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Transcript of School Effectiveness Review - baltimorecityschools.org€¦ · More information about the SER...
Office of Achievement and Accountability
Division of Research Services
School Effectiveness Review
2016 - 2017
Afya Public Charter School
March 22-23, 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.................................................................................................................................. 22
Appendix A: School Report Comments ............................................................................................................. 23
Appendix B: SER Team Members ...................................................................................................................... 24
3 Baltimore City Public Schools, 2016-17
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
Afya Public Charter School serves approximately 348 students in 6-8 grades. The school is located on Brendan
Avenue in the Belair-Edison neighborhood of Baltimore, Maryland. The principal, Ms. Katie Eichman, has been
at the school for nine years, and principal for five 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.
4 Baltimore City Public Schools, 2016-17
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. Highly Effective
1.2 Teachers deliver highly effective instruction. Effective
1.3 Teachers use multiple data sources to adjust practice. Effective
1.4 School leadership supports highly effective instruction. Highly Effective
1.5 Teachers establish a classroom environment in which teaching and learning can occur. Effective
Domain 2: Talented People
2.1 The school implements systems to select, develop, and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students.
Highly Effective
2.2 The school has created and implemented systems to evaluate teachers and staff against individual and school-wide goals, provide interventions to those who are not meeting expectations, and remove those who do not make reasonable improvement.
Effective
Domain 3: Vision and Engagement
3.1 The school provides a safe and supportive learning environment for students, families, teachers, and staff.
Highly Effective
3.2 The school cultivates and sustains open communication and decision-making opportunities with families about school events, policies, and the academic and social development of their children.
Effective
3.3 The culture of the school reflects and embraces student, staff, and community diversity. Highly Effective
Domain 4: Strategic Leadership
4.1 The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.
Effective
4.2 The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goals for student achievement.
Effective
4.3 The school’s board of trustees (or operator) provides component stewardship and oversight of the school (For schools that are overseen by an autonomous board of trustees or operator)
Highly Effective
5 Baltimore City Public Schools, 2016-17
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
Domain 1: Highly Effective Instruction
Teachers develop and implement standards-based daily lessons, units, and long-term plans using
appropriate curriculum planning documents. School leadership stated and teachers confirmed that
teachers are developing curriculum by reviewing the Common Core State Standards (CCSS), utilizing
curriculums from various resources, and determining a scope and sequence. A review of the scopes
and sequences for several content areas confirms that teachers have identified CCSS, and then
mapped out a timeline for covering the identified standards. A review of lesson plans, also confirms
that teachers are developing plans based on CCSS. For example, in one plan the standard noted was,
“CCSS.MATH.CONTENT.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio
a:b with b ≠ 0, and use rate language in the context of a ratio relationship.” and the corresponding
objective states, “I can find the unit price by using equivalent ratios or ratio tables.” Teachers stated
that the framework of the curriculum is set in August, but it remains a fluid document in which they
are adapting to be culturally responsive, as well as meeting student needs based off interim
assessments. School leadership stated that the curriculum framework for Humanities (a combination
of English Language Arts and Social Studies) is a combination of curriculum from Engage New York
and Baltimore City Schools’ (City Schools) curriculum. For math, school leadership stated they are
using Connected Math and are incorporating Engage New York. School leadership also stated that
teachers are using the Next Gen Standards for science, as well as the City Schools’ science units.
Finally, school leadership stated that the school has a focus on physical education and health and,
therefore, has a curriculum based on the Presidential Fitness Test for those classes.
Teachers design daily lessons that meet learners’ unique needs. School leadership and teachers
stated that teachers are planning for small groups, which are required to take place at least three
times a week. A review of lesson plans confirms that teachers are explicitly identifying students for
small group instruction, as well as targeted skills, and activities for those students. In addition, some
lesson plans contained gradual release, turn and talks, teacher modeling, and hands on activities.
Teachers set and track goals based on students’ performance levels. School leadership and teachers
stated that teachers set Student Learning Objectives (SLOs) based on various assessments; some
teachers stated their SLO was based on an administration of a publicly released Partnership for
Assessment of Readiness for College and Careers (PARCC) assessment, while others stated it was
based on an interim assessment, or a unit assessment. One SLO stated, “By the end of the SLO
Window, at least 80% of students in Target Group A will compose an essay that scores at least 80%
Key action 1.1: Teachers plan highly effective instruction. Highly Effective
6 Baltimore City Public Schools, 2016-17
on the “Writing Rubric for Expository and Persuasive Texts” rubric.” Regarding tracking, the site visit
team reviewed several different types of tracking documents, including i-Ready reports, pre- and
post- assessment data related to a unit assessment, as well as meeting notes in which interim
assessment data was shared as a grade level and discussed. School leadership and teachers also
stated that students are setting their own goals after report cards are released, and that once a year,
students are leading their own conferences, and sharing their goals with their families. One student’s
conference letter form states, “My academic goals are to reach my grade level.” The student-led
conference forms also ask students to identify their beginning and middle of year progress on i-Ready
assessment.
Teachers use and communicate standards-based lesson objectives and align learning activities to the
stated lesson objectives. In 100% of classes (n=13), lesson objectives identified student outcomes
and were communicated to students (posted, explained, or referenced during the lesson).
Additionally, in 100% of classes, learning activities and resources aligned with lesson objectives. For
example, in one class, the posted objective read: “I can determine the sums and differences of
rational numbers using a number line model or re-writing subtraction as addition and using the
addition rules.” Students received instruction through a presentation and then played a game to
practice the skill.
Teachers present content in various ways and emphasize key points to make content clear. Teachers
presented accurate, grade-level content in 100% of classes (n=13). Additionally, in 92% of classes,
teachers presented content in two or more ways to make content clear. For example, in one class,
students completed a lab activity, with a corresponding data gathering sheet, completed an exit
ticket, and the teacher referenced a diagram on the wall to support students’ thinking. Further, in
100% of classes, teachers consistently modeled academic vocabulary and standard grammatical
structures, such as the aforementioned class in which the teacher used terms such as “mantle” and
“tectonic plates.”
Teachers use multiple strategies and tasks to engage all students in rigorous work. In 100% of classes
(n=13), all tasks had a clear and intentional purpose. In addition, in 85% of classes, teachers provided
access to grade-level material for all students by scaffolding and/or differentiating tasks. In one class,
a teacher worked with a small group and asked scaffolded questions. Lastly, in 77% of classes,
students had opportunities and time to grapple with complex texts and/or tasks. For example, in one
science class, students were asked to create graphs using Microsoft Excel to compare average daily
high temperatures of two communities.
Key action 1.2: Teachers deliver highly effective instruction. Effective
7 Baltimore City Public Schools, 2016-17
Teachers use evidence-dependent questioning. In 100% of classes (n=13), teachers asked questions
at key points throughout the lesson. In 100% of classes, teachers asked questions that required
students to justify, cite evidence or explain their thought processes. One teacher asked questions
such as, “How do you know that?” and “What does the data say?” Finally, in 69% of classes teachers
asked questions that were clear and scaffolded.
Teachers check for student understanding and provide specific academic feedback. In 92% of classes
(n=13), teachers conducted one or more checks for understanding that yielded useful information at
key points throughout the lesson. For example, in one class, a teacher provided a range of possible
answers (accurate and inaccurate responses) to the questions, and asked students to raise their hand
if they concurred with specific responses, and asked questions to determine student understanding,
such as “What is the point of a cell membrane?” In 100% of classes, teachers provided specific
academic feedback to communicate current progress and next steps to move forward. For example,
in one class, a teacher was pushing students from simple recall questions to critically thinking, by
asking probing questions to support students in expounding upon their written answers.
Most teachers facilitate student-to-student interaction and academic talk. In 62% of classes (n=13),
teachers provided one or more opportunities for student-to-student interaction. However, in only
38% of classes, during student-to-student interaction, did students engage in discussions with their
peers to make meaning of content or deepen their understanding. For example, in one class students
were asked to complete a task with a partner, however, most students used the time to engage in
personal discussions regarding social media, and peers. Additionally, in 85% of classes, students used
academic talk. For example, in a math class, students were heard asking questions such as, “do the
same rules apply if the signs are different?”
Teachers analyze students’ progress toward goals. School leadership and teachers stated that
teachers are analyzing data related to interim assessments and i-Ready assessments after each test
administration. School leadership stated, and teachers confirmed, that the school’s director of
teaching and learning is meeting with content teams after an assessment to analyze student
progress, by identifying trends in areas of strength and weakness. A review of the meeting minutes
confirms this process, and shows that teachers are developing next steps based upon identified areas
of weakness. In addition, some teachers stated that they are analyzing exit tickets to identify
students’ skill deficits and strengths.
Teachers modify instruction in response to data. School leadership stated and teachers confirmed
that teachers are modifying lessons based on data from exit tickets, and then identifying small groups
to reteach or extend lessons. A review of lesson plans confirmed that teachers have daily exit tickets
planned. Additionally, school leadership stated that during content team data meetings, teachers are
Key action 1.3: Teachers use multiple data sources to adjust practice. Effective
8 Baltimore City Public Schools, 2016-17
identifying additional strategies and resources to support identified areas of weaknesses. For
example, in one set of meeting minutes, teachers discussed modifications in instruction based on the
identified need of students increasing stamina. One noted modification included reducing font size
so that students were not intimated by the number of pages in an assessment.
Teachers appropriately recommend students for tiered interventions, including opportunities for
acceleration. School leadership and teachers stated that students are placed in homogenous groups
based on interim, i-Ready, and formative assessments. Continuing, school leadership stated, and
teachers confirmed that one section in each content and grade level team (for example, one section
of 6th grade Humanities) has two teachers co-teaching to better support students’ needs, one that is
a special educator, and the other, a content specific teacher. A review of the school schedule confirms
this practice. Additionally, school leadership and teachers stated that there is a section in each
content and grade level team that is more rigorous, and teachers stated that for this class, the point
of release is sooner and complexity of the work is increased from other sections. A review of a
meeting from July 8, shows that school leadership met to determine data points used to form classes,
so that students are appropriately recommended to particular classes. School leadership and
teachers also stated that teachers offer coach class, after school, for students who are struggling.
Lastly, school leadership and teachers stated that students who demonstrate the need for
acceleration, as determined by test scores and grade point average, can be recommended for the
Middle Grades Partnership, which is a program that provides enrichment projects on Saturdays and
throughout the summer.
School leadership holds and promotes a clear instructional vision of high student achievement.
School leadership and teachers stated that the school’s instructional vision is for teachers to use a
gradual release model while teaching, to purposefully plan lessons that are grounded in standards,
and be responsive to student need through a data analysis process and small group instruction. A
review of the staff handbook details instructional expectations, and identifies the following
strategies: gradual release, purposeful teaching, student to student interaction, small group
instruction, and assessment. School leadership also stated that staff are informed of the instructional
vision through nightly emails regarding about ways in which the instructional vision is being carried
out. In one email, school leadership stated, ‘These focused and specific academic conversations are
incredibly powerful and are a good reminder that transparency with students about how they are
performing and where they need to improve is critical to their own motivation and purpose.”
Key action 1.4: School leadership supports highly effective instruction. Highly Effective
9 Baltimore City Public Schools, 2016-17
School leadership ensures that teachers engage in the planning of the curricula through oversight of
standards-based units, lessons, and pacing. School leadership stated and teachers confirmed that
teachers are meeting in grade level content team meetings with school leadership and discussing
upcoming standards that will be taught, and revising the scope and sequence with school leadership
based on interim assessment data. An agenda from the one content level team shows that the goal
for the meeting was to plan instruction for the writing portion of a unit, then details the reading for
the week, and notes the modification that needs to be made to the scope and sequence. Additionally,
school leadership and some teachers stated that during informal observations school leadership may
review a teacher’s lesson plans, and provide feedback, and because of the frequency of informal
observations, school leadership is aware of teachers’ pacing.
School leadership provides formative feedback and guidance to teachers about the quality of
planning, teaching, and adjustment of practice. School leadership and teachers stated that teachers
are being observed at least once every other week by one of three different members of school
leadership, and being provided feedback either via email, through notes left for teachers, or through
face to face meetings. A review of feedback reveals that teachers are provided feedback on pacing
of the lesson, classroom routines, small group instruction, differentiation, and environmental
feedback regarding classroom organization. Feedback also includes praises, and suggestions for
improvement. School leadership also stated that they are, at times, strategically planning who will
be observed, and what will be focused on, and a review of a “Small Group Monitoring Schedule”
identifies who will be observing specific teachers, when and identifies key look fors, related to small
group instruction.
School leadership demonstrates an understanding of data analysis and ensures the use of a complete
student learning data-cycle. School leadership stated, and teachers confirmed that school leadership
supports a data analysis process that takes place after interim assessments. A review of agendas
confirms that approximately every eight weeks, school leadership is meeting with content teams to
review assessment data, and identify next steps. In addition, teachers stated that during weekly
content team meetings, school leadership is ensuring that teachers are reflecting their practices
based on data through planning of small groups.
Teachers build a positive, learning-focused classroom culture. In 100% of classes visited (n=13), all
teacher-initiated interactions with students were positive and respectful. In one class, a teacher
stated, “I am going to write your good thinking on the board just in case someone else needs that.”
Additionally, in 92% of classes, all student-initiated interactions with teachers were positive and
respectful. Further, in 62% of classes, all student-to-student interactions were positive and
respectful. Finally, in 92% 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.
Effective
10 Baltimore City Public Schools, 2016-17
Teachers reinforce positive behavior and redirect off-task or challenging behavior, when needed. In
100% of classes visited (n=13), teachers promoted and/or reinforced positive behavior. For example,
in one class, a teacher stated, “Group 5 earns a pax, [a recognition for something that supports a
positive environment] I love those students raising their hands.” Further, in 77% of classes, less than
ten percent of students were not complying with lessons’ directions or working on intended
activities. In 85% of classes, less than ten percent of the teachers’ time used for redirection or
discipline.
Teachers implement routines to maximize instructional time. In 92% of classes observed (n=13)
routines and procedures ran smoothly with minimal prompting from the teacher. For example, in
several classes, the teacher used a harmonica to signal to students to settle down and refocus.
Additionally, in 100% of classes, the teachers’ arrangement of classrooms and materials allowed for
efficient classroom movement and use/access. Continuing, in 85% of classes, less than ten percent
of classroom time was spent on transitions. Finally, in 85% of classes, students were idle less than
ten percent of the time while waiting for the teacher.
11 Baltimore City Public Schools, 2016-17
Domain 2: Talented People
School leadership has created and implemented an organizational and staffing structure that meets
the diverse needs of all students. School leadership and teachers stated that the school has several
staff members to support the social and emotional needs of students, including a full time
educational associate that supports students in crisis, a full-time guidance counselor, a part time
school psychologist, and a full time social worker. In addition, school leadership stated that the school
has a community school coordinator that supports the school in identifying resources and helping
the school to be good stewards in the community, which teachers confirmed. School leadership also
stated that the school has a director of teaching and learning to support teachers in growing their
craft and making academic decisions. Continuing, to support the school’s focus on health and
wellness, school leadership and teachers stated that the school has three full time physical education
teachers; one of which teaches part-time physical education and Spanish. Lastly, school leadership
and teachers stated that the school also has a full-time art teacher. A review of a staff roster confirms
these roles.
School leadership leverages a pipeline for staff recruitment and uses multiple measures and includes
stakeholders in the assessment of candidates. School leadership and teachers stated that when the
school is looking for a new staff member, the first pipeline they utilize is word of mouth, and
specifically through the Teach For America (TFA) alumni network. Teachers confirmed coming from
TFA and being sought out through this pipeline. In addition, school leadership and teachers stated
that they will also talk to other school principals, and Baltimore City Teaching Residency to find
additional candidates. Regarding the hiring process, school leadership and teachers stated that they
typically try to visit a candidate’s current placement and observe them teaching as part of the
screening process, however, this year the process was different for one candidate, as that teacher
submitted a video. School leadership and teachers stated that candidates are also provided a school
tour, in which they are able to observe the school day, and speak with members of school leadership
and teachers. Continuing, school leadership stated that school leadership interviews candidates and
asks questions about what is important to the teacher in a leader and their educational values. A
review of interview questions included topics such as measuring student mastery, team dynamics,
and prior experiences. Teachers stated that school leadership asked teachers to summarize what
they learned about the candidate, and teachers stated that if they had a strong feeling regarding
hiring, that they felt as though school leadership would be receptive. A review of the recruitment
protocol confirms all the noted steps.
Key action 2.1: The school creates and implements systems to select, develop, and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students.
Highly Effective
12 Baltimore City Public Schools, 2016-17
School leadership includes staff members and other stakeholders in the development and retention
of effective teachers and staff. School leadership stated that math teachers are being developed
through professional learning communities in which teachers are taking an online course through
Stanford University and working together to discuss the material. School leadership and teachers
stated that the humanities teachers are also developing a professional learning community plan and
will begin meeting for the latter part of the year. School leadership and teachers also stated that
teachers are leading professional developments, and specifically made mention of a professional
development regarding culturally responsive teaching, which a professional development agenda
confirmed. In addition, school leadership stated that teachers are encouraged to observe specific
teachers who have demonstrated expertise in particular teaching practices, which teachers
confirmed. External partners, such as Ramapo for Children (a behavioral support consultant) and
Scholastic (supporting in instruction of informational texts) are also supporting teachers, according
to school leadership and teachers. A review of the scope of work from Ramapo for Children confirms
that specific teachers would be supported and developed. Regarding retention, school leadership
and teachers stated that teachers stay because of the sense of comradery and the sense of purpose.
Teachers also stated that they feel as though they are being developed through encouragement to
pursue advanced degrees and to take on leadership roles.
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 stated, and teachers confirmed, and that the school based mentor is meeting with early
career teachers at least once per week to provide coaching and mentoring. A review of mentoring
notes shows that the mentor is scripting notes of classroom observations and asking probing
questions about the lesson, such as, “What should students be able to do after this lesson?”
Regarding induction, school leadership stated that this school year, the new teacher was inducted
informally by walking them through a new teacher handbook. The site visit team observed the new
teacher handbook, and noted that it includes school specific policies and background information
about the school. School leadership stated that the principal and new teacher mentor are meeting
weekly to discuss mentee progress, and to ensure the program’s effectiveness.
School leadership makes full use of the evaluation system to develop faculty and staff capacity.
Teachers stated and school leadership confirmed, that the formal observation process begins with a
pre-observation conference with one of two qualified observers, in which teachers are asked to bring
lesson plans and materials, and there is a general discussion regarding the objective, lesson, and
anything the teacher would like to highlight about the class. Next, school leadership and teachers
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
13 Baltimore City Public Schools, 2016-17
stated that the observation occurs, and the lesson is scripted by the observer. Teachers stated that
within a week, there is a post observation conference in which ratings, and areas of strength and
growth are identified. Teachers stated that feedback provided is helpful, and that they are able to
track their growth throughout the years. A review of formal observations reveals that teachers are
being provided evidence and feedback from the observation on each of the Teach indicators from the
Instructional Framework. Feedback includes statements such as, “Consider ways to engage students
in owning their learning, and following along with their own level of mastery.”
School leadership provides 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 stated that teachers are identified as struggling through frequent
informal observations, and conversations with teachers, which teachers confirmed. Continuing,
school leadership and teachers stated that if a teacher is observed as struggling, the teacher will be
more frequently observed, and a review of informal feedback confirms that some teachers are being
informally observed numerous times over a few weeks’ time, and are provided feedback on targeted
needs. School leadership and teachers stated that provided supports might include asking other
teachers to coach a teacher struggling in a specific area, or may recommended for a struggling teacher
to observe other teachers. In addition, school leadership stated that several teachers were struggling
with classroom management due to student behavior, and the school leadership stated that they
contracted with Ramapo for Children to provide coaching and supports to these teachers, which a
review of coaching logs confirms. Regarding accountability, school leadership stated that if teachers
are not showing improvement, they plan to use a more formalized Performance Improvement Plan
(PIP) to support teachers in their development.
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 stated and teachers
confirmed that the professional development plan for the current school year was developed after a
review of prior year’s data, and determining that small group instruction, gradual release, use of
interim assessments, and data analysis would support areas of need. A review of the professional
development plan confirms that these topics are included, and are repeated throughout the year. In
addition, school leadership added that another focus for the year was the Connected Math Program,
in which teachers attended a conference and shared the information with teachers at the school.
14 Baltimore City Public Schools, 2016-17
Domain 3: Vision and Engagement
The school community shares an understanding of, and commitment to, the school mission, vision,
and values, including a clear understanding of strategic goals and initiatives. School leadership,
teachers, and parents stated that the school’s mission focuses on three priorities, to promote
academic, social, and emotional health, and physical health. Students stated that the school’s mission
is for students to stay active and healthy while getting a good education. School leadership and staff
stated that the mission is supported through strategically staffing the school with additional social
and emotional support staff, as well as physical education teachers. Continuing, school leadership
and teachers stated that the school offers a daily advisory program for students to support them in
their social and emotional goals. Academically, school leadership, teachers, and families also stated
that the focus on small group instruction, and supporting families in understanding their students’
progress supports the school’s mission. Regarding physical health, school leadership noted that the
school offers healthy events throughout the year, such as the Afya Mile, in which students are
encouraged to race a mile, and the community is invited to participate. A review of the school’s
website notes the mission statement as: The word Afya is Swahili for health, and health is at the heart
of what we do at our school. We focus on the health of our students in the following three categories:
academic/intellectual health, physical/nutritional health, and social/emotional health.
Students, staff, and families feel physically and emotionally safe at the school. School leadership,
staff, and students stated that they feel physically safe. School leadership and staff stated that one
reason for the feeling of safety is that the school and students pay attention to small annoyances and
issues, and ask for adult help so that small issues do not become larger issues. Students stated that
they feel physically safe, in part, because teachers are outside during dismissal ensuring that students
safely transition home, and teachers and school leadership confirmed this practice. Parents noted
that school leadership and teacher respond quickly to student concerns, which also minimizes issues.
Regarding emotional safety, school leadership, staff, parents, and students stated that they feel
emotionally safe because of the culture to address issues, and the support provided to both students
and staff. Students added that each student has at least one person they know they can go to talk to
if they have any issues or concerns. Finally, staff stated that school leadership is open and responsive
to teacher needs and supports, and it is an open communication environment.
School leadership establishes structures for the acknowledgement and celebration of student,
faculty, and staff success. School leadership, staff, parents, and students stated that every Friday,
the school has a celebration in which every student is given time to be outside and play. The noted
stakeholders stated that this celebration is open to everyone, and there are no qualifications to be a
participant, and that the purpose is for everyone to feel celebrated. In addition, school leadership,
staff, parents, and students also stated that there is a monthly celebration for students that is earned
Key action 3.1: The school provides a safe and supportive learning environment for students, families, teachers, and staff.
Highly Effective
15 Baltimore City Public Schools, 2016-17
by not having any “work outs” (reflection time given for students for rule violation or problems) can
earn invitations to celebrations such as an ice cream social. Continuing, school leadership, staff,
parents, and students also stated that quarterly, when students earn honor roll, they are celebrated
with Pastries with the Principal. The site visit team noted that the invitation for Pastries with the
Principal is sent home in a flyer to parents. School leadership, staff and parents also noted that
students are recognized on bulletin boards throughout the school’s hallways with their work, and
pictures, and at the beginning of the year, the school takes a picture of each student and hangs it
along with their hopes and dreams in the hallways, which the site visit team observed. Regarding
staff celebrations, school leadership and staff stated they are celebrated in nightly emails from school
leadership, in which they are recognized for their contributions to the school, and encouraged to see
the great work of peers. In addition, school leadership stated, and staff confirmed that staff are given
“morale pals,” that provide small tokens of acknowledgement and appreciation to one another
throughout the school year. The signup sheet for the “morale pals”, asks questions regarding favorite
snacks, and something that makes you smile.
The school develops systems that proactively attend to individual students’ social and emotional
needs. School leadership stated, and staff, students and parents confirmed, that students are in a
morning advisory class in which two teachers work with one class to complete a social and emotional
skills focused lesson, as well as check in with students. School leadership, staff, and parents stated
that in addition to the lesson provided supporting students, morning meeting support the
development of positive relationships between teachers and students. In addition, school leadership
and staff noted that the school uses Paths to Pax (a behavioral program that supports positive
behavior) to create a positive, calm learning environment. The site visit team observed teachers using
a harmonica to signal certain student behaviors, as well as using associated vocabulary such as
Spleems (a term coined to identify undesirable behaviors).
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, staff, parents, and students stated that each Friday, school leadership
sends home a newsletter to inform families about upcoming events and information regarding school
happenings, and posts this newsletter on social media and on the school’s website. A review of the
school’s website confirms that weekly, the letter is posted to the website, and contain the noted
information. Students also stated that the newsletter is shared during morning meeting on Friday. In
addition, school leadership stated and teachers confirmed, there is a monthly newsletter that goes
home during the summer to inform parents about what to expect in the upcoming school year, as
well as invite newly enrolled families to attend individual conferences in August. School leadership,
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.
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16 Baltimore City Public Schools, 2016-17
parents and teachers also stated that teachers and parents communicate via text, to provide
information about their student’s day and important reminders.
The school is working to establish a regular structure for two-way communication, which facilitate
opportunities for families and the community to participate in, or provide feedback on school-wide
decisions. School leadership, staff, parents, and students stated that the school has a Parent Teacher
Organization (PTO), however, school leadership and parents noted that the PTO is in its beginning
stages, and plans to have monthly meetings, but have had only two so far this year. Parents stated
that the PTO has discussed budget issues, and fundraising, and plans to develop recruitment
strategies to grow the size of the PTO. A flyer confirms that parents were invited to attend a PTO
meeting in February and confirms the plan for them to discuss the school budget, as well as increasing
parent participation and voice.
School leadership establishes multiple structures for frequent communication with teachers and staff
members regarding policies, progress, and school culture. School leadership, and teachers stated
that school leadership sends a nightly email to staff regarding what was seen throughout the day, as
well as any reminders, or information that needs to be shared. A review of the nightly email for
February 1, notes that teachers are recognized for having varying, but positive learning
environments, reminders regarding signing up for formal observations, as well as information
regarding an updated collaborative planning schedule. In addition, school leadership and staff stated
that the text messages are a way in which staff are constantly communicating with one another to
request assistance, or provide information to one another.
School leadership, teachers, and staff build strong relationships with families and community
stakeholders from diverse backgrounds. School leadership, teachers and parents stated that the
school offers family engagement nights with themes such as Pizza and Progress to discuss iReady
assessment data, a science night to support families in understanding the science curriculum, and
popcorn and trivia to involve parents in their students’ academics. School leadership, teachers and
parents also stated that the school offers a race, called the Afya Mile, annually, in which families and
students are encouraged to run in a one mile race together, which a flyer for the event confirmed. In
addition, school leadership and teachers stated that the school has a community school coordinator
that attends the Belair Edison Neighborhood, Inc. community meetings, and works to invite families
in the community to learn more about the school. In addition, school leadership stated, and teachers
and students confirmed that students are working with local organizations, such as Blue Water
Baltimore, to plant trees and clean up the Herring Run Park, which is in the community. A permission
slip for students to participate confirmed the event. Lastly, parents stated that staff has offered to
work together with families to support them in completing applications for high school selection.
Key action 3.3: The culture of the school reflects and embraces student, staff, and community diversity.
Highly Effective
17 Baltimore City Public Schools, 2016-17
The school’s curricula, resources and programs consider cultural, linguistic, and socioeconomic
diversity. Regarding cultural diversity, school leadership stated and teachers confirmed that teachers
are addressing current events during advisory. For example, some teachers stated that the advisory
focused on a discussion about Syrian refugees, and a review of a presentation from February shows
that teachers focused on Black History Month through games and discussions. Teachers stated that
the humanities classes also use texts in which students are able to learn about different cultures,
such as reading Black Boy and poetry by Nikki Giovani. School leadership, and teachers also stated,
and students confirmed that students attend field trips, and this year, have gone to see Hidden
Figures, the science center, and on a kayaking trip. The site visit team reviewed a reflection worksheet
that students were provided after watching Hidden Figures, as well as a permission form. Regarding
linguistic diversity, school leadership, teachers, and students stated that students are taking Spanish
classes, and a review of the school schedule confirms this offering. Regarding socioeconomic
diversity, school leadership, and teachers stated that the school requested $10,000 from the
governing board this year to provide a full week’s worth of uniforms to several families, which a
review of board minutes confirms the discussion. Continuing, school leadership and teachers stated
that the school has a food pantry that is open to the community, which a receipt from the food bank
confirms. Lastly, school leadership and teachers stated that the community school coordinator is
aware of individual student and family needs, and finds appropriate resources for students.
The school maintains a positive school culture and climate. School leadership, teachers, and parents
stated that staff have a positive attitude and genuinely express caring and concern for the students.
Parents stated that upon entering the building, they feel warmly greeted, and that staff know
parents’ names and their children. Students stated that the school focuses on students’ mental,
physical, and emotional development, and students expressed that this makes them better people.
The site visit team noted that the school is full of student work, pictures of students, and observed
staff sitting on couches in the hallways to confer with students in a relaxed environment.
18 Baltimore City Public Schools, 2016-17
Domain 4: Strategic Leadership
School leadership establish goals for the improvement of student learning that are measurable and
aligned to student need and school improvement. School leadership stated that the school wide goals
are to move students to grade level, with a minimum of one year academic growth in math and
reading as measured by iReady, which teachers confirmed. In addition, school leadership stated that
the school has a goal to maintain its climate and culture, and teachers stated this goal is directly
related to minimizing work outs (a reflection period assigned to students for rule violations and
problems) and increase attendance. A review of the charter’s Theory of Change document identifies
the outcomes for a goal is for students in each of the charter schools to be on or above grade level,
and a performance indicator for another goal states that students will participate in work outs to
resolve their problems. School leadership and teachers stated that the goals were developed by
school leadership, and a review of a meeting notes for September 22, confirms that school leadership
identified goals, and developed an action plan to meet stated goals.
School leadership ensures the alignment of all school goals, action plans and key priorities. School
leadership stated that the academic goals, as mentioned above, are aligned to the school’s action
plans to incorporate interim assessments, analyze, and respond to data into teacher practice, and
support teachers in implementing small group instruction. Teachers confirmed these actions, and a
review of the action plan developed by school leadership confirms these are the identified action
steps related to the goals. Regarding the culture and climate goals, school leadership and teachers
stated that there is a focus on positive behaviors, and shouting out students for demonstrating Core
Values are ways in which the school is working to reduce the number of student work outs. A review
of meeting minutes from the leadership team on September 15, confirms these action steps aligned
with the culture and climate goals.
School leadership and staff participate in regular analysis of school-wide data and revisit and adjust
action plans as needed. School leadership stated, and teachers confirmed that school leadership
presented iReady assessment data in both reading and math to the staff at the onset and midyear
points of the year. Teachers stated that they used this data to adjust pacing guides and to adjust
areas in which students needed additional practice. School leadership stated that they are meeting
with the operator weekly to discuss the schools’ priorities and school wide assessment data, and
have asked an external partner to observe classrooms, and to support the operator and school
leadership in developing goals for next year, and how to maximize their Instructional Leadership
Team (ILT). School leadership stated, and teachers confirmed, that the instructional leadership team
is also meeting weekly, and reviewing school wide assessment data to determine student growth. A
review of the professional development plan for the school year confirms that iReady data was
reviewed at the September 30 professional development and a review of iReady reports shows that
Key action 4.1: The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.
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19 Baltimore City Public Schools, 2016-17
an analysis between beginning of the year and middle of the year iReady assessments was
completed, and ILT agendas show that planning was done to present iReady information to parents
at the midyear, however, it is unclear when this data was shared with teachers.
Budget distributions and resource allocations always support teaching and learning. Regarding
staffing, school leadership and teachers stated that the school does not have any vacancies, and that
although there was a reduction in staff related to budget concerns in the prior year which reduced
the planning time for teachers, currently the staff is sufficient to meet the needs of the students,
which teachers, students and parents confirmed. Regarding materials and supplies, school leadership
and teachers stated that materials and supplies are sufficient. School leadership stated that supplies
are ordered in the beginning of the school year for all teachers and then throughout the year teachers
can request supplies. Teachers confirmed that supplies are sufficient and that there is a process to
request more items as needed. Students agreed that the materials are sufficient. Regarding
technology, school leadership stated that this year, their goal was to ensure that an entire grade level
could be using laptops at a time, for testing purposes, and that this goal was reached. A review of
the budgeting documents confirms the purchase of laptops. School leadership and teachers stated
that in addition, teachers have completed online fundraising to purchase Kindles to use in small
groups. Students stated that technology is often not working and in need of updating. School
leadership also stated that each classroom has a document camera and projector, and several math
classrooms have SMART boards.
School leadership leverages teacher and staff talent, expertise, and effectiveness by delegating
essential responsibilities and decisions to appropriate individuals. School leadership and teachers
stated that teachers in math and humanities have developed a Professional Learning Cycle (PLC)
team, and self-selected a focus. A review of the agendas from these meetings, confirms teachers are
meeting to discuss planned PLC topics. In addition, school leadership stated, and teachers confirmed
that the afterschool and the Middle Grades Partnership (MGP) programs are led by teachers, and
teachers are also leading afterschool sports and club programs such as dance, step, music, and
sewing. Lastly, school leadership and teachers stated that teachers are identified as serving as
representatives on the Instructional Leadership Team (ILT) as well as grade level team leaders. A
document entitled, 2016-2017 Team Structure details the attendees and roles of the ILT and grade
level teams.
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.
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20 Baltimore City Public Schools, 2016-17
School leadership consistently provides and focuses common staff time on instructional practices
and development in support of student achievement. School leadership stated and teachers
confirmed, that teachers are meeting in two different collaborative planning meetings weekly, grade
level and content team. School leadership and teachers stated that teachers are meeting in content
team meetings with the school’s director of teaching and learning to collaboratively lesson plan,
review curriculum, and discuss resources and activities for units. A review of meeting minutes for
several meetings reveals that teachers are discussing recent assessments, and educational
applications for portable technology, and ideas for supporting student success on interim
assessments. Finally, school leadership and teachers stated that teachers are meeting together in
grade level teams to discuss student emotional and social progress, and weekly incentives for
positive behavior.
The school collaborates with families and community partners to garner resources to meet the needs
of students and the school. School leadership and the operator stated that the school has a strong
relationship with the Belair Edison Neighborhood, Inc (BENI) association, and that a member of the
association serves on the school’s board, and supports the school by generating relationships with
the community. School leadership and teachers stated that the school has a relationship with the
Johns Hopkins University Mentoring Program (JUMP), in which student athletes meet monthly with
students to mentor them and talk about college life. School leadership and teachers also stated that
through the MGP, the school partners with the Park School to provide enrichment programs for
students, as well as field trips. School leadership also noted that the school has a partnership with
Towson University in which interns come weekly and work with students. A community partners list
confirmed these partnerships. Regarding parents providing support, school leadership, teachers,
parents, and students stated that parents are volunteering in the school to support field trips, and
the Afya Mile race. A flyer confirmed that the school requested parent volunteers to support the
Afya Mile.
The governing board and operator maintain essential knowledge of the school and provide oversight
of the academic program. School leadership, the operator, and the board members stated that the
operator is closely connected with the school through weekly meetings in which the principal and
operator discuss academics, climate and culture, school communication, and financial information;
which a review of the meeting agenda between school leadership and the operator confirmed.
School leadership, board members, and the operator stated that operator meets with the executive
committee of the board quarterly to discuss the school’s operations, and that the full board gathers
six times a year. School leadership and board members stated that board members from the teaching
Key action 4.3: The school’s board of trustees (or operator) provides competent stewardship and oversight of the school. (For schools that are overseen by an autonomous board of trustees or operator).
Highly Effective
21 Baltimore City Public Schools, 2016-17
and learning subcommittee observe their charter schools and at least twice a year visit Afya and
conduct classroom observations. Finally, the board members and operator both confirmed that the
school’s goals for the year included students making one academic year of progress, and noted that
the school and board are focusing on measuring achievement and growth through assessment.
The governing board and operator provide financial oversight by monitoring the school’s financial
records and ensuring that the school remains fiscally viable. School leadership, operator, and board
members stated that the annual budget is developed by reviewing the needs of the school, talking
to parents and the community, and gathering insight from the school leadership. All noted parties
stated that a budget is then developed by the operator and school leadership and reviewed by the
finance committee. The board members stated that the school finance committee meets prior to
every board meeting and then provides a report to the full board after the committee meeting.
Continuing, board members stated that expenditures are reviewed quarterly and variances are noted
and discussed, which a review of board agenda confirms. For example, in the January meeting
agenda, it notes that the board is updated on audits, reporting requirements, and school budget
reports. The board members and operator stated that the school is fiscally stable, and board
members noted that the school is required to keep a debt covenant of 1.2 times its debt in cash
reserve to ensure fiscal viability. Finally a review of the audit, for fiscal years ending in June 2015 and
June 2016 revealed no findings.
The governing board and operator maintain effective governance practices to ensure organizational
viability, including the systematic selection and oversight of the school leader. School leadership, the
board, and the operator stated that the board oversees three charter schools, and has two parent
representatives from each school serving on the board. The board members stated that these
parents serve as liaisons to the board, to keep them abreast of the concerns and needs of each
school. In addition, school leadership, the operator, and the board noted that board members
include an attorney, educators, and a land developer to provide expertise in necessary areas. School
leadership and the board members stated that the board has the following committees: teaching
and learning, finance, governance, executive, and health. Regarding selecting a school leader, the
school is currently in the beginning stages of the process of identifying a new school leader, and
stated that the board had a transition team when opening another charter school in the area, and
plans to use this same team to identify a new leader. The operator stated that the board will be
posting the position soon, and the operator will make a recommendation, with input from the
teachers and parents and the school board will approve. Regarding evaluation of the school leader,
the operator stated that the principal is evaluated by the operator, and a written board policy
confirms this as the policy. The board members noted that the operator is evaluated by the board,
using the work plan, developed by the board, as the measure to determine effectiveness.
22 Baltimore City Public Schools, 2016-17
Performance Level Rubric
The SER team will use the following guidance to select a performance level for each key action. Note that
the quality standard for each performance level is based upon: the extent to which the SER team finds
multiple types1 and multiple sources2 of evidence AND the extent to which the SER team finds evidence
of high levels of adoption and/or implementation of a practice or system. The SER team will also reflect
on the Instructional Framework and School Leadership Framework in their analysis prior to assigning a
rating for each key action.
Rating Performance Level Quality Standard
1 Not Effective Evidence indicates that the key action is not a practice or system that has been adopted and/or implemented at the school, or the level of adoption/implementation does not improve the school’s effectiveness.
2 Developing Evidence indicates that the key action (including some indicators) is a practice or system that is emerging at the school, but that it has not yet been implemented at a level that has begun to improve the school’s effectiveness, OR that the impact of the key action on the effectiveness of the school cannot yet be fully determined.
3 Effective Evidence indicates that the key action (including most indicators) is a practice or system that has been adopted at the school, and is implemented at a level that is improving the school’s effectiveness.
4 Highly Effective Evidence indicates that the key action (including all indicators) is a practice or system that has been fully adopted at the school, and is implemented at a level that has had a strong, significant or sustainable impact on the school’s effectiveness.
1 “Multiple types of evidence” is defined as evidence collected from two or more of the following: document review, stakeholder focus groups; and classroom observations. 2 “Multiple sources of evidence” is defined as evidence collected from three or more stakeholder focus groups; two or more documents; and/or evidence that a descriptor was documented in 75% or more of lessons observed at the time of the visit.
Exte
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
23 Baltimore City Public Schools, 2016-17
Appendix A: School Report Comments
Domain 1: Highly Effective Instruction
None
Domain 2: Talented People
None
Domain 3: Vision and Engagement
None
Domain 4: Strategic Leadership
None
24 Baltimore City Public Schools, 2016-17
Appendix B: SER Team Members
The SER visit to the Afya Public Charter was conducted on March 22-23, 2017 by a team of representatives
from Baltimore City Public Schools.
Jessica Hargest is a Program Evaluator II in the Office of Achievement and Accountability in Baltimore City
Public Schools. Jessica began her career as a first-grade teacher in Montgomery County Public Schools.
She then worked as a pre-kindergarten and Kindergarten teacher in a private setting. In those roles, she
was responsible for developing the curriculum, and ensuring the rigor of instruction aligned with the
needs of her students, and the community. Jessica then worked as the director of an early learning center
in Baltimore County. Most recently, she worked for the Governor’s Office for Children as a policy analyst.
Her primary function in that role was to ensure contract compliance with grantees. Jessica has her
Bachelor’s degree in Elementary Education from the University of Maryland, College Park. She is in the
process of completing her Master’s in Education for At Risk and Diverse Learners from Goucher College.
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.
Ernestean Connally, serves as the Special Education Liaison for Baltimore City Public Schools. Ms. Connally
has worked for Baltimore City Public Schools for 24 years. Prior to working for City Schools, she worked in
Caroline County Public Schools in Denton Maryland. A native of North Carolina, Ms. Connally attended
undergraduate school in Durham North Carolina and completed graduate school in the Baltimore area,
earning a Master’s degree in 1993. Her previous positions have included: “ARD Manager (IEP Chair) at the
high school level, OSEMC audits and the Office of Suspension Services at District Office.
Josh Shaw is an Instructional Technology Specialist in the Office of Media and Instructional Technology
for Baltimore City Public Schools. His work includes supporting teachers in their use of technology to
improve instruction and promoting blended learning throughout the district. Prior to working for the
district, Josh taught elementary school literacy and technology. He received a dual degree in Newspaper
Journalism and Public Policy from Syracuse University and holds a Master’s degree in Teaching from Johns
Hopkins University.