School Effectiveness Review - Baltimore City Public … Effectiveness Review 2016 - 2017 Harlem Park...

Office of Achievement and Accountability

Division of Research Services

School Effectiveness Review

2016 - 2017

Harlem Park Elementary Middle School

January, 30-31, 2017

200 East North Avenue Baltimore, Maryland 21202

www.baltimorecityschools.org

2 Baltimore City Public Schools, 2016-17

Table of Contents

Part I: Introduction and School Background ....................................................................................................... 3

Introduction to the School Effectiveness Review ............................................................................................ 3

School Background .......................................................................................................................................... 3

Part II: Summary of Performance Levels ............................................................................................................. 4

Part III: Findings on Domains of Effective Schools .............................................................................................. 5

Domain 1: Highly Effective Instruction ............................................................................................................ 5

Domain 2: Talented People ........................................................................................................................... 11

Domain 3: Vision and Engagement ............................................................................................................... 14

Domain 4: Strategic Leadership ..................................................................................................................... 18

Performance Level Rubric.................................................................................................................................. 21

Appendix A: School Report Comments ............................................................................................................. 22

Appendix B: SER Team Members ...................................................................................................................... 23


Part I: Introduction and School Background

Introduction to the School Effectiveness Review

Baltimore City Public Schools (City Schools) developed the School Effectiveness Framework and the School

Effectiveness Review process in 2009. The School Effectiveness Review (SER) uses trained school reviewers to

measure a school’s effectiveness against City Schools’ School Effectiveness Standards. The School

Effectiveness Standards are aligned with City Schools’ effectiveness frameworks for teachers and school

leaders.

The SER provides an objective and evidence-based analysis of how well a school is working to educate its

students. It generates a rich layer of qualitative data that may not be revealed when evaluating a school solely

on student performance outcomes. It also provides district and school-level staff with objective and useful

information when making strategic decisions that impact student achievement.

The SER team, comprised of representatives from City Schools who have extensive knowledge about schools

and instruction, gathered information from teachers, students, parents, and leadership during a two-day site

visit. During the visit, the SER team observed classrooms, reviewed selected school documents, and conducted

focus groups with school leadership, teachers, students, and parents. The SER team analyzed evidence

collected over the course of the SER to determine the extent to which key actions have been adopted and

implemented at the school. This report summarizes the ratings in the four domains and related key actions,

provides evidence to support the ratings, and – based on a rubric – allocates a performance level for each key

action. More information about the SER process is detailed in the School Effectiveness Review protocol,

located on the City Schools website and available upon request from the Office of Achievement and

Accountability in City Schools.

School Background

Harlem Park Elementary School serves approximately 399 students in Pre-Kindergarten through eighth grades.

The school is located on Lafayette Rd. in the Harlem Square Park neighborhood of Baltimore, Maryland. The

principal, Ms. Denisha Logan, has been at the school for two years. For more information about the school’s

student demographics and student achievement data, please see the School Profile, located on the City

Schools website.


Part II: Summary of Performance Levels Based on trends found in the collected evidence, the SER team assigns a performance level to each key action.

Domains and Key Actions

Performance Levels

Level 4: Highly Effective

Level 3: Effective

Level 2: Developing

Level 1: Not Effective

Domain 1: Highly Effective Instruction

1.1 Teachers plan highly effective instruction. Effective

1.2 Teachers deliver highly effective instruction. Developing

1.3 Teachers use multiple data sources to adjust practice. Effective

1.4 School leadership supports highly effective instruction. Effective

1.5 Teachers establish a classroom environment in which teaching and learning can occur. Developing

Domain 2: Talented People

2.1 The school implements systems to select, develop, and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students.

Effective

2.2 The school has created and implemented systems to evaluate teachers and staff against individual and school-wide goals, provide interventions to those who are not meeting expectations, and remove those who do not make reasonable improvement.

Effective

Domain 3: Vision and Engagement

3.1 The school provides a safe and supportive learning environment for students, families, teachers, and staff.

Developing

3.2 The school cultivates and sustains open communication and decision-making opportunities with families about school events, policies, and the academic and social development of their children.

Effective

3.3 The culture of the school reflects and embraces student, staff, and community diversity. Developing

Domain 4: Strategic Leadership

4.1 The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.

Effective

4.2 The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goals for student achievement.

Effective


Part III: Findings on Domains of Effective Schools

Domains and Key Actions

Performance Levels

Level 4: Highly Effective

Level 3: Effective

Level 2: Developing

Level 1: Not Effective


Teachers implement standards-based daily lessons, units, and long-term plans using appropriate

curriculum planning documents. School leadership and teachers reported that teachers use the

Baltimore City Public Schools’ curriculum planning documents in conjunction with the Common Core

Companion (a guide providing an explicit breakdown of Common Core Standards as well as strategies

for practical application of the standard in the classroom). A review of lesson plans confirmed that

teachers included the Common Core State Standards on lesson plans. For example, one lesson plan

referred to standards K.OA.4 which referred to the following objective: “Students will be able to use a

ten frame and the benchmark of 5 to build numbers and find sums to 10.” Additionally school

leadership and teachers reported that teachers use the Success for All (SFA) reading curriculum

(kindergarten through second grade), Fundations (kindergarten through third grade), and the SABES

(STEM Achievement in Baltimore Elementary Schools) curriculum for science (third through fifth grade).

A review of lesson plans also confirmed that these curriculum programs are being utilized in classrooms.

Teachers do not consistently design daily lessons that meet learners’ unique needs. School leadership

and teachers reported that teachers include small groups with names and differentiated activities, as

well as accommodations and modifications in lesson plans. While a review of lesson plans revealed a

notation of small groups, not all plans indicated differentiated activities for the small groups identified.

For example, one lesson plan noted that six small groups (with students’ names) would work with the

teacher to complete practice worksheets, however no indication was given as to how the small groups

were receiving differentiated assignments. In another lesson plan, small groups (with students’ names)

were noted, but the activity for the groups was not indicated in the plan. Finally, some plans indicated

small groups of students working as partners on the same activity with no indication that data was used

to form the groups.

Teachers set and track goals based on students’ performance levels. School leadership and teachers

reported that teachers use i-Ready, Amplify, formative assessments, and intervention data to set goals

for students. Specifically, school leadership reported that the current goals for middle school students

as a whole include increasing proficiency in vocabulary per iReady data, which teachers confirmed. In

regards to tracking students’ progress, school leadership and teachers reported that progress towards

goals is tracked through formative assessments and through performance during the daily intervention

blocks. For example, teachers stated that in SFA, students are assessed every eight weeks to determine

their progress. A review of Harlem Park Elementary/Middle School (HPEMS) Data Team Analysis Forms

Key action 1.1: Teachers plan highly effective instruction. Effective


showed that teachers are setting goals during the data analysis process. Specifically, one form showed

the following goal: “The percentage of 4th grade students scoring proficient and higher on i-Ready:

Math will increase from 3% to 34% administered on December 1-21, 2016.”

Teachers use and communicate standards-based lesson objectives and align learning activities to the

stated lesson objectives. In 90% of classes (n=10), the lesson objectives identified the student learning

outcomes and were communicated to students (posted, explained or referenced) during the lesson.

Also in 90% of classes, learning activities and resources aligned with the lessons’ objectives. In one

class, the objective was as follows: “We will solve word problems by drawing tape diagrams. During

the class, students were completing a problem set which involved creating tape diagrams to solve the

word problems.

Teachers present content in various ways and emphasize key points to make content clear. In 90% of

classes (n=10), teachers presented accurate, grade-level content. Also in 70% of classes teachers

presented content in two or more ways to make content clear. In one class, the teacher used a

vocabulary list, a ten-frame chart, and counters (manipulatives) to present the content. Finally in 90%

of classrooms, teachers consistently modeled academic vocabulary and standard grammatical

structures. For example, a teacher in one class used the terms “punnet square”, “phenotype”,

“genotype”, “dominant”, and “recessive”.

Most teachers use multiple strategies and tasks to engage all students in rigorous work. In 100% of

classes (n=10), all tasks had a clear and intentional purpose. In 70% of classes, teachers provided access

to grade-level material for all students by scaffolding and/or differentiating tasks. For example, a

teacher modeled how to complete a writing task for students. In 60% of classes, students had

opportunities and time to grapple with complex texts and/or tasks. In another class, students were

given time to complete math word problems.

Most teachers use evidence-dependent questioning. In 90% of classes (n=10), teachers asked questions

at key points throughout the lesson. In 60% of classes, teachers asked questions requiring students to

justify, cite evidence, or explain their thought processes. In 70% of classrooms, teachers asked

questions that were clear and scaffolded. In one class, the teacher asked questions such as: “Why this

is called a ten frame? How many rows do we have in this frame? When we fill the top row, we know

that we have how many? How could I know that I have nine [counters] without counting?”

Most teachers check for student understanding and provide specific academic feedback. In 80% of

classes (n=10), teachers conducted one or more checks for understanding that yielded useful

information at key points throughout the lesson. For instance, in one class, the teacher and aides

circulated and checked the work of students to ensure understanding of the content. Also, in 50% of

Key action 1.2: Teachers deliver highly effective instruction. Developing


classes, teachers provided specific academic feedback to communicate current progress and next steps

to move forward. In one instance, while the teacher was checking students work the following

feedback was given: “Your array needs to show 16 on 2 shelves. What is your total number? Underline

it.”

Some teachers facilitate student-to-student interaction and academic talk. In 40% of classes (n=10),

teachers provided one or more opportunities for student-to-student interaction. In 20% of classes,

during student-to-student interactions, students engaged in discussions with their peers to make

meaning of content or deepen their understanding. In most classes, teachers provided no opportunities

for students to interact academically with one another and when students did have those opportunities,

they were often off task or did not work together to complete the task. Finally, in 70% of classes,

students used academic talk. In one class, students used terms such as “homozygous” and

“probability”.

Teachers analyze students’ progress toward goals. School leadership and teachers reported that the

school is using a school-wide data protocol which includes the completion of a data analysis form.

School leadership reported that teachers review data, look for trends within the data, group students

according to strengths and areas of growth, create strategies to address students’ needs, monitor,

and reflect, which teachers and a review of Data Analysis Protocols confirmed. Finally, school

leadership and teachers reported that teachers are completing the forms as a team, but teachers are

using the data to make adjustments in their classrooms, which a form entitled “HPEMS Assessing the

Effectiveness of Our Action Plans” confirmed. On this form teachers identified students making

progress and students not making progress, as well as strategies that are working to move students

toward their goals.

Teachers modify instruction in response to data. School leadership and teachers reported that

teachers deliver targeted instruction based on students’ deficiencies during daily intervention blocks

and through small groups. School leadership also reported that teachers may modify certain

instructional practices based upon students’ performance such as modifying the length of

assignments, providing texts at the appropriate levels for students, and providing graphic organizers.

A review of HPEMS Data Team Analysis Forms showed that teachers are implementing the following

instructional strategies based on students’ i-Ready performance: small group instruction for basic

skills at least once per week, Do the Math daily intervention, XtraMath (5th grade) for fact fluency

during the math block, Reflex Math (4th grade) for fact fluency during the math block, and coach class

at least once per week.

Key action 1.3: Teachers use multiple data sources to adjust practice. Effective


Teachers appropriately recommend students for tiered interventions (including some opportunities

for acceleration). School leadership and teachers reported, and a review of the school’s master

scheduled and emails confirmed that the school’s schedule includes daily intervention blocks that

offer the following interventions: Do the Math for elementary students and Do the Math Now for

middle school students, Read 180 and System 44 for middle school students, Just Words for fourth

and fifth grade students, Fundations Double Dose for third grade students, SFA for kindergarten

through second grade students, and SPIRE for students with disabilities. Continuing, school

leadership reported that teachers are also using software based interventions to support students in

mathematics such as Zern and Reflex Math, which teachers and HPEMS Data Team Analysis Forms

confirmed. In regards to opportunities for acceleration, school leadership reported that students in

elementary school are able to move into the System 44 and Read 180 intervention once they test out

of Just Words, and participate in project based learning with a teacher. Teachers confirmed that

students are able to test out of Just Words and move into the previously mentioned interventions.

School leadership and teachers also reported that students in SFA are able to move to higher levels

if they perform accordingly on assessments. Teachers added that they provide additional

assignments for students who complete activities quickly and for students who perform at higher

levels including providing additional assignments and allowing students to use technology.

School leadership holds and promotes a clear instructional vision of high student achievement. School

leadership and teachers reported that the instructional vision includes the implementation of

differentiation, engaging instruction through hands-on learning, and student collaboration.

Continuing, school leadership and teachers reported that the school is a Science Technology

Engineering Arts Mathematics (STEAM) school and has implemented the SABES curriculum to

enhance students’ active learning experiences. School leadership added that teachers are

encouraged to infuse hands-on activities from science and the arts into all content areas. Moreover,

school leadership and teachers reported that the instructional vision is communicated during staff

meetings, and through school leadership’s weekly emails. A letter to families dated, August 11, 2016

confirmed the school’s STEAM designation, as well as an emphasis on differentiated instruction and

interdisciplinary activities.

School leadership ensures that teachers engage in the planning of the curricula through oversight of

standards-based units, lessons, and pacing. School leadership and teachers reported that new

teachers and teachers receiving support through Performance Improvement Plans (PIP) are expected

to send a Weekly Overview (an outline of the week’s lesson plans), to school leadership, which a

review of emails and Weekly Overviews confirmed. School leadership and teachers also reported that

lesson plan checks are conducted approximately twice per month. To ensure appropriate pacing,

school leadership and teachers reported that teachers fill in a weekly spreadsheet with standards that

will be covered for the week. Other teachers reported that they input their assessments on a

Key action 1.4: School leadership supports highly effective instruction. Effective


calendar. Finally, teachers reported that they bring lesson plans to collaborative planning meetings,

which collaborative planning agendas confirmed.

School leadership provides formative feedback and guidance to teachers about the quality of

planning, teaching, and adjustment of practice. School leadership and teachers reported that school

leadership as well as coaches (from Agile Mind, Scholastic, and Do the Math) are observing teachers

and providing feedback in verbal and written form, which a review of notes from school leadership

and coaches confirmed. Teachers added that they are observed frequently and receive feedback on

plans, on the classroom environment, and their instructional practices, which a review of emails and

letters to teachers confirmed. A review of an informal observation showed the following specific

feedback: “Glows- I informally observed your class on 10/11/2016 (11:15am-11:28am). Thank you for

ensuring that all scholars were in the classroom and seated. It is clear that your scholars know

classroom expectations for whole group instruction. Grows- There were no objectives on the boards.

You must have objectives posted that match the lesson plan objectives for the day and the task.

Objectives must be standards based and student friendly (I can, we will, SWBAT statements). The

standard listed in your lesson plan was for Exploring Rational numbers and decimals, but your scholars

were working on volume of cube. Wonderings- Do you have student work folders? Do you provide

vocabulary for each lesson? Is the vocabulary reflected on the interactive word wall? Do you have a

lesson plan folder or binder with past lesson plans?”

School leadership demonstrates an understanding of data analysis and ensures the use of a complete

student learning data-cycle. School leadership and teachers reported that school leadership leads

the collaborative planning meetings, where HPEMS Data Team Analysis Forms are completed. Finally,

school leadership reported that follow-through of the data analysis cycle is monitored during

classroom visits, which teachers confirmed. A review of team meeting agendas confirmed that

teachers are participating in “data dives” during the meetings.

Teachers build a positive, learning-focused classroom culture. In 90 % of classes (n=10), all teacher-

initiated interactions with students were positive and respectful. Specifically, one teacher praised

students’ answers by saying “Give yourself a pat on the back. Why? Because you’re all that!” In 80%

of classes, all student-initiated interactions with the teachers were positive and respectful. However,

in only 50% of classes, were all student-to-student interactions positive and respectful. In some classes,

students worked well together, while in other classes, students directed insults toward other students

or did not engage positively with one another. Finally, in 100% of classes, students were active

participants in class work and discussion.

Key action 1.5: Teachers establish a classroom environment in which teaching and learning can occur.

Developing


Teachers reinforce positive behavior and redirect off-task or challenging behavior, when needed. In

80% of classes (n=10), teachers promoted and/or reinforced positive behavior. For instance one teacher

said, “I like how [student] is raising a quiet hand.” In 50% of classes, the estimated percent of teacher

time was used for redirection/discipline was less than 10% and in 50% of classes the estimated percent

of teacher time used for redirection/discipline was greater than 20%. In 70 % of classes, the estimated

percent of students not complying with lesson’s directions and not working on intended activities was

less than 10% and in 30% of classes; the estimated percent of students not complying and not working

on intended activities was greater than 20%.

Most teachers implement routines to maximize instructional time. In 60% of classes (n=10), routines

and procedures ran smoothly with minimal prompting from the teacher. For example, in one class the

table captains had the responsibility of putting materials away. However in some classes, teachers had

to continuously direct students in order for students to follow the classroom routines and procedures.

In 100% of classes, teachers’ arrangement of classroom and materials allowed for efficient classroom

movement and use or access. In 60% of classes, the estimated percent of classroom time spent on

transitions was less than 10%, however in 40% of classrooms, the estimated percent of time spent on

transitions was greater than 20%. In some classes, transitions between activities took longer because

routines and procedures did not run as smoothly. Finally, in 60% of classrooms the estimated percent

of time students were idle while waiting on the teacher for greater than 20% of the classroom

observation period. In some classes, teachers were preparing materials for students or completing

other operational tasks during the instructional period.



School leadership has created and implemented an organizational and staffing structure that meets

the diverse needs of all students. School leadership and teachers reported that Experience Corps

members provide literacy intervention to small groups of students. School leadership and teachers also

stated that the school has a Community Schools’ Coordinator who works to create partnerships and

garner resources for the school community as well as a dean of students to coordinate climate

interventions. School leadership reported that the school has added four additional student support

staff members to assist with climate through monitoring students’ behavior in hallways and providing

classroom support when needed, which teachers confirmed. Also in regards to student support, school

leadership and teachers reported that the school has two full-time social workers, a clinician and two

interns from the University of Maryland. Lastly, school leadership and teachers reported, and a review

of the staff roster confirmed that the school offers the following resource classes for students: music,

physical education, dance and drama, as well as art and library (which are both offered part-time).

School leadership leverages a pipeline for staff recruitment and uses multiple measures and includes

stakeholders in the assessment of candidates. School leadership and teachers reported that qualified

candidates are recruited through the Baltimore City Teaching Residency (BCTR), Teach for America

(TFA), and the district’s hiring fair. School leadership reported that most teachers were hired during

the summer and candidates are assessed through an interview with the assistant principal, the dean of

students, and an available teacher. Most teachers reported that the assessment process consists of an

interview with school leadership and a demonstration lesson where members of school leadership and

teachers are present. School leadership confirmed that a demonstration lesson took place prior to the

end of the school year. A review of interview questions confirmed that some of the questions asked

during the interview focused on the candidate’s philosophy of education, teaching style, and personal

interests. .

School leadership includes staff members and other stakeholders in the development and retention of

effective teachers and staff. School leadership reported that a teacher has led a content- specific

professional development session after school. Additionally, school leadership reported that teachers

are being offered more leadership opportunities, which teachers and a review of emails confirmed.

Continuing, school leadership reported that team leaders would soon be tasked with the responsibility

of leading collaborative planning meetings, which are currently led by school leadership. School

leadership and teachers reported that teachers collaborate regularly during collaborative planning

meetings. Teachers reported, and peer observation forms confirmed that teachers also participate in

peer observations. School leadership and teachers reported, and a review of collaborative planning

agendas and coaching feedback confirmed that coaches from Agile Mind, Scholastic, Raising a Reader,

Key action 2.1: The school creates and implements systems to select, develop, and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students.

Effective


Read 180, and Do the Math as well as district support observe and give feedback to teachers. School

leadership and teachers also reported that organizations such a Mariposa, B-More Fit, and Holistic Life

are working with teachers to provide character education and proactive classroom management

strategies. In regards to retention, school leadership reported that there are plans to remodel

teachers’ common areas in order to provide more aesthetically pleasing areas for teacher collaboration

and to assist with lowering teachers’ stress levels. Teachers reported that they value the relationships

they have built with students and families and are committed to being a stable presence in the

community.

School leadership has created mentoring and other induction programs, when applicable, to support

the development of all new teachers and staff, and monitors the program’s effectiveness. School

leadership and teachers reported that the school has two mentors for new teachers. Continuing,

school leadership and teachers reported that mentors conduct brief informal observations and provide

feedback, as well as meet with teachers to discuss classroom environment and lesson planning. School

leadership and teachers reported that school leadership includes mentors on all discussions with new

teachers and has conversations with mentors and teachers, which a review of emails confirmed. A

review of a Mentor Meeting agendas revealed that communicating standards-based objectives,

behavior management, lesson planning, and interventions have been topics covered during meetings

with new teachers.

School leadership makes full use of the evaluation system to develop faculty and staff capacity. School

leadership and teachers reported that the formal observation process includes a pre-observation

conference, an observation period, and a post observation conference, which a review of the

observation calendar confirmed. School leadership and teachers reported that the post observation

conference is an open conversation about the lesson that includes next steps to improve the lesson.

Teachers reported that the feedback received during the post observation conference is helpful and

is improving their practice. A review of a formal observation form showed that the following specific

feedback was provided to a teacher: “I enjoyed watching you facilitate the lesson with your scholars.

They worked very well together in pairs and table groups. I recommend working on pacing. There

were a number of times scholars were idle, which led to some off task behaviors. I also recommend

providing scholars choice and differentiating tasks based on the data.”

Key action 2.2: The school has created and implemented systems to evaluate teachers and staff against individual and school-wide goals, provide interventions to those who are not meeting expectations, and remove those who do not make reasonable improvement.

Effective


School leadership provides some timely support and interventions to struggling teachers and staff as

indicated by data and/or informal or formal observations and holds them accountable for

performance. School leadership and teachers reported that struggling teachers are identified through

observations. Continuing, school leadership and teachers reported that management is usually a key

indicator of a struggling teacher. School leadership reported that teachers struggling with classroom

management are given feedback and receive in-class support from the climate team, and teachers

struggling academically are support by district support staff. Teachers reported that teachers are

primarily supported by their mentor teachers (if they are assigned to one) and their teacher teams

during collaborative planning meetings as well as informal collaboration. Some teachers however,

reported that adequate support is not available to struggling teachers in that the resources are not

available to support teachers not assigned to mentors and that sometimes the management

strategies provided are not helpful with addressing students who display chronic behavioral issues.

School leadership reported, and a review of a Performance Improvement Plan (PIP) confirmed that a

teacher had been placed on a PIP earlier in the school year, but was removed from the PIP after

making progress, which teachers confirmed.

School leadership engages faculty in a school-wide professional development plan based on identified

needs and in alignment with the school’s instructional vision. School leadership reported that the

school’s professional development plan has been modified at various points during the school year to

accommodate the implementation of district priorities such as the Cycles of Professional Learning

with a focus on close reading and complex text, which teachers confirmed. Additionally, school

leadership reported that the school’s professional development plan has included book studies (Move

the Bus and Better) to address the culture and climate of the school, which teachers also confirmed.

School leadership and teachers reported that teachers have received professional development from

the International Institute of Restorative Practices (IIRP), Mariposa, Holistic Life, and BMore Fit to

assist teachers with implementing character development, mindfulness, and kinesthetic movement

in the classroom. A review of the school’s calendar, flyers, and meeting agendas confirmed the

previously mentioned professional development opportunities. Finally, teachers stated that they are

being developed in the use of disaggregating and using data during collaborative planning meetings.


Domain 3: Vision and Engagement 1

The school community shares some understanding of, and commitment to, the school mission, vision,

and values, including a clear understanding of strategic goals and initiatives. School leadership and

teachers reported that the vision and mission is to create college and career ready students that are

productive citizens, advocates for themselves, and positive participants in building their community.

Continuing school leadership and teachers reported that the school has a major initiative around the

implementation of STEAM (Science, Technology, Engineering, Arts, and Mathematics) through various

resource classes and instructional practices, the SABES curriculum, and lessons on core values

(creativity, citizenship, determination, diversity, scholarship, social justice). Students were able to

confirm the core values. Parents reported that the mission of the school is to provide rigorous

instruction and to increase students’ attendance. A review of a document highlighting the old and the

proposed visions, noted the following proposed vision: “Harlem Park Elementary-Middle School will

cultivate career and college ready, global citizens by focusing on the core values of Science, Technology,

Engineering, Arts, and Mathematics (STEAM) education. We will empower our students to be change

agents within their schools, communities, and ultimately, the world-at-large.”

Families, most staff, and some students feel physically safe. While families, some staff, and some

students feel emotionally safe. School leadership, teachers, and parents reported that the school feels

safer than during the previous year, which may be attributed to an increase in student support staff to

monitor hallways. School leadership also reported the use of two-way radios, visitor sign-in protocols,

and the frequent practice of crisis interventions as methods used to increase the security of the school.

Teachers confirmed that the visitor sign-in protocols add to the security of the school. A few teachers

reported that there have been some incidents of theft. Teachers also reported that students may not

feel safe due to the unsafe behaviors of other students such as fighting and the perceived lack of

consequences, which some students and parents confirmed. Students also reported that the frequency

of safety drills causes them to feel unsafe. In regards to emotional safety, school leadership reported

that more clinical service providers have been added to the school, which student support staff and

parents confirmed. School leadership and teachers also reported that the school has proactively

worked to build relationships with parents. School leadership reported that most staff feel comfortable

speaking with school leadership about issues or concerns, which some teachers confirmed. However,

some teachers reported that they did not feel as if they could share concerns with school leadership

when they need assistance and they feel that there is a lack of awareness on the part of school

leadership of the daily issues some teachers face in their classrooms. Some students reported that they

have strong connections with staff members, while other students reported that they did not feel as if

they could completely confide in some staff members. Parents reported that students can speak to

clinicians when they feel unsafe.

1 Fewer than six parents participated in the parent focus group.

Key action 3.1: The school provides a safe and supportive learning environment for students, families, teachers, and staff.

Developing


School leadership establishes structures for the acknowledgement and celebration of student, faculty

and staff success. According to school leadership, teachers, and parents, students are celebrated

through “shout-outs” on the school’s Facebook page and during announcements, Class Dojo, Positive

Behavior Interventions and Supports (PBIS) incentives (trips and parties), and awards assemblies for

demonstrating the core values, having good attendance, displaying appropriate behavior, and achieving

academic growth. Students confirmed the PBIS events and the use Class Dojo in some classrooms and

added that they are celebrated through birthday and perfect attendance shout- outs on the intercom.

A review of the school’s calendar confirmed the PBIS activities. School leadership and teachers reported

that teachers are celebrated through shout-outs in weekly emails and teachers participate in social

activities such as paint night, bingo, etc., which the school’s calendar also confirmed. A review of the

Sunday blast emails from the principal also confirmed the “shout-outs” to the teachers. Finally, teachers

added that they are celebrated for perfect attendance.

The school develops systems that proactively attend to individual students’ social and emotional needs.

According to school leadership and some teachers Class Dojo and PBIS are used as a proactive way

discourage negative behavior, while rewarding positive behavior. School leadership and teachers

reported that character education is a part of the curriculum for the lower elementary grades through

Success for All, which members of the site visit team observed. Moreover, school leadership, teachers,

and student support staff reported that teachers receive professional development from BMore Fit,

Mariposa, and Holistic Life to implement character education and mindfulness in the classroom.

According to school leadership and teachers, the school has several mentoring groups including Imagine

Me (Middle School Girls) and Bridges (Middle School Boys), as well as mentoring through Regeneration

and a variety of clubs and intramurals to keep students engaged. School leadership and teachers

reported that an organization provides haircuts for male students, which has helped with attendance

and students not wanting to attend school due to their appearance. School leadership, teachers, and

student support staff reported that clinicians meet with groups of students. Student support staff

added that they provide character education lessons in classrooms. A review of the school’s calendar

confirmed the implementation of Mariposa, BMore Fit, and Holistic life.

The school uses multiple strategies and vehicles to communicate information about school progress,

policies, events, and the academic and social development of students to families and the community.

School leadership, teachers, and parents reported that the school communicates through Parent Link,

phone calls, text messages, Class Dojo, newsletters, flyers, and through face to face meetings. Students

confirmed phone calls and messages through Class Dojo. A review of flyers, receipts from Parent Link

calls, and copies of letters confirmed that the school uses these methods to communicate with families

and the community.

Key action 3.2: The school cultivates and sustains open communication and decision-making opportunities with families about school events, policies, and the academic and social development of their children.

Effective


The school establishes regular structures for two-way communication, which facilitate opportunities

for families and the community to participate in, or provide feedback on school-wide decisions. School

leadership reported that the school has an open door policy. School leadership and teachers reported

that the school has a School Family Council and has restarted the Parent Teacher Association (PTA),

which both meet monthly. Continuing school leadership and teachers reported that the school is

attempting to increase parent involvement and has offered the meetings at different times to do so.

School leadership and teachers reported that although parent turnout is low in number, the School

Family Council does have a small, consistent group of parents that attend each meeting. Parents

confirmed monthly meetings, where they receive updates on attendance and discuss ways to improve

students’ attendance. A review of SFC agendas and PTO flyers and agendas confirmed the previously

mentioned meeting structures.

School leadership establishes multiple structures for frequent communication with teachers and staff

members regarding policies, progress, and school culture. School leadership reported that they

communicate with teachers through the Weekly Overview, Google documents, during meetings, and

through face-to-face exchanges, which teachers confirmed. A review of the weekly overview emails

confirmed that school leadership consistently uses this method to communicate with teachers.

Specifically, weekly emails communicate focus areas for instructional walkthroughs, important dates,

and links to professional readings.

School leadership, teachers, and staff build strong relationships with families and community

stakeholders from diverse backgrounds. School leadership and teachers reported that the school

community is intentional about building relationships by being visible throughout the school and the

community. Specifically, school leadership reported that the community school coordinator attends

the Harlem Park Community Association meetings and school leadership and teachers attempt to

interface with parents to purposefully communicate positive information about students. School

leadership, teachers, and parents reported and the school’s calendar and flyers confirmed that the

school has had Doughnuts for Dads and Muffins for Moms, and is planning several family education

nights. School leadership, teachers, and parents also reported that the entire school community built

a playground in collaboration with a partnership, which the school’s calendar also confirmed.

Continuing, school leadership and teachers reported that the school distributes food through the food

pantry and the fresh fruit and vegetable program (bags of leftover fruit are sent home with students).

Students confirmed the holiday food distribution. Additionally, the school (through a partner)

distributed holiday meal baskets for the school community and the community at-large and sponsored

a community flea market, where patrons could purchase a bag for five dollars and fill it with toys,

Key action 3.3: The culture of the school reflects and embraces student, staff, and community diversity.

Developing


clothing, shoes, etc. for no additional charge. A flyer confirmed the holiday give-away. Parents

confirmed the flea market. Finally school leadership, teachers, and student support staff reported that

the school has a wide variety of partnerships with the school community.

The school’s curricula, resources and programs consider socioeconomic, linguistic, and some cultural

diversity. As previously mentioned, school leadership, teachers, student support staff students, and

parents reported that the school has a food pantry and has distributes food through the fresh fruit and

vegetable program and during the holiday season. School leadership and teachers reported that the

school distributes clothing and uniforms to students in need, and in collaboration with a partner

provides free haircuts to young men. Additionally, according to school leadership, the Maryland Cash

Campaign has provided financial literacy instruction to Kindergarten through Third grade students,

which flyers confirmed. School leadership reported, and a review of emails confirmed that eighth grade

students will take Spanish through Rosetta Stone during the last quarter. Finally school leadership and

teachers reported that teachers are exposed to different cultures through the curriculum. For example,

teachers reported that books from Raising a Reader have main characters from different ethnic

backgrounds and that students have learned about Anne Frank, Vietnamese culture, different holidays

(Hanukah and Kwanza), and the innovation of other countries in Science. A few students confirmed

learning about other cultures-specifically the Revolutionary War. Continuing school leadership and

teachers reported that students have attended field trips to Great Kids Farms, the Pumpkin Patch

Cinderella (the play), the American Visionary Arts Museum, the National Museum of African American

History & Culture, Fun City, and Ice Skating, which a review of permission slips confirmed. School

leadership, teachers, reported, and a review of documents confirmed that students have also

participated in assemblies such as World Drum, the school’s holiday program, and the bullying

prevention program.

The school is working to build a positive school culture and climate. School leadership, teachers, and

parents reported that the culture of the school is improving. The previously mentioned stakeholders

reported that structures are in place to increase positivity such as PBIS, Class Dojo, the after school

program, and clubs, which a review of the school’s climate walk-through feedback confirmed. School

leadership reported that behavior in the lower grades has improved in that the hallways are clear and

students are happy to come to school. Teachers reported that collegial relationships amongst staff

members are strong and school leadership has challenged teachers to grow professionally. However

school leadership and teachers reported that the school is still working to make the climate of the entire

school positive. Some teachers reported that some students’ behaviors are challenging and sometimes

some students and parents are hesitant to accept standards regarding appropriate school behavior.

While some students reported that although they feel close to staff members, other students reported

that they do not feel as if they could confide in some staff members. Additionally students reported

that they would like to have a more welcoming environment that includes bright colors and more

artwork. While on-site, the team observed a hospitable staff, clean hallways and stairwells, and student

work posted throughout the school.



School leadership and teachers establish goals for the improvement of student learning that are

measureable and aligned to student need and school improvement. School leadership and teachers

reported and a review of an Instructional Leadership Team (ILT) agenda confirmed that the ILT

established the goals during the summer ILT retreat. School leadership and teachers also reported, and

the School Performance Plan (SPP) confirmed the following goals: 1) From SY 2016-17 BOY to EOY, 80%

of scholars in grades 3-8 will show .75 years of growth as measured by the i-Ready Assessment. 2) From

SY 2016-17 BOY to EOY, 80% of scholars in grades 1-8 will show .75 years of growth as measured by the

i-Ready Math Assessment. 3) SY 2016-17 80% of students will be in attendance 94% of the time as

measured by the Infinite Campus System.

School leadership ensures the alignment of all school goals, action plans and key priorities. School

leadership and teachers reported that the implementation of daily interventions for literacy and math

as well as collaborative planning are aligned to the Literacy and Mathematics goals. Continuing, school

leadership and teachers reported that Class Dojo, PBIS Incentives, and phone calls home are aligned

with the attendance goal. A review of the SPP confirmed these strategies.

School leadership and staff participate in regular analysis of school-wide data and revisit and adjust

action plans as needed. School leadership and teachers reported that the ILT meets every other week

to review the iReady data, intervention data, Building Educated Leaders for Life (BELL) after school data,

and climate data, which a review of agendas confirmed. Continuing, school leadership and teachers

reported, and a review of agendas confirmed that the ILT tool is reviewed with the staff once per month.

A review of staff meeting agendas showed that data monitoring presentations were made during staff

meetings. School leadership and teachers and a review of an ILT meeting agenda confirmed that the

SPP has been reviewed, however the previously mentioned stakeholders reported that no adjustments

have been made to the SPP goals. The same ILT meeting agenda showed that the team completed a

mid-year data reflection.

Budget distributions and resource allocations somewhat support teaching and learning. School

leadership reported that partnerships are a key leverage point for obtaining resources for instruction,

which teachers confirmed. For example, a review of documents confirmed that Experience Corps and

University of Maryland provide human resources and supplementary instruction. School leadership

Key action 4.1: The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.

Effective

Key action 4.2: The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goals for student achievement.

Effective


and teachers reported that the school recently hired one long term substitute for a position that had

recently become vacant. School leadership, teachers, and parents reported that staff members are

stretched thinly because staff members are filling multiple roles. For example, a member of school

leadership is also the Individual Education Program chairperson. Students reported that they would

like to have a foreign language teacher. In regards to technology, school leadership and teachers

reported that the amount of technology is increasing but more is needed. Students also confirmed

that more technology is needed. School leadership reported that the school has two laptop carts, a

computer lab, twenty iPads, ITV Pens, projectors, and document cameras. Teachers reported that

they have received technology from Donor’s Choose. School leadership reported that the school has

supplies, but they could use more. Additionally school leadership reported that teachers are able to

ask if they are in need of any materials. Teachers reported that they are in need of additional paper

as well as some of the novels for the literacy modules. Teachers added that the lack of novels stem

from decisions made by a previous administration, but currently school leadership has been

borrowing from other schools to try to make up the difference. Continuing teachers reported that

school leadership has personally funded some supplies for teachers such as markers, tape, and

highlighters.

School leadership leverages teacher and staff talent, expertise, and effectiveness by delegating

essential responsibilities and decisions to appropriate individuals. School leadership and teachers

reported that teachers serve on committees (attendance, beautification, climate, green), sub-

committees (literacy night, math night, science night, PBIS, SFA, SABES), the ILT, and lead after school

clubs (Intramurals, Green Team, Mentoring Groups, etc.). School leadership and teachers reported,

and a review of emails confirmed that teachers are supported in their participation of the Emerging

Leaders and Aspiring Leaders programs. A review of ILT sign-in sheets confirmed that teachers serve

on this committee.

School leadership consistently provides and focuses common staff time on instructional practices

and development in support of student achievement. School leadership and teachers reported that

teachers have collaborative planning meetings once per week. Continuing, school leadership and

teachers reported that teachers discuss instructional strategies, data, attendance, student work,

interventions, and district initiatives, which a review of collaborative planning agendas confirmed. A

review of a collaborative planning agenda showed that teachers “unpacked” (analyzed) Common

Core State Standards, analyzed the assessments to determine skills that needed to be taught, and

reviewed lesson plans.

The school collaborates with families and community partners to garner resources to meet the needs

of students and the school. School leadership and teachers reported that the school has numerous

volunteers from the community who assist in classrooms and in the cafeteria. Continuing, school

leadership and teachers reported that school partners with Experience Corps (small group

intervention), University of Maryland (support with science projects and the health club, workshops


for parents, the community school coordinator), the Baltimore City Police (Bridges Mentoring

Group), The Holistic Life Foundation (mindfulness training), B-More Fit (health education), Bell (after

school program), Mariposa (character education training for teachers), Marks of Love (haircuts for

young men), and International Institute for Restorative Practices (restorative practices professional

development). A review of the school’s newsletter, flyers, and emails confirmed the school’s

partnerships. School leadership reported that the school has a committee to ensure that

partnerships align with the vision and mission of the school, and to coordinate the goods and services

received so that they are distributed appropriately.


Performance Level Rubric

The SER team will use the following guidance to select a performance level for each key action. Note that

the quality standard for each performance level is based upon: the extent to which the SER team finds

multiple types2 and multiple sources3 of evidence AND the extent to which the SER team finds evidence

of high levels of adoption and/or implementation of a practice or system. The SER team will also reflect

on the Instructional Framework and School Leadership Framework in their analysis prior to assigning a

rating for each key action.

Rating Performance Level Quality Standard

1 Not Effective Evidence indicates that the key action is not a practice or system that has been adopted and/or implemented at the school, or the level of adoption/implementation does not improve the school’s effectiveness.

2 Developing Evidence indicates that the key action (including some indicators) is a practice or system that is emerging at the school, but that it has not yet been implemented at a level that has begun to improve the school’s effectiveness, OR that the impact of the key action on the effectiveness of the school cannot yet be fully determined.

3 Effective Evidence indicates that the key action (including most indicators) is a practice or system that has been adopted at the school, and is implemented at a level that is improving the school’s effectiveness.

4 Highly Effective Evidence indicates that the key action (including all indicators) is a practice or system that has been fully adopted at the school, and is implemented at a level that has had a strong, significant or sustainable impact on the school’s effectiveness.

2 “Multiple types of evidence” is defined as evidence collected from two or more of the following: document review, stakeholder focus groups; and classroom observations. 3 “Multiple sources of evidence” is defined as evidence collected from three or more stakeholder focus groups; two or more documents; and/or evidence that a descriptor was documented in 75% or more of lessons observed at the time of the visit.

Exte

nt

to w

hic

h S

ER T

eam

Fin

ds

Mu

ltip

le

Typ

es a

nd

Mu

ltip

le S

ou

rces

of

Evid

ence

Extent to which SER Team Finds Evidence of High

Levels of Adoption and/or Implementation

Evidence Relating to Strength of

Adoption/Implementation Key:

Not Effective:

Developing:

Effective:

Highly Effective:

Effective:

Highly Effective


Appendix A: School Report Comments


None


None

Domain 3: Vision and Engagement

None


None


Appendix B: SER Team Members

The SER visit to the Harlem Park Elementary School was conducted on January, 30-31, 2017 by a team of

representatives from Baltimore City Public Schools.

Katherine Harris Toler is a Program Evaluator II in the Office of Achievement and Accountability in

Baltimore City Public Schools. Prior to joining OAA, Ms. Toler was a District Mentor in the Office of Teacher

Support and Development. In Baltimore City Public Schools, Ms. Toler has served as teacher, Academic

Coach, Dean of Instruction, and High School Administrator. Ms. Toler has also served as teacher in the

Anne Arundel County Public School System, the Baltimore County Public School System and the Vance

County Public School System in North Carolina. She holds a B.A. in English with a Concentration in

Secondary Education from North Carolina Central University and a Masters of Education in School

Improvement Leadership from Goucher College.

Brianna Kaufman is the Manager for the School Effectiveness Reviews in the Office of Achievement and

Accountability in Baltimore City Public Schools. Brianna began her career as an elementary art teacher in

Bryan, TX. After obtaining her Master’s degree, she interned and worked at a number of art museums in

the education department including the: Dallas Museum of Art, The National Gallery of Art in DC, and the

Walters Art Museum. In 2008, Brianna made the shift from art education to general education reform as

a Program Manager at the Fund for Educational Excellence. There she managed a grant from the Bill and

Melinda Gates Foundation that focused on College and Career Readiness. Prior to joining OAA, Brianna

worked as the College and Career Readiness Education Specialist in the Office of Learning to Work at

Baltimore City Public Schools. Brianna holds a Bachelor’s degree in elementary education from Texas

Lutheran University, a Master’s degree in Art Education from University of North Texas, and a Master’s of

Business Administration from Loyola University in Maryland

Veronica Harris is currently a School Supports Liaison in the Office of School Supports with Baltimore City

Public Schools. Prior to joining School Supports, Mrs. Harris taught middle school Language Arts in

Baltimore City Public Schools, and then went on to support high schools as the Student Support Team

Chair Person and Dean of Student Support. She has implemented several conflict resolution programs and

school-wide interventions to improve school climate and student achievement. Mrs. Harris holds a

Bachelor of Arts in English with a concentration in Professional Writing from the University of Memphis

and a Master of Arts in Teaching (Secondary Education) from Morgan State University. She also holds a

School Principal certification with Administration I & II endorsement, and a PPW endorsement.

Jon Turner is completing his second year as an Educational Specialist in the Office of School Counseling

for Baltimore City Public Schools. Prior to this year, Jon served seven years as a school counselor; six years

with Baltimore City Schools and one in Pinellas County, FL. Jon came to serve in Baltimore City Schools

after completing his master’s degree in School Counseling at the University of Rochester and bachelor’s

degree in Psychology at Allegheny College. While attending graduate school in Rochester, Jon served as a

graduate assistant football coach for the Yellow Jackets. As an undergraduate at Allegheny, Jon played


football and basketball for the Gators and still plays recreationally. Jon most recently completed his

Administrative 1 Certification from Towson University in the Spring of 2013 and is currently in the

candidate pool for Morgan State’s Ed. D. program for Urban Educational Leadership.

Billie Malcolm is a program officer with the Baltimore Community Foundation. She leads their work on

school leadership, effectiveness and school readiness. Prior to this role, Billie spent seven years as a

member of the Baltimore City Schools’ central office working as a partnership and community

engagement lead. She also has extensive management, marketing and communications experience.

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