernethy also developed workshops tohelp her officers to disseminate the master plan to everyonein the school system.

A key partner in the master plan effort has been theCalifornia-based Stupski Foundation, which works toimprove education for poor and minority children. Thefoundation announced a partnership with the Baltimore Cityschool system last August to strengthen the schools'leadership.

After the departure of CEO Dr. Bonnie Copeland and othersenior school officials last summer, the foundation, whichencourages strong, stable leadership, re-evaluated itscommitment, then re-affirmed it after talks with interim CEODr. Charlene C. Boston.

Stupski paid for a consultant to work with Boston and herstaff to improve the master plan as it was being prepared.

Fourth-grader Montorey Meredith works on his math at George WashingtonElementary School.

Master Plan in place for Baltimore schoolsGoal 1: By 2013-14, all studentswill reach high standards, at aminimum attaining proficiencyor better in reading/languagearts, and mathematics.

Goal 2: All limited English proficient students will becomeproficient in English and reachhigh academic standards, at aminimum attaining proficiencyor better in reading/languagearts and mathematics.

Goal 3: By 2005-2006, all core academic subject classes (CAS)will be taught by highly qualifiedteachers.

Goal 4: All students will be educated in learning environ-ments that are safe, drug-free,and conducive to learning.

Goal 5: All students will gradu-ate from high school.

Goal 6 (Local Goal): Effectivemanagement of systems willsupport student achievement.

BY RICH FAHEY

The foundation has been built.Five years after it began, the report card is in for the Baltimore City

Public School System’s high-school reform efforts. And the marks aregood.

In 2001, the BCPSS released its “Blueprint for Baltimore’sNeighborhood High Schools” outlining a dramatic reshaping of the high-school experience for students. It called for an unprecedented coalitionof community members, local and national foundations, the MarylandState Department of Education, the Baltimore Teachers’ Union, and theFund for Educational Excellence, the non-profit, local education fundserving as BCPSS’ main high-school reform partner.

One of the centerpieces of the reform effort has been the move awayfrom the larger comprehensive high schools to the smaller, themedmodels, with concentrations in math and science, the arts, or technology.Five of the nine original neighborhood high schools have been fullyreconfigured into 12 new, small, theme-based schools. Six Innovationhigh schools are now open.

All have one thing in common: no entrance criteria. The idea was togive every student a choice, and last year 88 percent of eighth-gradersparticipated in the choice program.

“We now have a district-wide choice of quality high schools with nocompetitive entrance criteria,” said Lisa Wright, executive director of theFund for Educational Excellence. “There are more opportunities forevery student.”

The reform effort has focused on three goalsestablishing academic rigor for all students;creating small supportive school structures; andensuring effective and accountable leadership and teaching in every

school and classroom.Improvement has shown itself in many ways, from increases in

standardized test scores, to a sharp jump in the number of students takingthe PSAT and SAT tests, to a higher graduation rate and betterattendance.

Some of the highlights:In 2006, students in Baltimore City saw the largest single year gain on

the state’s High School Assessment (HSA) exams. Scores on the AlgebraHSA were up 15 percentage points, Biology was up 18.6 percentagepoints and Government was up 12.2 percentage points. On a percentagebasis, the city outperformed the overall state average increases.

There was a dramatic increase in SAT/PSAT test taking. The numberof seniors taking the SAT rose 57 percent from 2002 to 2006, with 650more students taking the exam in 2006 than 2002. PSAT participationjumped 31 percent for sophomores and 34 percent for juniors. 2006scholarship awards totaled $47 million, an all-time high.

Wright said the work done to date has created a stable foundation thatthe BCPSS can build upon each year.

Smaller schools lead to greater achievement

The Baltimore City Public School System and the Fund for Educational Excellence would like to thank the

local and national foundations that have contributed dollars, expertiseand ongoing guidance to the high-school reform effort.Their nearlyunprecedented partnership and unyielding focus on the needs ofBaltimore’s high-school students have been the key underlying

strengths of high-school reform.

The participating foundations include:Abell Foundation;American Trading and Production Corp. (Atapco);

Baltimore Community Foundation; Jacob and Hilda BlausteinFoundation; Morton K. and Jane Blaustein Foundation;Annie E. CaseyFoundation; Clayton Baker Trust; Bill and Melinda Gates Foundation;Lockhart Vaughan Foundation; Open Society Institute - Baltimore;

Aaron Straus & Lillie Straus Foundation; and Alvin and Fanny B.Thalheimer Foundation.

The BCPSS Master Plan 2006-2008

Stupski provides foundation for Baltimore City schools

6 — The Baltimore City Educator Spring 22007

Learning is truly an art form at Booker T. Washington

Search forCEO moves

forwardBY MEAGHAN CASEY

In its search for the next permanentleader of the Baltimore City PublicSchool System, the Baltimore City Boardof School Commissioners remainsdedicated to recruiting the most qualifiedcandidates, while engaging the public inthe selection process.

“The board is committed to usingpublic voice to inform its decisionmaking,” said Chair Brian D. Morris.“Our goal is to solicit the assistance ofthe BCPSS stakeholders in completingthe most critical aspect of the selectionprocess – identifying the most desirableand important attributes of the nextpermanent CEO.”

In December, the Board selectedPROACT Search, Inc., a full-serviceexecutive search and management-consulting firm headquartered inMilwaukee, Wisc. From mid-Februarythrough March 9, search consultantsconvened four community forums andsought out input through surveys, focusgroups, individual interviews andmessage boards. Overall, they reached245 individuals in person, and received2,100 survey responses.

Respondents indicated the next CEOshould have the following attributes,listed in stated order of importance: astrong record in improving studentachievement; deep personal commitmentto public education; strong record ofmotivating teachers, administrators andstaff; up-to-date knowledge ofeducational reform and improvementstrategies; experience developing andenhancing leadership among schoolprincipals; experience in turning aroundlow-profile schools; experience hiringhigh-quality staff and building aperformance team; and ability toadvocate for school funding.

The data are being used to define theprofile that the search firm will use toselect candidates.

The board anticipates that thepermanent CEO will be in place by July.Dr. Charlene C. Boston is serving asinterim CEO of the school system. Theformer superintendent of the WicomicoCounty Public Schools in Salisbury,Maryland, Boston assumed the BCPSSposition last July, replacing Dr. BonnieCopeland.

Community members can access theCEO Search page atwww.baltimorecityschools.org/School_Board/CEO_Main_Search.asp.

BY AMANDA WEBER

For students and teachers at the BookerT. Washington Middle School, art is bothan extracurricular activity and a subject tobe studied and explored in everyclassroom, from science to social studies.Based on a curriculum structured aroundart integration and infusion, Booker T.Washington has been using creative waysto keep kids involved and interested in avariety of academic subjects.

For 15 years, Booker T. WashingtonMiddle built a reputation for its vibrantarts culture, but last year, faculty and staffagreed that it was time to re-energize theprogram, again making student exposureto artistic learning a priority.

As a way to jump-start the program, lastJuly, literary arts teacher Kate Braxton,science/special education teacher MariaHabacon, and social studies teacher GinaRoberts attended the MarylandArtist/Teacher Institute (MATI), anintensive weeklong professional-development program for elementary andmiddle-school teachers and administratorsat the University of Maryland’s CollegePark campus. Other Baltimore Cityschools participating in the programincluded Calverton Community, CantonMiddle, Mt. Royal Middle and RolandPark Elementary/Middle.

“It parallels a six-week college summerprogram crammed into one week,” saidBraxton. “We worked all day andfrequently at night completing therequirements.”

MATI is a collaboration of theMaryland State Department of Education,University System of Maryland, theMaryland State Arts Council, and ArtsEducation in Maryland Schools Alliance.Established in 1994, MATI enablesteachers to become more creative andskillful in using the arts to engage childrenin active learning and helps themunderstand the role of art as a positiveforce in a child’s academic development.

Dr. Ray Zeigler, fine arts specialist andco-director of MATI, says that educatorswho participate in the program learn theimpact of arts integration on studentachievement, self-esteem, school climate,student attendance and teacher retention.

“Integration also recognizes thediversity of learning styles in children,” hesaid. “The arts can open new pathwaysthat correspond to individual learningstyles and make it possible for the teacher

to engage every child in active learning.”During the MATI program, dance,

music, theatre, visual arts, and creativewriting are examined as separate contentareas.

“Teachers learn to teach acrosscurriculum,” said Braxton. “Incorporatingthe arts into lessons can help motivate andstimulate students who typically may notrespond well to traditional classroomteaching and learning.”

This year, Braxton’s eighth-gradeliterary arts class read the “Diary of AnneFrank” and organized a performance basedon the book, incorporating aspects oftheater, dance, visual art and music.During that time, those same studentswere studying World War II in Roberts’social studies class and took a field trip tothe Holocaust museum to get a visualsense of the history that they werelearning about in both classes.

“Basically by integrating and infusingthe arts into our curriculum, students stayinterested in learning,” said Braxton.“Some mornings, in my classroom weperform a warm-up exercise thatstudents seem to like. The actualintent is to teach them a littleabout theater. Students areactually preparing togo intocharacter.”

First-yearceramics

teacher Rebecca Anne Wagner also feelsstrongly about the arts integration programand her opportunity to teach acrosscurriculum.

“If my students are studying Egypt intheir social studies class, andmummification in science class, I willlook at the curriculum and link myceramics project to that same time period,”said Wagner. “It forces students to bemore accountable.”

Last year, MATI had 176 participants,and had to turn down approximately 40applicants due to lack of space, according

to Zeigler.

Aaliyah Tyler works with art teacher Rebecca Wagner at Booker T. WashingtonSchool.

Student Janae Moye draws geometric shapes during class.


MEAGHAN CASEY

Nahathai Srivali is not your average teenager.Boasting a perfect score of 800 on her math SAT, she is

currently completing her freshman year at the MassachusettsInstitute of Technology (MIT) and intends to apply her scientificknowledge to innovate technology for the betterment of theworld population.

Last year, she presented the findings of her research at theCarnegie Institute on gene expression in real time at theIntel International Science and Engineering Fair, whereshe competed with more than 1,500 studentsworldwide. Her research was published in theMarch 2007 issue of Genetics.

She is also a product of the Baltimore CityPublic School System and a 2006 scholarshiprecipient in the Northrop Grumman EngineeringScholars program.

Developed to encourage studentssuch as Srivali in the pursuit ofengineering-related careers, theEngineering Scholars programprovides a total of $240,000annually to one high schoolsenior from each Marylandcounty and Baltimore City.

“Northrop Grumman ispleased to sponsor thisunique engineeringscholarship effort,which is intended tomotivate some of thestate’s best andbrightest students –with a background andinterest in math andscience – to pursue theengineeringprofessions,” said JamesF. Pitts, corporate vicepresident and president ofthe company’s Baltimore-based Electronic Systemssector.

“It was an extraordinary

weekend when I found out that I won,” said Srivali. “Evenwhen I calmed down, I still could not believe that it was$10,000. The company kept coming out with more and moresurprises for the scholarship recipients, such as the awardsdinner where representatives from the company were there totalk with us. It was heartwarming and a great networkingexperience. It touched me and has consistently reminded me tobe goal-oriented.”

Srivali, a graduate of Baltimore Polytechnic Institute,participated in the school’s Mathematics Club, Physics

Olympics Team and the Women Serious about ScienceClub. She was enrolled in Poly’s Ingenuity Program,which aims to prepare students to achieve at nationallycompetitive levels in math and science. She was one of 13Ingenuity students to qualify for the American Invitational

Mathematics Examination and served as the chair of theprogram committee for the Ingenuity Math, Science and

Research Symposium. She also volunteered as anEnglish-Tai translator for

the BCPSS and theEducationDepartment of

Thailand.“Poly offered

me many greatopportunities forboth

education and personal development,” said Srivali.“The school prepared me to be a hard-working student and,

being in the research practicum program, I gained hands-onexperience in the science field of my interest.”

At MIT, Srivali is majoring in chemical biologicalengineering and is continuing her research, working onoptimizing protein production in the department’s cell culturinglab. She also earned a competitive internship with thebiopharmaceutical company CombinatoRx.

Srivali was part of the fourth group of Engineering Scholars.As one of the state’s largest private employers, NorthropGrumman is a strong supporter of the state’s education effortsand is a major sponsor of the Maryland Teacher of the Yearcompetition. The Electronics Systems sector sponsors theDiscover “E” program throughout Maryland, in which volunteer

engineers at the company work to excite studentinterest in engineering, math and science.

The company also sponsors Worthwhileto Help High School Youth (WORTHY)– a mentoring program that teamsemployees with Baltimore City highschool students to help them achieve

their dreams of pursuing technical andbusiness careers.

Each year, 10 Baltimore Cityhigh school students are

selected for the program andeach works with twoNorthrop Grummanmentors during the schoolyear. The companycollaborates with theUniversity of MarylandBaltimore County toprovide part-timesummer employment tothe students. Upongraduation, qualifiedparticipants receive multi-year partial scholarshipsfrom the company at anaccredited college oruniversity.

Poly grad engineers a bright future at MIT

In 1969, the slogan “You’ve Got a Lotto Live, Pepsi’s Got a Lot to Give” wasborn.

Nearly 40 years later, those wordscould not ring truer for 10 Baltimore Cityhigh school seniors.

Thanks to the generosity of the PepsiBottling Group Inc., those 10 studentswill be awarded $10,000 each to offsetexpenses at a Maryland college of theirchoice. The company announced it willaward $100,000 annually to deserving,college-bound seniors.

“The Pepsi Bottling Group is proud to

sponsor these scholarships,” said VaughnDickinson, vice president and generalmanager of Pepsi’s Chesapeake MarketUnit. “Everyone deserves a chance topursue their dreams. We hope thisfunding will help many worthy studentsdo just that.”

“We are excited about this wonderfulopportunity to increase the number ofcollege-bound students from BaltimoreCity,” said Dr. Charlene C. Boston,interim CEO for the Baltimore CityPublic School System. “Too oftenstudents are faced with financial obstacles

that overshadow their dreams of pursuinghigher education. I am proud to countPepsi among a growing list of corporatepartners who are committed toeliminating financial barriers to highereducation.”

To be eligible, students must begraduating from a Baltimore City publichigh school in the same year as theaward; have a cumulative high schoolGPA of at least 2.5; have verifiablecommunity service; and be accepted toattend a community college, four-yearinstitution or technical school within the

state of Maryland.This year’s award winners are De’Ja’

Addison, Doris M. Johnson High;Zachary Epps, Baltimore PolytechnicInstitute; James Houston, CarverVocational-Technical High; ChanelleJohnson, Forest Park Senior High; JosephLoGrande, W.E.B. DuBois Senior High;Kneisha McClinton, BaltimorePolytechnic Institute; Loren Patterson,Western High; Jasmine Pitts, BaltimoreFreedom Academy; Samantha Porter,Doris M. Johnson High; and StephonSmith, W.E.B. DuBois High.

Pepsi’s got a lot to giveBaltimore City students beneficiaries of $100,000 in scholarships

Corporate Vice Presidentand President of NorthropGrumman's ElectronicSystems sector James F.Pitts and StateSuperintendent Dr. NancyS. Grasmick congratulatedNahathai Srivali for recieving the EngineeringScholars award.


BY GRETCHEN WEBER

More than 100 high school dancersperformed their best modern, jazz, ballet, andAfrican moves for close to 900 guests atCoppin State University in the culminatingperformance of the Baltimore City PublicSchool System’s Dance Symposium.

Now in its 30th year, the Dance Symposiumis a program offered at the high-school levelfeaturing six weeks of intensive, after-schooldance for students and teachers. Participantslearn various dance styles and techniques aswell as important stage presence andchoreography skills, and then they have theopportunity to present all they have learned totheir families, friends, and the public in aprofessional setting at Coppin State. This year15 schools participated in Dance Symposium, anumber almost double that of last year.

Curriculum Specialist Jessica Ivey runs theprogram, and two professional dancers,Andrew Dove and Yvette Shipley-Perkins, helpfacilitate the program in their roles as danceconsultants. Among other things, the danceconsultants train teachers at each participatinghigh school to become dance directors, whothen train the students.

Some dance directors already have trainingin dance, such as Lori Goodman-Joyner ofWestern High School, who helps Iveycoordinate the other dance directors and servesas chairperson of the Symposium. However,many dance directors have very little dancebackground, but all share an interest in learningmore about various dance methods and styles,as well as choreography.

This year the dance consultants offeredmaster classes to the dance directors in moderndance, jazz, ballet, stage presence, costuming,and how to present work in a semi-professionalmanner. These workshops give the new dancedirectors not only the tools to train students inthese areas, but they also allow the teachers toimprove upon their own dance knowledge andskills.

Once the program begins in November,students practice five days a week after schoolfor two to three hours each day. During thattime students get to learn a variety of dancestyles from their dance directors while formingnew friendships in a healthy, safe, creativeatmosphere.

“It’s an outstanding program,” said Ivey. “Itactually gives the students an opportunity toexperience and learn a variety of techniques

and skills. They get to observe a variety ofdance styles through the consultants; they get tointermingle and feel a camaraderie with otherstudents; and, when they are performing atCoppin State University, they get to feel a realtheater atmosphere. They also improve theirdance technique, increase their knowledge ofdance, and learn new choreography and stagingskills.”

The theme of this year’s performance was“Dancing with Things.” Schools were allowedto dance in whatever style they chose, but theyhad to use props in their choreography. Threejudges from outside the school district withbackgrounds in dance and the arts adjudicatedthe dancers according to various categories.

Trophies were awarded in five categories:Best Stage Presence – Edmondson HighSchool; Best Costumes – Reginald Lewis HighSchool; Most Creative – Mergenthaler HighSchool; Best Props – Polytechnic High School;Best Overall – Western High School.

This year’s performance was particularlyexciting, said Dove, because it was the firsttime the dance directors performed on stage inthe program. “When they get so involved andexcited, it really encourages the students to beeven more involved and excited,” said Dove.

A decade of dominanceA decade of dominanceBY MEAGHAN CASEY

Capping off an impressive 109-gamewinning streak against other BaltimoreCity schools, Roland Park MiddleSchool’s National Academic League(NAL) team celebrated its 10th straightBaltimore City championship in March.

Founded in 1992, the NAL consists ofmiddle-school teams from across the U.S.Baltimore City has been part of the leaguesince 1993, represented by teams from 30middle schools. Roland Park has not lost a

game locally since 1996.“The team’s biggest strength is their

determination to be the very best they canbe,” said Marty Sharrow, Roland Parkbusiness manager, social studiesdepartment head and NAL coach. “In thebeginning of the season, I set high goalsand they thrive on striving for them.Most, if not all, are voracious readers, andin a game that’s focused on academics,that’s a real plus.”

Students credit their success to teamunity, commitment to practice and love of

the game.“We’re very fast on the buzzer, and we

all actually enjoy this,” said Roland Parkeighth-grader Jimmy Fulwiler.

Supported by the Abell Foundation, theBaltimore City NAL program aims tohonor academic accomplishments;increase the public awareness of academicachievements; promote learning; increasereal-world use of the Internet and distancelearning; and provide academic athletesthe same recognition as other athletes.

Each NAL game incorporates questionsfrom all academic disciplines and isdivided into four quarters. Throughoutthe game, players engage in fast-paced,quick-answer contests, learn teamwork asthey huddle to answer complex questionsand cooperatively solve problems.

Roland Park seventh-grade studentHannah Freedman, who is involved in thethird quarter of the program, loves theopportunity to demonstrate higher-orderthinking skills through problem solving.During her round, up to 10 players fromeach team solve a real-world problem andpresent a final, collaborative response in athree- to five-minute presentation. Teamsare rewarded for the most creative andthorough approaches.

“I like the debating,” said Freedman.“During practices we research a topic andpresent mock debates. The first, secondand fourth quarter team members areusually drilled on random facts.”

As the winner of the Baltimore Citychampionship game, defeating MidtownAcademy, Roland Park earned a seed inthe NAL’s national competition. Lastyear, the team finished as the top-rankedmiddle school in the entire NAL. Thisyear, the team defeated Wilbur MiddleSchool of Wichita, Kansas, in the Sweet16 round of the tournament.

National Academic League winnersfor the 100th straight competitionfrom Roland Park pose with their2007 trophy.

Roland Park’s National Academic League win streak hits 109

Students take center stage in BCPSS annual Dance Symposium

One of the participants in this year’sDance Symposium.

Roland Park studentsM.P. Randolph, left, andNiko Suyemoto are allsmiles about their109th straightNational AcademicLeague championship.

BY CAITLIN BOWLER

Over the past three years the Baltimore CityPublic School System’s Department ofTransportation has been implementing a seriesof technologies allowing it to provide safer,more efficient, and more dependable transportservices to and from the city’s 195 public andnon-public schools for the 35,000 eligiblestudents in the city.

The primary technology is a GPS Vehicle-Student Tracking System, installed on eachbus, which allows department staff to monitorthe exact coordinate location of all buses, aswell as all students on board, whose bar code isswiped upon entry.

“Safety of students has always been ofutmost importance to the TransportationDepartment,” explained Don Swift, BCPSSdirector of transportation. “GPS technology isa powerful tool that can help us to respond toconcerns or inquiries that come from parents,schools, or even police departments by locatingbusses and students riding them.”

Because the GPS technology integrates withthe BCPSS Trapeze routing software and staffin the department can know actual buslocations as opposed to scheduled locations,management can react more quickly to routing

problems identified by parents andadministrators and thereby increase efficiency.Transportation headquarters is nearingcompletion of system-wide integration, whichwill allow electronic communication betweenheadquarters and bus operators, thus enablingreal-time updates on student pick-up and drop-off activity, delays, and emergencies.

Another component to the upgrade has beena Web-based transportation request system,through which the department verifies thenecessary information of each eligible studentso that the student quickly receives approvaland begins getting service. Prior to installationof this system the wait time between requestfor service and date of provision was close to

10 days. Since installation, the process takesfive days and is expected to continue todecrease to three days.

Keeping the new system running are thetransportation coordinators in each school, whohave been trained in the process of makingrequests for service on behalf of eligiblestudents, student eligibility, and serviceexpectations. They work on behalf of studentsto get their transportation needs met, but theyare also able to evaluate whether the busvendors contracted by the Baltimore CityPublic School System are meeting theconditions of that contract.

“The school system is required to confirmthat appropriate levels of transport service arebeing provided, especially to special-educationstudents,” said Swift. “Having trainedcoordinators with access to this technology ineach school allows us to monitor and confirmservices in a way that was not possible before.It allows local schools to maintain highaccountability from vendors.”

As the project evolved, the department set atarget date of full implementation of theTrapeze system by May 2. It was on track tomeet that goal.


BY MEAGHAN CASEY

Soaring to new heights, students atBaltimore Polytechnic Institute arelearning the science, technology andreal-world dynamics of flight.

The school has created its ownflight room in attempt to givestudents hands-on experience whilelearning about aerodynamicprinciples. Located in a convertedmachine shop, the space is ideal forthe program. Students have access towork tables to build rockets andplane parts, a plasma screenprogrammed with WeatherBug,outdoor access for flying activities,and a computer room to runMicrosoft’s flight simulator program— a virtual environment catering topilots and would-be pilots thatencompasses a flying area of morethan 20,000 airports.

“They’ll learn about weather andthe physics behind flight; they’ll bedesigning and building model planes,shaving wings, everything,” saidPrincipal Dr. Barney Wilson. “It’sthe complete program. For studentsto get this is at the high school levelis unheard of.”

“This is the real thing,” said MajorRoger Gauert, a retired Air Forcepilot in his fourth year teaching.

“We’re bringing the fundamentals ofengineering to heart. Sitting therelistening to me talk just isn’t enough.If the technology is out there, weshould be using it the most and bestwe can.”

In March, 130 students enrolled inFundamentals of Engineering visitedthe new flight room. Over a two-week period, Gauert introduced themto the Fundamentals of Aviation. Theroom can handle 26 students at atime, and by next year, Gauert hopesto introduce 400 freshmen to theconcepts of flight.

The school has also formed anaviation explorer club and is workingto develop summer work-studyprograms. Next year, students will bepart of the national program, Build aPlane, and will have the opportunityto assemble a real aircraft. Now in aformal partnership with the FederalAviation Administration, Build aPlane has dozens of projectsoperating in the U.S. and severaloverseas.

Additionally, the school hopes tooffer students the option of applyingfor a pilot’s license.

“Our long-term goal is to haveeight to 10 students graduate with aprivate pilot’s license,” said Gauert.

“We want to create the nextgeneration of world leaders,” saidWilson. “Teaching them to fly willtake them to another level.”

Students are just as eager for thatnext level.

“It’s a great opportunity to preparefor the world,” said sophomore Mohd

Hassan. “I really want to be a pilot,and I love engineering, too. It’s prettyexciting. I can’t wait until I get tofly.”

The technology and materials ofthe flight room were funded in partthrough the generosity of localalumni, community members,

businesses and foundations. If anyindividual or organization isinterested in further sponsoring orpartnering with the school in thisendeavor, please contact Dr. BarneyWilson [email protected] or 410-396-7026.

Baltimore Polytechnic Institute JROTC students Joshua Lee, left, and Jonathon Hanlon discussthe aerodynamic principles of helicopter flight.

The sky’s the limit at Baltimore Polytechnic Institute

BCPSS provides safer, more efficient transportation

BCPSS bus takes students to and from school safely.


Lab Rats make mark in national robotics competitionBY CASEY SHEEHAN

In their second year, the Dunbar High SchoolLab Rats are proving themselves to be true lifescientists, battling the challenges of prototyping,designing, programming and testing their ownrobotics creations.

Building the robots to navigate independently,sense and respond to their environments, collectobjects, climb chairs, fire objects and exploreterrain was all part of the job as the Lab Rats —the school’s robotics team. Founded in 2005, theLab Rats capped off another successful seasonin the FIRST Robotics Competition.

FIRST (For Inspiration and Recognition ofScience and Technology) was founded to bringtogether high school students, sponsors, collegesand technical professors to develop theirsolution to an engineering challenge in acompetitive game environment. More than33,000 students from around the worldparticipated in this year’s competitions.

“There is no better preparation for jobs inscience, technology, engineering and math,” saidJoshua Gabrielse, physics and robotics teacher atDunbar High School. “Students learn by doing.It’s fun, and it’s fascinating. FIRST provides areason to pay attention in class and seek outopportunities beyond the classroom. It’s aboutgetting teens on track to become the pioneers of21st century technological discovery.”

Each January, FIRST teams receive a newgame and have just six weeks to prepare forcompetition. This year’s game, ‘Rack ‘n’ Roll,’was played by two three-team alliances on a

field containing 24 spider-leg structures. Toscore, teams used three different types of tubes,a color vision tracking system, drivers and theirconstructed robots.

The Lab Rats competed in the ChesapeakeRegional in March, finishing as a regionalfinalist. The team also received the Judges’Award for its unique efforts, performance anddynamics.

“A very young team of inexperienced studentsfrom Baltimore City built a dominant 120-poundrobot, and that was all the success I’d hopedfor,” said Gabrielse. “Making it all the way tothe finals in an international competition,dominated by veteran teams, simply highlightsthe students’ achievement. They are preparingthemselves for future successes beyondrobotics.”

Dunbar’s team also attended theNASA/Virginia Commonwealth UniversityRegional in Richmond, Virginia, where theyplaced 27 out of 66 teams. The team issponsored by the U.S. Army ResearchLaboratory, Northrop Grumman EngineeringSystems, NASA, Morgan State University andMaryland Space Grant Consortium. Volunteermentor engineers devote their evening andweekend hours to assist students, teaching themthe skills they need to complete their tasks.

“Our students are responsible for designingand building the robot,” said Gabrielse. “Thementors provide support without makingdesigns, writing code or touching tools. Wefigure that it isn’t about the awards, it’s aboutthe students’ journey.”

Members of the Dunbar High School Lab Rats display themedals and trophy they received in the FIRST RoboticsCompetition. Below, team members are shown setting up theirrobot at the Chesapeake Regional in March.

BY JOSEPH BEETS

Everene Johnson-Turner, studentsupport officer for the Baltimore CityPublic School System, has a phrase for it.

“We call it ‘the summer slide,’ ” shesaid of the time period after studentsleave school for the summer and beforethey return in the fall. It’s a time, shesaid, when students may lose some of theknowledge gained over the school year ifthey don’t keep reading, writing anddoing math problems.

The BCPSS has a variety of summerprograms to help students from GradesK-12 catch up, stay with it, or even getahead.

Last year, the BCPSS enrolled 23,000students in summer programs andJohnson-Turner said she would hope thatbetween 40-50,000 of the district’sstudents would recognize the value of theprograms this summer. “Even if theydidn’t enroll in a school program, theycould join a reading club at the library.You can‘t turn it off completely in the

summer. Children have to continue tolearn.”

Students in grades K-5 are eligible forthe elementary schools summer program.The middle grades program for studentsin grades 6-8 is held only in Title Ischools. There is also a two-weeksummer “bridge program” for Grade 9students transitioning to high school.

High school students can attend six-week review programs in English,Algebra and American Government,three of the four subjects in the MarylandHigh School Assessment Tests. There is a$150 fee per course, with reductions infees available for qualifying students.

There will also be a special schoolimprovement program this summer for12 schools in Area 9, where students willbe able to enroll in a special six-weekprogram for six hours a day.

Special-education students are eligiblefor the Extended School Year, or ESYprogram, which is an extension of schoolservices available during the school year

through the summer months, dependingon their Individual Education Plans.

Many community-based organizationsalso partner with local schools, planningtheir summer programs to begin after theschool day ends.

Johnson-Turner said her office hasbegun an aggressive outreach programvia newspapers, radio and TV in an effortto get the word out about the programs.And while the concentration in thesummer programs will be on academics,there will also be cultural experiences,field trips, and entertainers from theoutside sprinkled in. It’s all in an effort tostop the “summer slide” that can hit eventhe best students.

“Even in summer, students should stillbe reading and writing and findingcreative, fun ways of doing mathprograms,” said Johnson-Turner.

For more information on the BCPSSsummer programs, go to the Web sitewww.baltimorecityschools.org.

DUNBAR HIGH SCHOOL STUDENT ENGINEERS SHINE

Summer programs keep students’ minds sharp

Students were greeted by Interim CEO Dr. Charlene C.Boston, 92Q radio and Squiggly the Book Worm at thesummer school registration activities kick-off atReisterstown Road Plaza.


BY MEAGHAN CASEY

For Barclay School second-grade teacher Patricia Bennet,two hands are better than one, and six are even better.

Bennet is one of Baltimore City’s teachers benefiting fromExperience Corps – an innovative, high-impact volunteerprogram that trains retired adults and places them in K-3

classrooms. Administered by the Greater HomewoodCommunity Corporation, in conjunction with Johns HopkinsCenter on Aging and Health, the program began with threeschools in 1998.

“At the time of its inception, three schools were inrestructuring, and it was clear they needed additionalacademic support,” said Experience Corps DirectorSylvia McGill.

Experience Corps is now in 16 of thecity’s public elementary schoolsand has 290 volunteers. Theidea behind the program is thatseniors are able to tap into

their vast experience and wisdom in serving as mentors to theyouth. Data show improved performance on the part of thestudents, as well as improved health status for the volunteers.

“The true beauty of the program is that it’s not onlymeeting the students’ individual academic needs, but it’simproving the overall school climate and benefiting theseniors,” said McGill. “Principals use the phrase that it’s acalmer environment. Data show that it may impact teachers’sense of success and even the retention rate. Plus, it helpsseniors, both physically and mentally, by developingrelationships and staying active. It’s a win-win for everyone.”

Volunteers are screened and interviewed and, onceaccepted, they participate in more than 30 hours of classroominstruction. Each volunteer then commits to a minimum of 15hours per week for the entire academic year. They areresponsible for assisting teachers in their day-to-day activitiessuch as literacy support, behavior support, enrichmentactivities and community and parental outreach.

According to Bennet, the experience has been beneficialfrom the start. She has had volunteers in her classroom forall seven years the program has run at Barclay. This year, shehas two — Beatrice Saunders and Willa Gaines.

“I love having them in the classroom,” said Bennet. “Wehave a great respect for one another, and it’s wonderful for

the kids to see and experience cooperative teaching andlearning.”

“Everyone has something to offer, and from myexperience, the volunteers have been such

resources,” Bennet added. “They’ll take the kids insmall group settings, working one-on-one with

them through math problems and writing andjust a gamut of things. Plus, they go on fieldtrips with us and are great with parents.”

Saunders, in her second year at Barclay, isa retired administrator for the Baltimore CityHousing Authority.

“I’ve been retired for four years, and Ibecame involved with this because I reallywanted to give back,” said Saunders. “I’m apeople person, and I wanted to do somethingdifferent with my time.”

Gaines, also in her second year at Barclay,is a retired social worker and minister.Retired for 15 years, she had substitutedbefore learning about Experience Corps.

“There’s a dire need to help the youngpeople,” said Gaines. “It’s a blessing to beable to inspire them to put forth their verybest.”

In addition to Baltimore, ExperienceCorps runs in 20 other cities includingChicago, New York, Boston and

Washington, D.C. Baltimore hopes toexpand the program by puttingvolunteers in 30 schools by 2010.

For more information contact SylviaMcGill at 410-261-0021.

WWorords frds from the wiseom the wiseExperience Corps program brings

seniors and youth together

Experience Corpsvolunteer WillaGaines checks thework of DayneceJones, right.

PHOTO: REBA SALDANHA

A. Skipp Sanders, deputy state superintendent of instruction12 —The Baltimore City Educator Spring 22007 The Baltimore City Educator Spring 22007 — 13

BY GRETCHEN WEBER

Baltimore students are experiencing the history oftheir city and state in a whole new light thanks to anambitious new African-American history project.The program, made possible by a partnershipbetween the Baltimore City Public School System,the Reginald F. Lewis Museum and area businesses,involves a new 43-lesson curriculum focused onlocal African-American history and field trips to areamuseums. Students are able to make connectionsbetween the classroom and the outside world.

“With this program, the students learn that peoplewho look like them made incredible contributions tothis state. This realization creates a kind of culturalpride that the regular social-studies curriculum doesnot,” said Kaye Whitehead, a Baltimore middle-school teacher and Gilder/Lehrman History Teacherof the Year.

Whitehead was one of the teachers who teamedwith the Reginald F. Lewis Museum to pilot theelementary and middle-school African-Americancurriculum three years ago, and she is currentlywriting lesson plans for a similar high-schoolprogram that will be piloted next year.

This new curriculum makes it possible for teachers

without a background in local African-Americanhistory to teach this important piece of Marylandhistory. Written for grades 4-8, all of the lessonswere created by Maryland teachers and align withstate assessment standards. In all of the lessons,students practice a variety of academic skills whilebeing exposed to various perspectives in history.Many of the lessons utilize primary sourcedocuments, providing students the invaluableexperience of reading and viewing history throughthe eyes of those who lived in earlier times. Inaddition to readings and photographs, many lessonsinclude audio components, video clips, and activitiesthat target a variety of learning styles.

It was the Reginald F. Lewis Museum thatcompiled the lessons into a complete curriculum forMaryland’s teachers, and the museum continues toactively work to help teachers get the most out ofthese lessons. In addition to sending out free copiesof the curriculum to all Maryland teachers of grades4-8, the museum also helps teachers implement theselessons by offering professional developmentworkshops.

Tracy Elfiki, the Maryland State Department ofEducation liaison to the Reginald F. Lewis Museum,

said hundreds of teachers have taken advantage ofthese training opportunities since the curriculum wasmade available two years ago.

The second crucial aspect of the program is thefield trips, which allow the students to see theirhistory lessons come alive. During the last twoschool years more than 1,400 students have visitedthe Reginald F Lewis Museum, the FrederickDouglass Isaac Myers Maritime Park, and the GreatBlacks in Wax Museum.

At Hazelwood Elementary School, third gradestudents — dressed in costume — presented the livesof African-American leaders throughout U.S. historyand pop culture. Choices ranged from currentathletes, such as Tiger Woods, to Civil Rights heroes,such as Martin Luther King Jr. and Rosa Parks.

“It’s important for kids to come to school, and notonly learn about their culture, but act it out in apositive manner,” said Principal Sidney Twiggs.

“As part of our district’s implementation of theAfrican-American history curriculum, we embraceopportunities to expand our academic programsbeyond the classroom, to create teachable momentsthat present living history and provide greatresources for our students,” said BCPSS interim

CEO Dr. Charlene C. Boston.Wendy Gordon of the BCPSS public relations

office said each museum offers students a differentview into African-American history. The Reginald F.Lewis Museum of Maryland African-AmericanHistory presents the contributions of Marylanders,while the Frederick Douglass Isaac Myers MaritimePark Museum explores the nautical contributions ofAfrican-American mariners to the shipping industry.From the shores of Africa, to the civil-rightsmovement, to space, the National Great Blacks inWax Museum is the only one of its kind to exhibitwax figures of African-American history makers.

“These field trips support and enhance theclassroom instruction and extend teachableopportunities,” Gordon said.

The trips were sponsored by the Pepsi BottlingCompany, with the cooperation of WERQ, 92QRadio. The students received museum admission,guided tours, lunch, transportation and souvenirs.They also enjoyed meeting WERQ personalities whohelped welcome them to the museum andparticipated with them in the follow-up discussionsfollowing the tours.

New African-American curriculum helps students realize cultural pride

AA pprroouuddhhiissttoorryy

For Black History Month,Helen Brown’s third-gradeclass at the HazelwoodElementary had to researchan influential African-American in history and dressas that person in school.Students from leftt, AlexanderBazemor as Guion Bluford,Jacquetta Heriot as EllaFitzgerald, Benga Amo andVictoria Waaddell as Nelsonand Winnie Mandela andAntonio Casey as WillieMays.

Left photo: Teacher KayeWhitehhead helped pilot theAfrican-American curriculum.

Helen Brown’s third-gradeclass at HazelwoodElemmentary dresses asAfrican-American leadersthroughout history.

A. Skipp Sanders, deputy state superintendent of instruction,visits with Tamica Constantino during Kaye Whitehead’sAfrican History courrse.

Shakia Stokes listens during Kaye Whitehead's African Historycourse at West Baltimore Middle SSchool.



BY RICH FAHEY

It is indeed a beautiful noise when asmany as 135 voices rise and sing as one.But Linda R. Hall, director of theBaltimore City College High Choir, alsofinds the sweet sounds of success just asexhilarating.

She is happy for what the choiraccomplishes in concerts and competitionbut also what the choir’s alumni go on toaccomplish after they leave the school.

For the 167 years that Baltimore CityCollege has stood as the “Castle on theHill,” it has also maintained a legacy ofmusical excellence. That legacy wascelebrated again at a concert on May 12,when the choir was joined by the AlumniChoral Society in the Knight of MusicGala, and on June 9, when the City Collegechoir family will celebrate Hall’s 20 yearsof leadership with the group.

The school’s choral programencompasses 200 students in grades 9-12,whose repertoire includes not only theclassics of Handel and Praetorious, but thespirituals and works of Dawson, Hogan,Ellington and Smallwood.

The program encompasses severaldifferent groups and ensembles. The MixedChorus consists of 135 voices from grades9-12 who are enrolled in chorus classes,and dedicated auxiliary members fromwithin the student body. Its repertoireconsists of spirituals, patriotic music,seasonal and gospel literature and itperforms at school functions and large-scale performances.

The Concert Choir is an auditionedgroup of about 50 students who serve asthe main performing group. TheSingin’/Swingin’ Knights Ensemble,consisting of 25 students with advancedlevels of music training, performs literaturewritten for small ensembles from theRenaissance period to the present. TheKnights and Daze Show Choir performsjazz, pop, and show literature withchoreography.

The choir often finds itself taking itsshow on the road. It recently returned froma trip to Ithaca College for a gospelcompetition, and a concert performance inChicago. In 1999, it traveled to Italy,France and Spain. Some choir membersjourneyed to Italy in April 2003, performedin four cities and competed against 31international choirs, winning the goldtrophy in the sacred music category, Laterthat same year, the choir returned to Italy toperform at the United Nations’ ClimateChange Conference. The BCC choir

performed six gospel music concerts inBarcelona, Spain in 2006.

The choir has performed on television,radio and stages up and down the Easternseaboard, at presidential inaugural ballsand, in the case of the Singin’/Swingin’Knights, at the White House.

“It broadens the horizons of many of ourstudents,” said Hall. “We had some whohad never flown or left the country before.They’ve had to learn how to communicatein another language and adapt to foreigncustoms.”

The travel also allows the students tobond as a group and get to know each otherbetter.

Hall does wish she had a better balancebetween male and female voices. “Westruggle to keep the males which is ironicbecause this used to be an all-male school,”she said.

The choir has recorded four CD’s:“Vision for the Millennium,” “Living theVision: The Europe Tour,” “A New Vision:Great Things” and “Live in Milan.”

Choir is both a class and a co-curricularactivity in the BCPSS. “We have many(National) Honor Society students asmembers,” said Hall. “Others are membersof the Tri-M Music Honor Society.”

At the heart of the group’s success is itsadherence to Hall’s “Seven C’s”:Commitment, Consistency,Communication, Cooperation, Confidence,Character and Conditioning.

Baltimore City College High Choir singers, from left, Tashera Robertson, Paige Munroe and Chquitia Brown.

Mellifluous melodiesMellifluous melodiesCity College High Choir continues to make sweet music

Choral singers Leroy Smith, Therm James and Christian Midder.


Baltimore City College high school choral teacher Linda Hall.


BY JOSEPH BEETS

Baltimore City students arefinding a very positive way to“channel” their energies.

The students are becominginvolved in every aspect ofEducation Channel 77 – theBCPSS-operated channel on theComcast cable system – makingprogramming suggestions, acting ashosts, camera operators, editors andguests.

The channel began broadcastinglast November and is now airingseveral shows a week.

One of the most popular newprograms is “Mouth Off,” producedin conjunction with TowsonUniversity. Two teams from highschools in the Baltimore UrbanDebate League go at it for a half-hour in verbal combat on a topic,with judges from the debate leaguepicking a winner at the end. Theshow is hosted by Marc Clarke ofRadio Station 92Q FM.

“We’re very excited about it,”said Nate Howard, director ofbroadcast productions for Channel77. He expects to have between 5-7shows done before the end of the

school year, and then pick up theseries again in the fall.

A recent two-hour specialhighlighted the “Dancing withThings” dance competition amongdance troupes from 15 BaltimoreCity high schools, which was heldat Coppin State in February inconjunction with Black HistoryMonth.

Howard said Channel 77 hasgone on the road with the BCPSSboard of school commissioners tobroadcast live meetings at localschools. The first was held atDigital Harbor High, with the

second slated for May 22 at LakeClifton High.

Channel 77 has also presented a“Parent Connection” special onPhase II of the Facility Solutionsplan which has called for theclosing of some city schools. BrianD. Morris, chair of the BaltimoreCity Board of SchoolCommissioners, was also featuredin a “Board Talk” special about thesearch for a permanent CEO.

Students have become integral toeverything Channel 77 does. “Thereare usually at least 4-5 studentinterns involved in each program,

and that can rise to 10-15

depending on the program,”

Howard said.

Student filmmakers — Howard

calls them “the Stephen Spielbergs

of tomorrow” — have also been

submitting video profiles of

students and other short films that

Howard hopes to integrate into the

programming.

A weekly schedule of

programming on Channel 77 is

available at the school website,

www.baltimorecityschools.org.

Students help deliver the programming at Education Channel 77

BY MEAGHAN CASEY

At the heart of every student success story isthe helping hand of a parent. In an attempt tobridge the gap between home and school, theBCPSS Office of Parent Involvement and School,Family and Community Connections is activelyworking to promote the role of parents in theirchildren’s education.

“Parent involvement is the backbone and key toestablishing long lasting learning for ourBaltimore City students,” said Luke Dillon,educational specialist for English LanguageLearner (ELL) families – a new position as ofJanuary. “Especially for ELL and recentimmigrant families, it’s essential to make themaware of expectations for graduating, homeworkand how they can best access and support theeducational system.”

Since the start of the year, Dillon has been fullyengaged in facilitating a series of citywideworkshops for ELL parents, school staff andleaders of community support agencies,presenting information about how ELL parentscan become more involved in their children’seducation, both at home and at school. He hasmet with principals and teachers to offer ideasabout increasing and encouraging ELL parentinvolvement at their schools. Dillon has alsoserved as a translator for parents at school safety,

budget and CEO selection meetings, as well asschool-based family nights and other forums.

This spring, along with members of theHispanic College Fund, the Office of ParentInvolvement is sponsoring citywide informationsessions for Hispanic parents, school staff andleaders of community Hispanic support agenciesto learn more information about the HispanicYouth Symposium — a program that will takeplace this summer. Students can apply for anopportunity to stay at the University of Maryland,Baltimore County for three days and two nights,learn about applying for college and compete forcollege scholarships.

The office also sponsors free family literacyclasses for ELL parents and non-school-agechildren, as well as parenting information and lifeskills sessions.

“I truly believe that once we can help ourparents establish themselves and become moreinformed about their responsibilities as parents,our ELL students will also become moresuccessful,” said Dillon. “As a federal refugeeresettlement site, many of our immigrants comefrom war-torn areas where their own formaleducations were disrupted. Once parents becomeinformed, they have a better understanding ofhow they can fully support their children.”

Above, Luke Dillon of theParent Involvement Office

speaks with student CristianoQuijano and his father FernandoQuijano during a hispanic youth

activities meeting. Below, TinaBarron listens in with son Joseph

during the same meeting.

Main goals of the Office of Parent Involvement

To inform parents about BCPSS School initiatives, parents rights and responsibilities. To support parents in becoming advocates for their child’s education. To provide information for parents to help support their children’s learning both at home and at

school, not only during the school year, but all year long. To identify resources by linking parents and families with support agencies which can help them

find housing, jobs, adult literacy/English Language resources and health services.To help ensure that all parents have the opportunity to become part of the decision making process

at their schools.

Parents hold keys to children’ssuccess in Baltimore schools


BY CAITLIN BOWLER

In an effort to help more of itsstruggling students earn high-schooldiplomas, the Baltimore City PublicSchool System has launched theAlternative Options Program, whichtargets middle- and high-school studentswhose educational experience has beeninterrupted—leaving them over-agedand under-credited.

The program, administered at 10school-based sites throughout the city,connects students to guidancecounselors who develop learning plansthat allow each student to fulfillacademic requirements and allow forservice options that can lead to jobs orcollege careers after graduation. Theprogram offers flexible scheduling toensure that students can meet academicand family or work obligations andprovides ample access to tutors in allsubjects. It also includes access to otherservices to help students addresssignificant issues that may be affectingtheir academic performance.

Florence Johnson, director ofExtended Learning Programs in theBCPSS, has shepherded the programthrough its inaugural year and said it isfilling a critical need within theBaltimore School System, and theresponse from students has beenimpressive.

“There are numbers of kids callingevery day and parents calling to gettheir children in. Other schools arereferring students each week,” saidJohnson. “Many of these kids arefacing tough challenges in their livesand this program is designed to give

them the resources and guidance theyneed to finish school and preparethemselves for the workplace. Thisincludes tutors, but also social workers,psychologists, and advocates who canwork with them to meet all theirobligations.”

The program is open to all youngadults age 16-24 who have left schoolfor any number of reasons and haverealized that they need to return toschool in order to successfully enter theworld of work or finish requirements inorder to pursue post-secondaryeducation. As of April 5, there were1,224 students enrolled in the programand 164 students had receivedcounseling services.

The 10 Alternative Options Programsites throughout the city all offer similarbaseline services—academic programsthat help students work towards a high-school diploma through directinstruction and online course work, andaccess to tutors. However, some of thesites are tailored to meet the needs ofstudents at different academic levels indifferent life situations.

The Career Academy offers programsfor students who have met academicstandards and who want to focus onworkplace training. There are currently30 students in an apprenticeshipprogram through the Career Academy.In contrast, the Laurence G. PaquinMiddle/High School provides alternativeprograms for expectant and parentingadolescents and, through the AlternativeOptions Program, has recently beenexpanded to include young women whoare over-aged and under-credited.

The program also offers extra-curricular opportunities at different sites,such as violence-prevention workshops,self-esteem discussions for women,cultural enrichment trips, drawinginstruction, and volunteer sessions at thelocal food bank.

An important component to theprogram’s success has been thepartnerships with establishedorganizations in the city, including theBaltimore Urban League, BaltimoreCity Community College, and theMayor’s Office.

Ultimately, the goal of the AlternativeOptions Program is straightforward.“We want to get more young people offthe streets and back in school,” saidJohnson. “We have been decreasing thedropout rate over the past three to fouryears. We want to continue to impactstudents and keep them in school.”

For more information, contact theregistration center at Dr. RolandPatterson Academy, 5th Floor; 4701Greenspring Ave., Baltimore, MD,21215, or call 410-962-1901.

Alternative Options student Tacola Reeves works with teacher Dr. Agnes Taguines.

Alternative Options Program helpsbring at-risk students back on track

BY RICH FAHEY

The Baltimore schools are on schedule to meet or exceed staterequirements to eliminate excess capacity, an important cog in thereform process and part of the system’s Master Plan forimprovement.

Phase II of the Facility Solutions plan has been adopted by theBCPSS Board of School Commissioners. It calls for closing 10schools over the next three years. By the end of the process in2009, about 12 million square feet of excess school space will havebeen taken off the books, 19 school buildings closed and about 15percent of the city’s school capacity eliminated.

A continuing decrease in enrollment is one of the reasons for theconsolidation. Enrollment in the BCPSS was once 125,000students, but this year it is 82,381, and it is expected to continue todecrease to 76,500 by 2011.

The average age of city school buildings is now 38 years, and thestate of Maryland is requiring the city to reduce its excess capacityby at least 12 percent before funds will be allocated under a 10-year,$2.7 billion plan to replace and improve BCPSS facilities.

The state has also asked the city to eliminate its backlog ofschool capital projects and to implement an aggressive preventivemaintenance program, two areas where the BCPSS has made greatstrides recently, according to Chief Operating Officer J. KeithScroggins.

The BCPSS has petitioned the state to allow the city to deductschool space dedicated to community use from the total squarefootage, which would mean some schools slated for closure wouldstay open.

As with Phase I of the facility closings, the public has beenheavily involved in the process.

Among the Phase II highlights:There were some 700 participants in the process; 30 Planning

Area Committee Meetings held from October-December 2006;five Citywide Steering Committee meetings held betweenSeptember 2006-January 2007; and weekly meetings with AreaAcademic Officers and facilities staff since October.

Ten schools were recommended and approved for closure in2007 under the Code of Maryland Regulations. Pimlico MiddleSchool, Thomas G. Hayes Elementary School, Augusta FellsSavage Institute and the Dr. Lillie M. Jackson School are all slatedto close this summer. Students from Dunbar High, which is beingrenovated, will move to the Thomas G. Hayes site, while theAugusta Fells Savage Institute will relocate temporarily to theHarlem Park Middle School facility.

Southeast Middle School and Thurgood Marshall Middle Schoolwill close in the summer of 2008, and Lombard, Hamilton, andCanton middle schools will close in the summer of 2009. LafayetteElementary School will also be closed. Thurgood Marshall willstop admitting sixth- and seventh-graders for next school year;Hamilton will stop admitting sixth-graders.

As part of the move away from the traditional middle school tothe K-8 model, 12 new Pre-K-grade 8 schools will add a sixthgrade next fall, while 13 schools previously designated K-8 willadd seventh grades next fall.

Three public hearings in compliance with COMAR were held inFebruary. The COMAR process considers eight factors indetermining which buildings should be closed, including the ageand condition of the buildings, the percentage of utilization, andthe racial composition of the student body. Schools are thenranked.

Schools take steps to meet reform goals

Many of these kids are facing tough challenges in

their lives and this program isdesigned to give them the

resources and guidance theyneed to finish school and

prepare themselves for theworkplace.

“

”Florence JohnsonDirector of Extended Learning Programs


BY CASEY SHEEHAN

In the empty, gravel play lot that sits at the base of the Mount Washington School,parents, teachers and administrators share a vision of creating a haven for outdoorlearning.

Replacing the asphalt with grass, plants and trees, and instituting benches,climbing space, a labyrinth and an amphitheater, the Mount Washington communityhopes its revitalization efforts will yield not only a more beautiful space, but a moreuseful one.

The Outdoor Classroom project took root in 2005 when the City of Baltimoredeemed the school’s old wooden play structure unfit and removed it. Inspired totake action, the Outdoor Classroom committee — a subcommittee of the PTO —formed.

“It started out small,” said Outdoor Classroom Committee Chair Becky Redett.“Two years ago, we had a community artist come in to do a project with thechildren, and when she saw the prospects of the playground, she challenged us tocome up with a plan.”

Proposing an area to encourage artistic expression, academic instruction, socialgatherings and free play, the committee set a goal to raise $250,000 and completethe project for the 2007-2008 school year.

To date, the committee has raised more than $157,000. The project has receivedgrant support from the Mayor’s Neighborhoods First Capital Grant, the LeidyFoundation, Alex. Brown and Sons Charitable Trust, the Macht Philanthropic Fund,the Mary and Kathleen Harriman Foundation, the Lockhart Vaughan Foundation,the Neighborhood Design Center and Whole Foods Market.

A community appeal has yielded more than $55,000. At the student level, thecommittee set a goal to raise $1,000 by the end of the year through a penny drive. Injust the first month, the 300-member student body collected an impressive 49,000pennies.

“It’s important that the kids take part in this and feel a sense of ownership,” saidMonika Springer Schnell, committee treasurer.

“We got everyone involved, working together to put this together — the parents,staff, community members and students,” said Principal Dr. Thomas Shepley.

Project advocates see the Outdoor Classroom as a neighborhood centerpiece andanticipate that community members will be able to take advantage of the 150-personseating area.

Mount Washington, which is also applying for Green School status, will use theOutdoor Classroom as an integral part of everyday learning.

Mount Washington Elementary School parents, back row from left, Delilah Randolph, Jill Levin, Monika Springer-Schnell,Rebecca Bainum and Becky Redett pose with their children, from left, Alexis Randolph, Carly Redett, Denise Edwards, JuliaBainum, Eugene Schnell and Anna Levin, at the location of the school’s proposed outdoor classroom.

Jordan Vonder Haar, a kindergartner at Mt. WashingtonElementary School, demonstrates how pennies are being collected for the school’s proposed outdoor classroom.

BY RICH FAHEY

A large part of the BCPSS MasterPlan has to do with management offacilities. Repairs and improvementto existing schools have become aBCPSS priority in recent years.

Two major renovation projectsbeginning in Fiscal 2008 will be theCarver Center for the Arts, which isundergoing a two-year, $28 millionmakeover, and Dunbar High School,which is undergoing a two-yearrenovation project worth $37 million.

Those are the largest in what ChiefOperating Officer J. Keith Scrogginssays are 51 systemic projects on theboard for Fiscal 2008’s CapitalImprovement Campaign asBaltimore schools have graduallyeliminated what was a backlog in theawarding of contracts for neededschool improvements.

The BCPSS has alreadycommitted $18 million towards theprojects and Scroggins is hopeful ofreceiving between $50-55 millionfrom the state in what will be thefirst budget of Maryland Gov. MartinO’Malley, the former mayor ofBaltimore.

The figures being mentioned at thestate level would mark a healthyincrease from the $39 million thestate contributed in Fiscal 2007.

“I think the increase would be asign that we’re using state fundsefficiently,” said Scroggins.

Scroggins said that while some ofthe spending will be done on schoolsslated to receive students as part ofPhase II of the Facility Solutionsplan, the spending is going on city-wide.

“I know there’s a perception thatwe’re just spending money on thereceiving schools, but that’s not thecase,” said Scroggins.

In Fiscal 2007, there was $33.8million spent on the 37 schoolsreceiving students in Phase I of theFacility Solutions plan.

There have been other majorimprovements to the schools, such asthe $100 million spent on ESCOs, orenergy services, including newfaucets, lighting, boilers andwindows. These improvements havegenerated huge savings in energyexpenditures and maintenancespending in the past 18 months.

Mount Washington School plans outdoor classroom

Majorrenovationprojects setto begin

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a 100 percent college acceptance rate atfour-year schools. Western also had thehighest percentage of students to actuallyattend four-year schools.

The only single-sex school in theBCPSS has a population of 830 students,drawn from neighborhoods throughout thecity and a group that is racially, ethnicallyand socio-economically diverse.

Matthews thinks young women tend tothrive in an atmosphere where, everywherethey turn, there are people just like them inpositions of leadership and responsibility.

They had a chance to see that possibilityup close recently when the 100-strongvoices in the school choir performed at theinauguration ceremonies for new MayorSheila Dixon.

“One advantage is they’re notcompeting with the boys for everything,”said Matthews. “Here they are the end-alland be-all of everything. This is anatmosphere where the girls stand on theirown.”

“In an all-girls environment, you canfocus,” said student Ashley Fitzgerald.“There are no distractions. You feel morecomfortable.”

One change Western is making is toadopt a uniform policy for the next schoolyear.

“Even though the students aren‘tcompeting for boys, we have to competewith the fashion magazines when it comestime to dress for school ,” said Matthews.“We’re hoping the uniforms give studentssome guidance on how to dress when itcomes to the workplace.”

Students who apply to Western areevaluated on a number of factors,including standardized test scores, grades,attendance records, etc. Other studentsmay come to the school from private orparochial schools. Matthews said theschool has seen an influx of Muslimstudents, since some Muslims favor single-sex schools.

“We try to look at the whole child whenmaking a decision,” she said.

A liberal-arts, college-preparatory

school, Western offers two academicprograms: accelerated college preparatoryand honors college preparatory. Theaccelerated college preparatory programnot only provides students an opportunityto cover four years of high school ingrades 9-11, but also enables them topursue advanced placement or college-level work. The program was organized in1933 in cooperation with GoucherCollege.

The school also sponsors more than 40clubs, organizations and athletic teams.

Matthews has been at Western since1981; this is her first year as principal. Shesaid a veteran and seasoned faculty isanother reason for the school’s continuedsuccess, as are the alumnae who serve asrole models and return for Unity Day.

Western graduates of today can followin the footsteps of Henrietta Szold, founderof Hadassah; Judge Sarah TilghmanHughes, who swore in Lyndon B. Johnsonas president; and award-winning actorsMildred Dunnock, Trazana Beverly, andAnna Deavere Smith.

100 percent of Western High SchoolClass of 2006 accepted to 4-year colleges

WESTERN: from Page 1

Ines Gouri of Western High School participates in aclass discussion.

BY RICH FAHEY

The number of charter schools operating under the aegisof the Baltimore City Public School System continues toexpand. Pending the completion of contracts, the sixnew schools that will open this fall join the 16 already

operating are:The Baltimore International Academy, a Grade K-8

language immersion school, is based on the model ofthe Robert Goddard School in Prince George’s County.

The Wolfe Street Academy, a former public school that seeks toserve students who are economically disadvantaged or have

limited English-speaking ability, will be operated by theBaltimore Curriculum Project.

Independence Local I will have an innovativecurriculum and be operated by the same groupoperating another charter school (Connexions) in thecity. The model is based on the MET School in

Providence R.I. that has a demonstrated record ofsuccess. The educational program is innovative andsmall (84 pupils in Year 1, and 112 at capacity).

Dr. Rayner Browne School, an elementary schoolbeing converted to a charter school, will be operatedby the Baltimore Curriculum Project, which has beenassociated with the school for several years. Itproposes to continue the delivery of special-education

services in the current manner, using BCPSS staff andresources.

The Bluford Drew Jemison school, targetingmath, science, and technology in the

middle-school grades, will concentrateon African-American males; the

school building would be open from 7 a.m. -7 p.m. and on Saturdays tooffer enrichment activities and remedial courses to students.

Coppin Academy, operated by Coppin State University, is currently anInnovation high school, and is converting to charter status. The academyis a college-prep high school and located on a college campus. Theschool currently serves grades 9 and 10, will add grade 11 next year. Itwill keep expanding until it serves all four grades with about 100students per grade.

Laura Weeldreyer, interim director of new, charter and innovativeschools, said the operators of the six new schools have been negotiatingthree-year contracts with the BCPSS Board of School Commissioners.

Charter schools are public schools open to all students and staff. Themajor difference from other schools is that they operate with greaterflexibility when it comes to issues such as curriculum, finances, schoolhours and staffing. Each school must meet the state minimum of 180days of school a year.

Funding for charter schools is allocated on a per-pupil basis set bystate law. That law is currently the subject of litigation.

Weeldreyer said her office realizes it takes any new school time towork out the kinks and get on its feet. At the end of the year, a report oneach school is made to the school board, including data on test scores,enrollment, suspensions, etc.

An annual on-site review team from the BCPSS and other externalexperts meet with parents, students, and teachers to review progress.

“When we’re reviewing a school with a certain type of curriculum, wetry and find an expert in that curriculum to be part of the review,” saidWeeldreyer.

The board can also take action against a school before the end of acontract if students’ health or safety is threatened or the operators areguilty of neglect. “At the end of the contract, the decision to renew or notis up to the board,” said Weeldreyer.

CharCharting their oting their own courwn coursessesNumber of Charter Schools in Baltimore City continues to rise

City Neighbors Charter School student Jamera Givens works on an art project.



Abbottston ElementaryAshley Dobson has been selected as

a 2007 Carson Scholar. She willreceive a $1,000 scholarship awardthat will be invested for her collegeeducation, a medal and a certifi-cate. Also, to honor her accom-plishment, Abbottston will receive atrophy to proudly display.

Ashley is one of 2,800 students fromacross the country to be named aCarson Scholar. Their academicachievements and service to theircommunities are what makes themstand out as the future leaders oftomorrow.

A committee of teachers volunteeredto implement six additional after-school clubs, including sports, cul-ture dance, Hip-Hop dance, charm,Abbottston Book Club, and art andgarden.

Brehms Lane Elementary SchoolKevin Clash, the puppeteer behind

Sesame Street’s “Elmo,” deliveredthe keynote address to BrehmsLane students during two school-wide Career Day assemblies onApril 26. A Baltimore native whogrew up in Turner’s Station, Clashis an accomplished puppeteerwhose characters also include“Clifford the Big Red Dog,” and“Hoots the Owl.”

Dr. Rayner Browne ElementaryStudents competed in the Maryland

Scholastic Team ChessChampionships on March 3,emerging as Varsity Primary StateChampions. They defeated thedefending state champs fromMontgomery County.

Cross Country Elementary/MiddleThe school’s chess team -- a first

year team, composed of noviceplayers -- were JV PrimaryChampions of the MarylandScholastic Team ChessChampionships. Third-grader ChrisJohnson won an individual plaqueas the top board one player in theprimary JV division. Fourth-graderDevon Campbell was awarded aplaque for top board one player inthe elementary JV division.

Curtis Bay ElementaryThe U.S. Coast Guard members at

Hawkins Point in Baltimore havecome to the rescue of the stu-dents, parents, and staff of CurtisBay Elementary School. This part-nership, under the leadership ofCoast Guard Cap. Paul Roden,Partner in Education (PIE) coordi-nator Dave Parker, and Civil RightsOfficer Gloria Townes, providestutors and mentors to work with378 students in grades pre-K-5.The 30 Coast Guard volunteers aregiven hours during the school dayto tutor students. Their supportenables our students to improvetest scores. The Coast Guard

personnel also serve as mentors tostudents who have absent parents,have anger management issues, orare dealing with grief due to theloss of a loved one.

These brave men and women whoprotect our country have givinghearts as well. They observed dur-ing their many visits to our schoolthat many of our students arrivedwithout the proper attire to endurea long walk to school. As a result,the Coast Guard personnel decid-ed to provide every student whowas in need a new coat, gloves,scarf and hat.

Falstaff ElementaryUnder the direction of principal Dr.

Faith Hibbert, Falstaff School pro-motes a vibrant teaching and learn-ing community for all students andstaff. The school is proud to offerthe following activities and pro-grams: Dance Club, Chess Club,School Choir and Art Club.

The school has also been involved inmany projects that help other chil-dren. Students participated in theSt. Jude Children’s ResearchHospital project for two consecu-tive years, collected more than$300. They also participated in theHarvest for the Hungry for theState of Maryland. Students col-lected more than 20 bags of non-perishable items for needy families.

Hampstead Hill Elementary/MiddleHampstead’s chess team claimed a

victory as a K-8 school in the mid-dle school division of the statechess championships. The teamwas awarded JV Middle StateChampions.

Alexander Hamilton ElementaryFourth-grader Cameron Rose, whose

picture appeared on the front pageof the first edition of The BaltimoreCity Educator, fifth-grader DoncheGolder (Alexander Hamilton’sCarson Scholar for 2007), andfourth-grader Rose Jackson camein 10th place in the Intermediatedivision of the State ChessChampionship at TowsonUniversity.

Harrison Larkins, a third-grader, is ahero. While shopping at the EllicottCity Walmart on March 17,Harrison’s mom was feeling dizzy.By the time she got to the car, shepassed out at the wheel. Harrisonquickly called 911 and calmlyreported that his mom had passedout at the wheel of the car. He indi-cated that she was probably slip-ping into a diabetic coma. He gavenot only the location of the inci-dent, but the row and aisle wherethe car was parked. He also stoodoutside the car and waved theambulance and police to the car.The dispatcher, police, and ambu-lance driver said that Harrisonremained calm and gave all thepertinent information. He also tookout his mom’s identification andwas able to tell the emergency-room staff what medicine shetakes. Harrison also knows how toadminister his mom’s insulin.

Hazelwood Elementary A mock election was held by the mid-

dle school where the president ofthe city’s Election Commission,Armstead Jones, was invited. ForUniform Day, sponsored byForeman Mills, every studentreceived three free uniforms.Students wrote original poems forBlack History Month. More than 75students attended the Stanford 10Saturday program for grades 1-2.

Sinclair Lane ElementarySinclair Lane Elementary School will

hold its third annual Spring Fair onJune 7 from 9 a.m. to 2 p.m.Family, friends, community, stu-dents and teachers will celebratethe learning that has taken placethroughout the school year.

Northwood Elementary Northwood Elementary School’s

motto is “We are Fierce aboutLearning.” The goal is to educatethe whole child, form positive part-nerships, and involve parents andthe community in the education ofthe students. Staff members pro-vide students with opportunities togrow physically and mentally.Challenges are opportunities forstudents and staff members tostretch their minds to find solutionsthat will allow the school to moveforward to reach our goals.

Pimlico ElementaryPimlico School strives to provide a

learning environment that is engag-ing, safe and conductive to learn-ing. Partners include the BaltimoreCity Fire Dept. Engine Company#29, B-Spirit after-school program,General Motors, Pimlico Racetrack,the women of Grace PresbyterianChurch, Sinai Hospital and SocialSecurity Administration.

Students were citywide champions atthe Baltimore Kids Chess Leaguetournament, held on March 24.

Windsor Hills ElementaryOn March 30, Windsor Hills students

Myesha Burden, De’aja Moody,Talia Randal, Kierra Peete, DiarraMitchell, Bryanna Barbour andRaqwell Manning were invited to aspecial reception at the BaltimorePublic Works Museum. The stu-dents, along with library/mediaspecialist Cindy Marcoline, wererecognized for their essays abouttheir dream for Baltimore, alongwith artwork that illustrated theirideas. The school was invited toparticipate in this activity sponsored by the Mayor’s Office.

William H. Lemmel MiddleWilliam H. Lemmel Middle School has

launched its second year of thesystemic Gifted and TalentedEducation Program with great suc-cess. Throughout the course of thisschool year, students in the

G.A.T.E. Program have partneredwith the Walter’s Art Museum inBaltimore to conduct artifact analy-sis and hands-on lessons and fieldexperiences; engaged in interactivelabs with the Traveling ScienceCenter; conducted primary-sourceresearch at the Maryland HistoricalSociety; and researched African-American history and heritage atthe Enoch Pratt Free Library’sSpecial Collections Department.

Students had the opportunity to bethe only Baltimore City middleschool present at the BCPSSpress conference to kick off BlackHistory Month in the city. Thepress conference was held at thenew Frederick Douglass IsaacMyers Maritime Museum. Eighth-grade student Kevin Gillespie gavea speech on African-American his-tory and how it is presented in theschool.

Eighth-grade students participated inthe 2007 Maryland Future CityCompetition at the MarylandMuseum of Industry. For the firsttime since the competition wasestablished, William H. Lemmelbrought home several top honorsincluding second place in the over-all competition and the People’sChoice Award.

Roland Park MiddleIt’s spring, and things are blooming at

Roland Park. The school complet-ed its first International Week, fea-turing songs, dance, food, speak-ers, and costumes from around theworld. The annual May Mart willbe held on May 12. It is a day offood, games, crafts and fun. AlumniDay is May 17. To stay posted onwhat’s coming up at Roland Park,please visit the school’s new Website at www.rolandparkpublic.org.

William S. Baer SchoolThe Baer School was founded in

1933 for students with polio.Through the years, the Baer Schoolhas seen many significant changesin its population. The children havebecome increasingly more depend-ent on medical technology, moremedically fragile and economicallydeprived. The school continues toprovide quality services to childrenfrom throughout Baltimore withmultiple disabilities. The childrenare enrolled as young as three andour older students “age-out” orgraduate at age 21.

Students with exceptional needsreceive special-education services,occupational and physical therapy,speech, vision, adapted physicaleducation as well as art and aquat-ic therapy. An emphasis is placedon physical therapy and the M.O.V.E. (Mobility Opportunities ViaEducation) Program. The BaerSchool serves as an internationalM.O.V.E. site. Additionally, medicalsupport is provided to meet theneeds of the children.

The school has been chosen by thePaint and Powder Club to be arecipient of the proceeds from theclub’s annual theatrical production.The Paint and Powder Club is anorganization that has been helpingworthy causes and schools aroundthe region for almost 115 years.Baer School and the MarylandConservatory of Music will sharethe proceeds – expected to amountto more than $50,000 – from theclub’s three-day original theatricalproduction, “Mustang Margie,”May 3-5.

Baltimore Polytechnic InstituteBaltimore Polytechnic Institute

announced its powerful visionstatement: To Create the NextGeneration of World Leaders.Since 1883, Poly has been the oneof the leading learning institutionsin Maryland. In addition to excitingnew offerings including forensics,genetics, anatomy and physiology,Poly’s engineering departmentopened the first phase of what theschool is calling the “Poly Labs.”These labs, which are similar innature to the intensity and creativi-ty of the famed Bell Labs, areplaces where there is an expecta-tion that new things will be creat-ed. One of the labs is the ROBARTLab (a combination of robotics andart). The hope is that the technolo-gy will push the art and the art willpush the technology.

Reginald F. Lewis HighThe Baltimore Citywide Dance

Symposium was held on at CoppinState University. The Reginald F.Lewis High School Modern DanceTeam captured the audience andjudges with their upbeat perform-ance to excerpts from the hit movie“Drum Line.” They were rewardedwith a trophy for best costume thatshowed off school colors of blackand silver.

The Reginald F. Lewis High School ofBusiness and Law Chess Teamcompeted in the MarylandScholastic Team Championship atTowson University. In spite of beingranked last in their division, andthis being the first tournament inwhich they participated, the teamplaced fifth in the high school juniorvarsity section. The winning teammembers are: Gregory Burley,Nathaniel Wright, Jameel Wilsonand David Dillard. The teamreceived a trophy for their efforts.

Jasmine Vaughn is the recipient of aBen Carson Scholarship. She is inthe 10th grade and president of theClass of 2009.

Liberal Arts AcademyThe Liberal Arts Academy has a

focus on credit recovery and accel-eration. The school has a popula-tion of over-age students with mini-mum credits and the majority ofthese students have progressed tograde level and graduation. This isachieved through focus on smallclassrooms, individualized instruc-tion and a strong mentoring com-ponent.

MiddleSchool

High Schools/Special Programs

Baltimore City

Early Childhood,Elementary/ K8


BALTIMORE CITY PUBLIC SCHOOLS

Abbottston Elementary - 50Angela Faltz, Principal1300 Gorsuch Ave., Baltimore 21218410-396-6447

Arlington Elementary - 234Terrelle Gray, Principal3705 W. Rogers Ave., Baltimore 21215410-396-0567

Armistead Gardens Elementary - 243Sofia Glasson, Principal5001 E. Eager St., Baltimore 21205410-396-9090

Arundel Elementary/Middle - 164Verna Chase, Principal2400 Round Rd., Baltimore 21225410-396-1379

Barclay Elementary/Middle - 54Trumella Horne, Principal2900 Barclay St., Baltimore 21218410-396-6387

Bay Brook Elementary - 124Lydia Lemon, Principal4301 Tenth St., Baltimore 21225410-396-1357

Beechfield Elementary - 246Deborah Barton, Principal301 S. Beechfield Avenue., Baltimore

21229410-396-0525

Belmont Elementary - 217Mary LaMartina, Principal1406 N. Ellamont St., Baltimore 21215410-396-0579

Bentalou Elementary - 150Mary Winterling, Principal220 N. Bentalou St., Baltimore 21223410-396-1385

Brehms Lane Elementary - 231Andre Spencer, Principal3536 Brehms Ln., Baltimore 21213410-396-9150

Margaret Brent Elementary - 53Dr. Jacqueline Waters-Scofield, Principal100 East 26th St., Baltimore 21218410-396-6509

Dr. Rayner Browne Elementary - 25Lisa Parker, Principal1000 N. Montford Ave., Baltimore 21205410-396-9239

Callaway Elementary - 251Joyce Middleton, Principal3701 Fernhill Ave., Baltimore 21215410-396-0604

Charles Carroll, Barrister Elementary - 34Bridgett Dean, Principal1327 Washington Blvd., Baltimore 21230410-396-5973

Walter P. Carter Elementary - 134Lily McElveen, Principal820 East 43rd St., Baltimore 21212410-396-6271

Cecil Elementary - 7James Drummond, Principal2000 Cecil Ave., Baltimore 21218410-396-6385

Cherry Hill Elementary/Middle - 159Alease Owens, Principal801 Bridgeview Rd., Baltimore 21225410-396-1392

City Neighbors Charter - 326Michael Chalupa, Principal4301 Raspe Ave., Baltimore 21206410-325-2627

City Springs School K-8 - 8Rhonda Richetta, Principal100 S. Caroline St., Baltimore 21231410-396-9165

Coldstream Park Elementary/Middle - 31Tracey Thomas, Principal1400 Exeter Hall Ave., Baltimore 21218410-396-6443

Robert W. Coleman Elementary - 142Brenda Allen, Principal2400 Windsor Ave., Baltimore 21216410-396-0764

Samuel Coleridge-Taylor Elementary - 122Sandra Graves, Principal507 W. Preston St., Baltimore 21201410-396-0783

Collington Square School - 97 Harold Eason, Principal1409 N. Collington Ave., Baltimore

21213410-396-9198

Cross Country Elementary - 247Matthew Riley, Principal6100 Cross Country Blvd., Baltimore

21215410-396-0602

The Crossroads School - 323Mark Conrad, Principal802 S. Caroline St., Baltimore 21231410-685-0295

Curtis Bay Elementary - 207Barbara Pryor, Principal4301 West Bay Ave., Baltimore 21225410-396-1397

Dickey Hill Elementary/Middle - 201Joyce Hughes, Principal5025 Dickey Hill Rd., Baltimore 21207410-396-0610

Edgecombe Circle Elementary - 62Herbert Miller, Principal2835 Virginia Ave., Baltimore 21215410-396-0550

Edgewood Elementary - 67Carole Green, Principal1900 Edgewood St., Baltimore 21216410-396-0532

Empowerment Academy - 262Carolyn Smith, Principal851 Braddish Ave., Baltimore 21216443-984-2381

Eutaw-Marshburn Elementary - 11Joann Hebron-Borden, Principal1624 Eutaw Pl., Baltimore 21230410-396-0799

Fallstaff Elementary/Middle - 241Faith Hibbert, Principal3801 Fallstaff Rd., Baltimore 21215410-396-0682

Maree G. Farring Elementary - 203Linda Brewster, Principal300 Pontiac Ave., Baltimore 21225410-396-1404

Federal Hill Preparatory K-8 - 45Sherry VanDyke, Principal1040 William St., Baltimore 21230410-396-1207

Fort Worthington Elementary - 85Shaylin Todd, Principal2701 East Oliver St., Baltimore 21213410-396-9161

Franklin Square Elementary - 95Terry Patton, Principal1400 W. Lexington St., Baltimore 21223410-396-0795

Frederick Elementary - 260Terry Kendall, Principal2501 Frederick Ave., Baltimore 21223410-396-0830

Furley Elementary - 206Barbara Meyers, Principal4633 Furley Ave., Baltimore 21206410-396-9094

Gardenville Elementary - 211Barbara Sawyer, Principal5300 Belair Rd., Baltimore 21206410-396-6382

Garrett Heights Elementary - 212Yetty Kearney Goodin, Principal2800 Ailsa Ave., Baltimore 21214410-396-6362

Gilmor Elementary - 107Dr. Cassandra Dixon, Principal1311 N. Gilmor St., Baltimore 21217410-462-2700

Glenmount Elementary/Middle - 235Charlotte Williams, Principal6211 Walther Avenue., Baltimore 21206410-396-6366

Govans Elementary - 213Linda Taylor, Principal5801 York Rd., Baltimore 21212410-396-6396

The Green School of Baltimore- 332Kate Primm, Principal335 W. 27th St., Baltimore 21211410-366-2152

Grove Park Elementary - 224Carla Jackson, Principal5545 Kennison Ave., Baltimore 21215410-396-0822

Guilford Elementary/Middle - 214Sheila Myers, Principal4520 York Rd., Baltimore 21212410-396-6358

Gwynns Falls Elementary - 60Hartavia Johnson, Principal2700 Gwynns Falls Pkwy., Baltimore

21216410-396-0638

Alexander Hamilton Elementary - 145Charlotte Jackson, Principal800 Poplar Grove St., Baltimore 21216410-396-0520

Hamilton Elementary/Middle - 236Barbara Harahan, Principal6101 Old Harford Rd., Baltimore 21214410-396-6375

Hampden Elementary - 55Margarett Shipley, Principal3608 Chestnut Ave., Baltimore 21211410-396-6004

Hampstead Hill Academy - 47Matthew Hornbeck, Principal500 S. Linwood Ave., Baltimore 21224410-396-9146

Harford Heights Primary - 36 1919 North Broadway, Baltimore 21213Nancy Faulkner, Principal410-396-9341

Harford Heights Elementary - 371919 North Broadway, Baltimore 21213Gail Harrison, Principal410-396-9344

Harlem Park Elementary - 35Joyce Akintilo, Principal1401 W. Lafayette Ave., Baltimore 21217410-396-0632

Dr. Bernard Harris, Sr. Elementary - 250Lucretia Coates, Principal1400 N. Caroline St., Baltimore 21213410-396-1452

Thomas G. Hayes Elementary -102Sean Conley, Principal601 North Central Ave., Baltimore 21202410-396-9268

Hazelwood Elementary/Middle - 210Sidney Twiggs, Principal4517 Hazelwood Ave., Baltimore 21206410-396-9098

Matthew A. Henson Elementary - 29Carla Bragg, Principal1600 N. Payson St., Baltimore 21217410-396-0776

Highlandtown Elementary - 215Nancy Fagan, Principal3223 E. Pratt St., Baltimore 21224410-396-9381

Highlandtown Elementary - 237Prentice Moore II, Principal3500 Foster Ave., Baltimore 21224443-984-2792

Highlandtown Elementary - 215Nancy Fagan, Principal3223 E. Pratt St., Baltimore 21224410-396-9381

Hilton Elementary - 21Patricia Hall, Principal3301 Carlisle Ave., Baltimore 21216410-396-0634

Holabird Elementary - 229Dr. Vera Bethune Stewart, Principal1500 Imla St., Baltimore 21224410-396-9086

John Eager Howard Elementary - 61Erma Jefferson, Principal2011 Linden Ave., Baltimore 21217410-396-0837

Langston Hughes Elementary - 5Gloria Pulley, Principal5011 Arbutus Ave., Baltimore 21215410-396-7827

Inner Harbor East Academy for YoungScholars- 329

Maria Dent, Principal200 N Central Ave., Baltimore 21202410-276-0306

Dr. Lillie M. Jackson AlternativeElementary - 288/315

Dr. Dawn Downing, Principal1501 Ashburton St., Baltimore 21216410-396-0540

Thomas Jefferson Elementary - 232Wendy Leishear, Principal605 Dryden Drive, Baltimore 21229410-396-0534

Thomas Johnson Elementary - 84James Sasiadek, Principal100 E. Heath Street., Baltimore 21230410-396-1575

Johnston Square Elementary - 16Laura Lyde, Principal1101 Valley St., Baltimore 21202410-396-1477

Lafayette Elementary - 202Marilyn Jackson, Principal1101 Braddish Ave., Baltimore 21216410-396-0518

Lakeland Elementary/Middle - 12Jacqueline Ferris, Principal2921 Stranden Road, Baltimore 21230410-396-1406

Lakewood Elementary - 86Iris Harris, Principal2625 Federal St., Baltimore 21213410-396-9158

Leith Walk Elementary - 245Edna Greer, Principal1235 Sherwood Ave., Baltimore 21239410-396-6380

Liberty Elementary - 64Beverly Woolford, Principal3901 Maine Ave., Baltimore 21207410-396-0571

Lokerman-Bundy Elementary - 261Cynthia Cunningham, Principal301 N. Pulaski St., Baltimore 21223410-396-1364

Lyndhurst Elementary - 88Tanya Wilson, Principal621 Wildwood Pkwy., Baltimore 21229410-396-0503

George Kelson Elementary/Middle - 157Kevin Parsons, Principal701 Gold St., Baltimore 21217410-396-0800

Francis Scott Key Elementary/Middle - 76Mary Booker, Principal1425 E. Fort Ave., Baltimore 21230410-396-1503

Dr. Martin Luther King Jr. Elementary - 254Sharon Bullock, Principal3750 Greenspring Ave., Baltimore 21211410-396-0756

James McHenry Elementary - 10Judith Dixon, Principal31 S. Schroeder St., Baltimore 21223410-396-1621

Midtown Academy - 321Kathy O’Hanlon, Principal1398 Mt. Royal Terr., Baltimore 21217410-225-3257

Medfield Heights Elementary - 249Debbie Thomas, Principal4300 Buchanan Ave., Baltimore 21211410-396-6460

Montebello Elementary Jr. Academy - 44Camille Bell, Principal2040 E. 32nd St., Baltimore 21218410-235-4801

Moravia Park Pre K-8 Campus - 105Mary Tridone, Principal6001 Frankford Ave., Baltimore 21206410-396-9096

Early childhood/elementary/K-8 Schools

BALTIMORE CITY PUBLIC SCHOOLSMorrell Park Elementary/Middle - 220Vickie Lawson, Principal2601 Tolley St., Baltimore 21230410-396-3426

Samuel F. B. Morse Elementary - 98Sheila Mitchell, Principal424 S. Pulaski St., Baltimore 21223410-396-1355

James Mosher Elementary - 144Cascelia Spears, Principal2400 Mosher St., Baltimore 21216410-396-0506

Mount Royal Elementary/Middle - 66Carolyn Freeland, Principal121 McMechen St., Baltimore 21217410-396-0864

Mount Washington Elementary - 221Thomas Shepley, Principal1801 Sulgrave Ave., Baltimore 21209410-396-6354

Lois T. Murray Elementary- 313Roslyn Canosa, Principal1600 Arlington Ave., Baltimore 21239410-396-7463

New Song Academy - 322Susan Tibbels, Principal1530 Presstman St., Baltimore 21217410-728-2091

Dallas F. Nicholas Sr. Elementary - 39Irma Johnson, Principal201 E. 21st St., Baltimore 21218410-396-4525

North Bend Elementary - 81Helen Shelton, Principal181 North Bend Rd., Baltimore 21229410-396-0376

Northwood Appold CommunityAcademy- 330

Virginia Richardson, Principal4417 Loch Raven Blvd., Baltimore 21218410-323-6712

Northwood Elementary - 242Edward English, Principal5201 Loch Raven Blvd., Baltimore 21239410-396-6377

William Paca Elementary - 83Dr. Mary Minter, Principal200 N. Lakewood Ave., Baltimore 21224410-396-9148

Graceland Park-O’Donnell HeightsElementary - 240

Wayne Law, Principal6300 O’Donnell St., Baltimore 21224410-396-9083

Patapsco Elementary/Middle - 163Dr. Marvin Darden, Principal844 Roundview Rd., Baltimore 21225410-396-1400

Patterson Park Public Charter - 327Jennifer Ciavirella, Principal27 N Lakewood Ave., Baltimore 21224410-558-1230

Pimlico Elementary - 223Orrester Shaw, Principal4849 Pimlico Rd., Baltimore 21215410-396-0876

William Pinderhughes Elementary - 28Brenda Hubbard, Principal1200 North Fremont Ave., Baltimore

21217410-396-0761

Dr. Nathan Pitts-AshburtonElementary/Middle - 58

Lucy Miller, Principal3935 Hilton Rd., Baltimore 21215410-396-0636

Sarah M. Roach Elementary - 73Sheila Hale, Principal3434 Old Frederick Rd., Baltimore 21229410-396-0511

Mary E. Rodman Elementary - 204Jerome Butler, Principal3510 West Mulberry St., Baltimore

21229410-396-0508

Calvin Rodwell Elementary - 256Sandra Adams, Principal3501 Hillsdale Rd., Baltimore 21207410-396-0940

Commodore John Rogers Elementary - 27Dawn Shirey, Principal100 North Chester St., Baltimore 21231410-396-9300

Rognel Heights Elementary/Middle - 89Ivy Hill, Principal4300 Sidehill Rd., Baltimore 21229410-396-0528

Roland Park Elementary/Middle - 233Carolyn Cole, Principal5207 Roland Ave., Baltimore 21210410-396-6420

Rosemont Elementary/Middle - 63Sandra Ashe, Principal2777 Presstman St., Baltimore 21216410-396-0574

John Ruhrah Elementary - 228Mary Donnelly, Principal701 S. Rappolla St., Baltimore 21224410-396-9125

Sharp-Leadenhall Elementary- 314James Linde, Principal150 W. West St., Baltimore 21230410-396-4325

Sinclair Lane Elementary - 248Roxanne Thorn-Lumpkins, Principal3880 Sinclair Ln., Baltimore 21213410-396-9116

Southwest Baltimore Charter - 328Turi Nillson, Principal31 S. Schroeder St., Baltimore 21223443-980-9016

Steuart Hill Academy - 4Marsha Powell, Principal30 S. Gilmor St., Baltimore 21223410-396-1387

Furman L. Templeton Elementary - 125Evelyn Randall, Principal1200 N. Pennsylvania Ave., Baltimore

21217410-462-9560

Tench Tilghmann Elementary - 13Charletta Logan-Generette, Principal600 North Patterson Park Ave., Baltimore

21205410-396-9247

Harriet Tubman Elementary - 138Yvonne Cumion, Principal1807 Harlem Ave., Baltimore 21217410-396-1362

Violetville Elementary/Middle - 226Catherine Reinholdt, Principal1207 Pine Heights Ave., Baltimore 21229410-396-1416

George Washington Elementary - 22Susan Burgess, Principal800 Scott St., Baltimore 21230410-396-1445

Waverly Elementary/Middle - 51Brenda Abrahms, Principal3400 Ellerslie Ave., Baltimore 21218410-396-6394

Westport Elementary - 225Dr. Barbara Johnson, Principal2401 Nevada St., Baltimore 21230410-396-3396

Westside Elementary - 24Havanah Kenlaw, Principal2235 N. Fulton Ave., Baltimore 21217410-396-0628

Windsor Hills Elementary - 87Carmen Holmes, Principal4001 Alto Rd., Baltimore 21216410-396-0595

General Wolfe Elementary - 23Mark Gaither, Principal245 S. Wolfe St., Baltimore 21231410-396-9140

Woodhome Elementary/Middle - 205Christine Skowrunski, Principal7300 Moyer Ave., Baltimore 21234410-396-6398

Dr. Carter G. WoodsonElementary/Middle - 160

Patrick Harris, Principal2501 Seabury Rd., Baltimore 21225410-396-1366

Yorkwood Elementary - 219Deborah Sharpe, Principal5931 Yorkwood Rd.., Baltimore 21239410-396-6364

Calverton Middle - 75Dr. Marjorie Miles, Principal1100 Whitmore Ave., Baltimore 21216410-396-0581

Canton Middle - 230Tami Nielsen, Principal801 S. Highland Ave., Baltimore 21224410-396-9172

Chinquapin Middle - 46Jack Wilson, Principal900 Woodbourne Ave., Baltimore 21212410-396-6424

ConneXions Leadership Academy - 325Dana Polson/Rodney Powell, Principal2801 N. Dukeland Ave., Baltimore 21216443-984-1418

Diggs-Johnson Middle - 162Camille Smith, Principal1300 Herkimer St., Baltimore 21223410-396-1572

Paul L. Dunbar Middle - 133Crystal Ashe, Principal500 N. Caroline St., Baltimore 21205410-396-9296

Benjamin Franklin Middle - 239Paul Llufrio, Principal1201 Cambria St.., Baltimore 21225410-396-1373

Garrison Middle - 42Isiah Hemphill, Principal3910 Barrington Rd., Baltimore 21207410-396-0735

Hamilton Middle - 41Dr. Joann Cason, Principal5609 Sefton Ave., Baltimore 21214410-396-6370

Harford Heights Middle - 263Diane Brown, Principal1919 North Broadway., Baltimore 21213443-984-3699

Harlem Park Middle - 78Teresa Lance, Principal1500 Harlem Ave., Baltimore 21217410-396-0612

KIPP Ujima Village Academy - 324Shayna Hammond, Principal4701 Greenspring Ave., Baltimore 21209410-545-3669

William H. Lemmel Middle - 79Quianna Cooke, Principal2801 N. Dukeland St.., Baltimore 21216410-396-0664

Lombard Middle - 57Valerie Hooper, Principal1601 E. Lombard St., Baltimore 21231410-396-9261

Thurgood Marshall Middle - 170Tony Edwards, Principal5003 Sinclair Ln., Baltimore 21206410-396-9102

George W. F. McMechen Middle/High -177Gwendolyn Brooks, Principal4411 Garrison Blvd., Baltimore 21215410-396-0980

Northeast Middle - 49Wanda Young, Principal5001 Moravia Rd., Baltimore 21206410-396-9218

Laurence G. Paquin Middle/High - 457Dr. Rosetta Stith, Principal2200 Sinclair Ln., Baltimore 21213410-396-9399

Dr. Roland N. Patterson Academy - 82Ester Oliver, Principal4701 Greenspring Ave., Baltimore 21209410-396-0670

Pimlico Middle - 222Donyall Dickey, Principal3500 W. Northern Pkwy., Baltimore

21215410-396-0806

Robert Poole Middle - 56Danell Lee, Principal1300 W. 36th St., Baltimore 21211410-396-6456

Southeast Middle - 255Barbara Sparrow, Principal6820 Fait Ave., Baltimore 21224410-396-9291

Stadium Elementary/Middle (4-8) - 15Ronald Shelley, Principal1300 Gorsuch Ave., Baltimore 21218443-984-2682

Booker T. Washington Middle - 130Bernard Barnes, Acting Principal1301 McCulloh St.., Baltimore 21217410-396-7734

West Baltimore Middle - 80AFaye McLean, Principal201 N. Bend Rd., Baltimore 21229410-396-0700

West Baltimore Potomac Community-80BCassandra Millette, Principal201 N. Bend Rd., Baltimore 21229410-396-0700

Winston Middle - 209Eldon Thomas, Principal1101 Winston Ave.., Baltimore 21212410-396-6356

Academy for College and CareerExploration - 427

Ivor Mitchell, Principal1300 West 36th St., Baltimore 21211410-396-7607

Acceleration Academy at Gwynn Oak - 500Al Thompson, Principal 5000 Gwynn Oak Ave., Baltimore 21207

Alternative Learning Center - 488wPatricia Shaw, Principal2801 Dukeland St., Baltimore 21216410-361-9445

Alternative Learning Center - 488EPat Hayes, Acting Principal1601 East Pratt St., Baltimore 21231410-396-1720

Augusta Fells Savage Institute ofVisual Arts - 430

Angelique Simpson-Marias, Principal200 Font Hill Ave., Baltimore 21223443-984-2833

William S. Baer School (K-12)- 301Patrick Crouse, Principal2001 N. Warwick Ave., Baltimore 21216410-396-0833

Baltimore City College - 480Timothy Dawson, Principal3220 The Alameda, Baltimore 21218410-396-6557

Baltimore Freedom Academy - 423Tisha Edwards, Principal101 S.Caroline St., Baltimore 21231443-984-2737

Baltimore Polytechnic Institute - 403Dr. Barney Wilson, Principal1400 W. Cold Spring Ln., Baltimore

21209410-396-7026

Baltimore School for the Arts - 415Leslie Shepard, Principal712 Cathedral St., Baltimore 21201410-396-1185

Baltimore Talent Development - 428Jeffrey Robinson, Principal1500 Harlem Ave., Baltimore 21217443-984-2744

Dr. Samuel L. Banks High School - 420Anthony Harold, Principal5001 Sinclair Ln., Baltimore 21206443-984-1541


Middle Schools

High Schools/Special programs


BALTIMORE CITY PUBLIC SCHOOLSCarver Vocational Technical High - 454Michael Frederick, Principal2201 W. Presstman St., Baltimore 21216410-396-0553

Central Career Academy at Briscoe - 451Paulette Burgess, Principal900 Druid Hill Ave., Baltimore 21201410-396-0771

Claremont School - 307Dr. John Butt, Principal5301 Erdman Ave.., Baltimore 21205410-545-3380

Coppin Academy - 432William Howard, Principal2500 W. North Ave., Baltimore 21216410-951-2600

Digital Harbor High School - 416Brian Eyer, Principal1100 Covington St., Baltimore 21230443-984-1256

Frederick Douglass High - 450Darine Lyles, Principal2301 Gwynns Falls Pkwy., Baltimore

21217410-396-7823

Dr. W.E.B. Dubois Senior High - 418Delores Berry, Principal2201 Pinewood Ave., Baltimore 21214410-396-6435

Paul Laurence Dunbar High - 414Roger Shaw, Principal1400 Orleans St., Baltimore 21231410-396-9478

Eager Street Academy - 370 Dr. James Scofield, Principal401 East Eager St., Baltimore 21202410-209-4091

Edmondson-Westside High - 400Delphine Lee, Principal501 Athol Ave., Baltimore 21229410-396-0685

Entrepreneurial Academy - 435Rose Bacus-Hamm, Principal2000 Edgewood St., Baltimore 21216443-984-3330

Forest Park Senior High - 406Loretta Breese, Principal3701 Eldorado Ave., Baltimore 21207410-396-0753

Harbor City Learning Center - 413Magdalen Reyment, Principal2555 Harford Rd., Baltimore 21218410-396-1513

Harbor City High - 413GMagdalen Reyment, Principal2555 Harford Rd., Baltimore 21213410-396-6241

Heritage High - 425Karen Lawrence, Principal2801 St. Lo Drive., Baltimore 21213410-396-6637

Homeland Security Academy - 434Selma Curry, Principal2000 Edgewood St., Baltimore 21216443-984-3327

Independence School - 420AHelen Atkinson, Principal101 S. Caroline St., Baltimore 21231410-467-1090

Doris M. Johnson - 426Tricia Rock, Principal2801 Saint Lo Drive, Baltimore 21213410-396-6643

Learning Co-Op - 284Judy Friedman, Principal1234 W. 36th St., Baltimore 21211410-662-8049

Liberal Arts Academy - 436LaMarge Wyatt, Principal2000 Edgewood St., Baltimore 21216410-396-0723

Reginald F. Lewis High - 419Jean Ragin, Principal6401 Pioneer Drive., Baltimore 21214410-545-1783

Maryland Academy for Technology &Math - 331

Rebekkah Gaish, Principal4701 Greenspring Ave., Baltimore 21209410-545-0955

Maritime Industries Academy - 431Marco Clark, Principal790 W. North Avenue, Baltimore 21217410-396-0242

Thurgood Marshall High - 424Russell Williams, Principal5000 Truesdale Ave., Baltimore 21206410-396-5938

Mergenthaler Vocational-TechnicalHigh - 410

Eugene Leak, Acting Principal3500 Hillen Rd., Baltimore 21218410-396-6496

National Academy Foundation - 421Ron Carey, Principal1100 Covington St., Baltimore 21230443-984-1594

New Era Academy - 422John Davis, Principal2700 Seamon Ave., Baltimore 21225443-984-2415

Northwestern High - 401Taja Gross, Principal6900 Park Heights Ave., Baltimore 21215410-396-0646

Patterson High - 405Laura D’Anna, Principal100 Kane St., Baltimore 21224410-396-9276

Renaissance Academy - 433Karl Perry, Principal1301 McCulloh St., Baltimore 21223443-984-3164

Southside Academy - 181Denise Gordon, Principal2700 Seamon Ave., Baltimore 21225410-545-3528

Southwestern High - 412Cecilia McQuaid, Principal200 Font Hill Ave., Baltimore 21223410-396-1422

Vivien T. Thomas Medical ArtsAcademy - 429

Dr. Starletta Jackson, Principal100 N. Calhoun St., Baltimore 21223443-984-2832

Upton School - 303Gloria Robinson, Principal6900 Park Heights Ave., Baltimore 21215410-396-0775

Western Senior High - 407Eleanor Matthews, Principal4600 Falls Rd., Baltimore 21209410-396-7040

Francis M. Woods Alternative High - 178Angela Seaton, Principal1001 W. Saratoga St., Baltimore 21223410-396-1290

Woodbourne Center - 372Sandra Howard Simmons, Principal900 Druid Hill Ave., Baltimore 21201410-962-7110

2007-2008 SCHOOL-YEAR CALENDAR2007-2008 SCHOOL-YEAR CALENDARAUGUST6-17 New Teacher’s Summer Institute13 Administrator’s return to work14 CEO’s Academy15-17 Area Administrators meetings20-21 New Hires (Teachers) School-based orientation22 Teachers and 10-Month employees report to work22-24 Whole-day systemic professional development27 Opening Day for Students

SEPTEMBER3 Holiday-Labor Day (Schools and offices closed)11 Primary Election-Schools closed for students and

teachers28 Whole-day systemic professional development-

Schools closed for students

OCTOBER5 Progress Reports issued to parents18 Whole-day systemic professional development

Schools closed for students19 Whole-day systemic professional development

Schools closed for students19 QUEST Conference

NOVEMBER2 End of 1st Quarter5 Beginning of 2nd Quarter6 General Election-Schools closed for students and

teachers9-16 First quarter reports issued12-16 American Education Week

16 Early release day-Parent Conferences/Records Management

17 High School Fair22-23 Holiday-Thanksgiving (Schools and offices closed)

DECEMBER14 Progress Reports issued to parents24-31 Winter Break

JANUARY1 Winter Break2 Return to School /Work15-17 High school exams15-17 Early release days for high schools only (exams)18 Early release day-Parent Conferences/Records

Management18 End of 2nd Quarter/End of 1st Semester21 Holiday-Dr. Martin Luther King, Jr. Birthday

(Schools and offices closed)22 Beginning of 3rd Quarter24-30 2nd Quarter/1st Semester Report Cards issued31 Whole-day systemic professional development


FEBRUARY1 Whole-day systemic professional development

Schools closed for students18 Holiday-President’s Day-Schools and offices closed23 Presidential primary election

Schools closed for students29 Whole-day systemic professional development


MARCH20 Whole-day systemic professional development

Schools closed for students21-28 Spring Break31 Return to School/Work31 Progress Reports Issued

APRIL8 End of 3rd Quarter9 Beginning of 4th Quarter18 Early release day-Parent Conferences/Records

Management

MAY14 Progress Reports issued to parents20-22 Final exams for seniors23 Grades closed for seniors26 Holiday-Memorial Day observed (Schools and

offices closed)30-31 High school graduations

JUNE1-2 High school graduations3-5 Final exams for high schools3-5 Early release days for high schools only (final exams)6 Closing exercises for elementary schools9-11 Closing exercises for middle schools9-11 Early release days-Parent Conferences/Records

Management12 Unless there are no weather-related closings, last

day for students and teachers


WWe’re No. 1 (6 times over) e’re No. 1 (6 times over)

BY MEAGHAN CASEY

Walking through the halls of GeorgeWashington Elementary School, the shockingpink and green walls, guided by a palette ofpost-it note hues, may capture some attention.

But of all the colors, traditional blue hastaken on a new significance this year, as theschool celebrates its Blue Ribbon status.

The school was one of six statewide to benamed a Maryland Blue Ribbon School ofExcellence by State Superintendent ofSchools Dr. Nancy S. Grasmick, making itthe sixth city school ever to receive thehonor.

“We are proud to celebrate this enormousaccomplishment,” said Dr. Charlene C.Boston, interim CEO of the Baltimore CityPublic School System. “The principals,teachers, students and staff understand thatthe pursuit of academic excellence is notdefined by race, gender or class; rather, it isdefined by a commitment to qualityinstruction and a learning environment thatsupports the development of the wholechild.”

The Blue Ribbon Schools programrecognizes and honors schools that exhibithigh performance and significantimprovement in reading and mathematics, asmeasured by Maryland’s assessments. The2006 Maryland School Assessment (MSA)data shows that more than 90 percent of allGeorge Washington Elementary studentsscored at the proficient/advanced level inreading and mathematics. On the Stanford 10,students in grades 1 and 2 scored above thenational percentile in reading andmathematics.

“When I came here four years ago, the test

scores were okay, but I thought, ‘we can dobetter,’” said Burgess. “We started with basicthings, like teaching kids how to fill in thebubbles, just to give them practice takingtests. Then we want on to tackle multiplechoice and how to eliminate answers basedon what you already know. We workedthrough practice books and the teachers havelearned how to think out loud, modeling forthe kids.”

Burgess credits the stability, dedication andhard work of the staff in propelling the schooltoward success.

“We have low teacher turnover here and agood mix of newer and more experiencedteachers,” said Burgess. “I think of thisschool as a family, and everyone knowswe’re all here for the children.”

The school is in its first year as aCommunity School, joining 27 others in

Baltimore City. As such, it supportsacademic achievement by supplementingteaching and learning with educational, youthdevelopment and family/community buildingactivities; creating shared ownership betweenthe school and the community; andmaximizing the use of the facility throughextended hours and calendar.

“We spend a lot of time, not only onacademics, but on social skills,” said Burgess.

This year, the school formed a BoysGroup, teaching young male students aboutrespect and coping with problems in a non-aggressive manner. It is also a site ofBOOST: Baltimore’s Out of School TimeInitiative, a citywide public/private venturelaunched in 2004. BOOST is designed tomake the out-of-school hours safe, enrichingand educationally inspiring for all children.Community partnerships, such as with the

University of Maryland School of Dentistry,the Pigtown Community Association and theneighboring St. Jerome’s Catholic Church,have further enriched student opportunities.Increased parental involvement through theParent Teacher Association, formed in 2003,has also been key to the academic and socialsuccess of the students.

In addition to being named a Blue RibbonSchool, George Washington Elementary wasalso named a National Title I DistinguishedSchool in recognition of student achievementon the Stanford 10 and MSA tests. GeorgeWashington and fellow Baltimore Cityschool, Graceland Park O’Donnell Heights,were the only Maryland schools to behonored this year. They are two of only 64schools nationwide to receive the distinction.

In January, Burgess attended the NationalTitle 1 School conference in Long Beach, Ca.Burgess was also invited to a State dinner inAnnapolis, in March, where she wasrecognized for the school’s Blue Ribbonstatus. In February, the school celebratedwith their own ceremony, run entirely by thestudents.

George Washington Elementary will go onto compete for National Blue Ribbon Awards,which will be announced by the U.S.Department of Education in September.

Past city schools designated as Marylandor National Blue Ribbon Schools ofExcellence are as follows: Baltimore CityCollege, #480; Baltimore PolytechnicInstitute, #403; Bentalou Elementary, #150;Patapsco Elementary, #163; and Roland ParkElementary-Middle, #233.

George Washington Elementary School students, from left, Kiara Armstrongand Berdella Gladden work together during a math lesson.

George Washington Elementary School Principal Susan Burgess, left, and teacher Raquel James pose with students.

George Washington School attains Blue Ribbon status

THE BALTIMORE CITY EDUCATOR


BY RICH FAHEY

It didn’t make a tackle or score a touchdown. But thatdoesn’t mean the Lumsden-Scott Stadium on the campuses ofBaltimore Polytechnic and Western High Schools didn’t play amajor role in the success of city high schools in the Marylandstate football playoffs.

Perennial power Dunbar High School won the Class 1Achampionship, beating Fort Hill 38-23 at M&T Bank Stadium,home of the Baltimore Ravens. Edmondson won the Class 2Achampionship the same day, beating McDonough of Pomfret,37-9, also at M&T Bank Stadium. Baltimore City CollegeHigh also had a great season, going 11-0 before losing toFranklin High of Reisterstown, 7-6, in the playoffs.

“I think the new stadium had a tremendous effect on thestudent-athletes,” said Bob Wade, director of athletics for theBaltimore City Public School System. “It gave them a sense ofidentity.”

The Baltimore Ravens, the NFL and Baltimore-area donors

contributed the $1.26 million it cost to make the improvementsto the stadium, which included Sportexe field turf (the same asM&T Bank Stadium), new lighting, and renovated publicrestrooms, locker rooms, bleachers and press box.

Dunbar has been no stranger to football success since theBaltimore schools joined the state athletic association in 1993.The school has won four state championships and representedthe city in the playoffs more than any other school. Havinganother school join them on the awards stand was amilestone, according to Wade, who said Edmondson maturedduring the season and “represented the city with a great dealof pride.”

Wade said Edmondson players said playing on the samekind of turf they played on during the season was anadvantage when it came to playing the Class 2A final at M&TBank Stadium.

Wade praised the Ravens for their continued support of thecity’s football program. The past two seasons, every city team

has worn uniforms and helmets purchased by the team.The effort to give every one of the city’s 18 schools the

Friday Night Lights experience last fall was a huge success, hesaid. Each school had the chance to play at least two games inthe new stadium, at least one of them a night game.

Some city teams had previously played night doubleheaderson the campus of Morgan State University, but the gamesproved prohibitively expensive because of the cost of staffingthe stadium.

Schools that play in Lumsden-Scott Stadium also have achance to aid their athletic programs by manning the stadium’sconcession stands when their team plays. The city provides theequipment and a recommended menu. The schools buy thesupplies and keep all the proceeds from the sales.

“We’ve had great feedback on the stadium from parents,fans and school alumni,” said Wade.

Next fall, all of the city’s schools will again get a chance toplay at Lumsden-Scott.

Dunbar and Edmondson credit new stadium for success in Maryland state playoffs

Dunbar High School beat Fort Hill to capturethe Maryland Class 1A championship.

vol. 1, no. 2 spring 2007 notable...

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