Baltimore IT Academy (formerly Chinquapin Middle School) SIG Monitoring and Fiscal Teams’ Third Onsite Visit Feedback

Baltimore City Public School System (BCPSS) Date Feedback Shared with BCPSS: June 21, 2011

Title I School Improvement Grant (SIG), section 1003(g), FY 2009

SIG Monitoring and Fiscal Teams’ Third Onsite Visit Feedback

Maryland State Department of Education—Title I School Improvement Grant (SIG), section 1003(g)

School: Baltimore IT Academy LEA: Baltimore City Public School System (BCPSS)
Principal: Beverly Manigo LEA Turnaround Director: Beth Nolan
Date of SIG Team’s School Visit: May 26, 2011 Date of SIG Fiscal Team’s Visit: May 24, 2011
SIG Team Members: Cvieta Jovanovich and Tina McKnight SIG Fiscal Team Members: Geri Taylor Lawrence and Jim Newkirk

Title I School Improvement Grant (SIG): The School Improvement Grant (SIG) Program, authorized under section 1003(g) of Title I of the Elementary and Secondary Act of 1965, provides funding through State educational agencies (SEAs) to local educational agencies (LEAs) with the lowest-achieving schools that have the greatest need for the funds and demonstrate the strongest commitment to use the funds to raise significantly the achievement of students. The United States Department of Education (USDE) views the large infusion of Federal funds into the SIG program through the American Recovery and Reinvestment Act of 2009 (ARRA) as a historic opportunity to address one of the most intractable challenges for America’s education system: turning around or closing down our Nation’s persistently lowest-achieving schools.

Purpose of the SIG Monitoring and Fiscal Teams’ Third Onsite Visit: As approved by USDE, MSDE, through SIG Monitoring Teams, will conduct three onsite monitoring visits annually in each LEA that receives a school improvement grant to ensure that the LEA is implementing its intervention model fully and effectively in Maryland’s Tier I and Tier II schools. The purpose of the SIG Teams third onsite visit is to provide each SIG school, with LEA guidance, an opportunity to showcase the successful implementation of two or three activities/strategies, within the approved SIG plan, to share with MSDE’s SIG Monitoring Team. As an additional monitoring activity during this third onsite visit, the SIG Monitoring Team will conduct interviews with four or five stakeholder groups. These groups must include SIG Principal; Teacher Leaders; Parents; Students; and School-based Lead Restart Partner (if applicable). In addition and on a different day, a MSDE SIG Fiscal Team will monitor the school’s SIG budget.

Table Organization of SIG Monitoring and Fiscal Teams’ Third Onsite Visit Feedback
Table 1 / Activity/Strategy #1 Observed by SIG Team
Table 2 / Activity/Strategy #2 Observed by SIG Team
Table 3 / Principal Interview Questions and Responses
Table 4 / Teacher Leaders’ Interview Questions and Responses
Table 5 / Parents’ Interview Questions and Responses
Table 6 / Students’ Interview Questions and Responses
Table 7 / School-based Lead Restart Partner Interview Questions and Responses
Table 8 / SIG School Budget Expenditures for Baltimore IT Academyfor School Year 2010-2011
TABLE 1 Observed Activity/Strategy #1
MSDE Question / SIG Principal Responses in Black Font and MSDESIG Team Responses in Blue Font
  1. Which intervention model requirement/component will the observed activity/strategy address?
/ Restart Model Strategy- Rigorous Curriculum
Baltimore IT Academy will focus on learning with technology as much as it focuses on learning about technology. Instructional techniques will utilize multimedia and multisensory education tools, relevant software, and other technologies to improve learning in all subject areas. It is Baltimore IT Academy’s intent eventually to ensure all classrooms will have PCs, SMART Boards, and data projectors, and will utilize online resources related to the coursework to provide a rich scientific and technological environment.
  1. What is the specific activity/strategy that will be observed that is aligned to this requirement?
/ Observing Technology in the Classroom and in the Computer Lab
  • Algebra I (8th grade) class (12 students) using individual SMART response system.
  • Computer Lab class (14 students) using Scratch computer program to develop understanding of a coordinate plane with an object on it.
  • Math class (6th grade-9 students) demonstrating the use Prezi program for math with SMART Boards.
  • Language arts class (7th grade- 15 students) use of Flip Book computer program in the computer lab to motivate the use of figurative language.
  • Science Class (Grade 7-17 students) in Science Lab using LabQuest and Temperature probes to experiment, analyze, and understand the types of insulators to reduce heat loss through conduction.
  • Also, the school was having Career Day on the day of the SIG visit. Observation of a Career day presentation in a Special Education classroom (6 students-grades 6 &7). The 16 career presenters included the following careers: social worker, law enforcement, SPCA, military, health care (nurse, dental assistant), first responders, cosmetologist, TV reporters, bank manager, Orioles representative.

  1. How is the activity/strategy to be observed linked to the needs assessment in your SIG plan for the school?
/
  • From the Needs Assessment: Some teachers use technology in the classroom. However, there is little evidence that technology is used for remediation, enrichment or to advance student needs.
  • From the LEA’s Restart Process for Baltimore IT Academy (BCPSS SIG Application): BIT Academy proposes to be a Career Preparation school with certification tracks in information technologies for middle and high school students.

  1. Where are you in your timeline for the implementation of the observed activity/strategy?
/
  • The technology purchased with SIG funds has only been in place for a couple of months. All of the classrooms now have SMART Boards and projectors. Use of technology as an instructional and learning tool is in the early stages of implementation. Teachers are becoming more versed in the use of technology in their instructional delivery. Student use of technology has been slower. Student management was a factor.

  1. What is the current level of implementation for the activity/strategy as determined by the school?
/
  • Technology is in place in every classroom across the curriculum. The level of use of technology is in the initial stage.

  1. What has been the impact of the activity/strategy to be observed on the school making progress towards its SIG goals?
/
  • The school goal is for students to be able to use technology in the same manner as the teacher. The school expects students to teach others using technology and to present information using because of the level of intensity of the use of technology in the instructional program and what students are being taught.
  • Students are learning with technology but they are not always aware that they are learning. They learn as they process.
  • There is a high level of student engagement with the use of technology in the classroom.

SIG Team Consensus / SIG Team Consensus Summary
  1. MSDE SIG Team’s Consensus Summary of the observed activity/strategy during the Third SIG Onsite Monitoring Visit (bulleted summary of each observed activity/strategy)
/ Observed the use of technology is five classrooms: two math classrooms, language arts class, science lab, computer lab. Lessons plans for each classroom were available. In all classes students were given some ownership of their use of technology as a learning tool.
  • Algebra I (8th grade) class (12 students) used individual SMART response system with a SMART Board. Students also used graphing calculators to solve problems during teacher guided practice. The teacher appeared to be somewhat a novice in the navigating through the software and the technology was used more as an electronic worksheet.
  • Computer Lab class (14 students) using Scratch computer program to develop understanding of a coordinate plane with an object on it. Teacher was able to lock student computers and demonstrate from her computer monitor onto individual student monitors, essentially taking control of the computers for the entire class. The classroom teacher collaborates with the computer teacher for lessons taught in the lab. The use of PBIS positive bucks was apparent.
  • Math class (6th grade-9 students) demonstrated the use of the Prezi program for math with SMART Boards. The students used Prezi presentations to develop understanding of diameter and radius.
  • Language arts class (7th grade- 15 students) used Flip Book computer program in the computer lab to motivate the use of figurative language in students writing.
  • Science Class (Grade 7-17 students) in Science Lab using LabQuest and Temperature probes to experiment, analyze, and understand the types of insulators to reduce heat loss through conduction. The students collected data with temperature probes, transferred data to a computer for analysis and were to respond to questions for understanding. Students worked in small groups.
  • We observed a Career Day presentation in a Special Education classroom (Grade 6/7- 6 students). The activity engaged the community but the TV news media reporters appeared to be the only invited Career Day presenter with a career connection with the use of technology. The presenter’s “suggested talking points” (written guidelines) did not request them to discuss the use of technology in their careers.

  1. MSDE SIG Team’s Consensus Assessment of the level of fidelity of implementation of the observed activity/strategy during the Third SIG Onsite Monitoring Visit (bulleted summary)
/
  • Cutting edge technology is in place at Baltimore IT Academy in all classrooms.
  • The use of technology as an instructional and learning tool is at the initial stages of implementation.
  • Student engagement and level of motivation has been raised with the infusion of technology across the curriculum.
  • Some teachers are more proficient than others in the use of technology than others but there is a high frequency in the use of technology.
  • A comprehensive ongoing and job embedded professional development plan will be necessary to ensure full integration of technology in instruction by all teacher to engage all students in their learning.

TABLE 2 Observed Activity/Strategy #2
MSDE Question / SIG Principal Responses in Black Font and MSDESIG Team Responses in Blue Font
  1. Which intervention model requirement/component will the observed activity/strategy address?
/ Restart Strategy--School Culture and Climate: Building a strong school culture at Baltimore IT Academy will be critical to the achievement of the school’s goals and objectives.
  • As a newly formed school the student behavior was difficult at the beginning of the year since students and parents did not want Chinquapin School to close and become Baltimore IT Academy.
  • The Reflection Room was created to build a positive school culture and climate.

  1. What is the specific activity/strategy that will be observed that is aligned to this requirement?
/
  • Reflection Room is a behavior intervention room.
  • It is used to give students a time out during the school day when they are experiencing some behavior difficulties.
  • It is staffed by a Dean of Students who is an experienced, certified language arts teacher and also with a paraprofessional.
  • In school suspension students are also in the Reflection Room.

  1. How is the activity/strategy to be observed linked to the needs assessment in your SIG plan for the school?
/
  • Baltimore IT Academy needed to implement programs that could enhance school climate and engage the school community.
  • Behavior issues were out of control with a number of students in the past.
  • There was a high level of suspensions.
  • Hallways were atrocious. Students were not in classrooms.
  • The students rebelled against the staff for changing the school from Chinquapin to Baltimore IT Academy

  1. Where are you in your timeline for the implementation of the observed activity/strategy?
/
  • In January the Reflection Room was started.

  1. What is the current level of implementation for the activity/strategy as determined by the school?
/
  • The Refection Room began midyear when student behavior was out of control and a new principal came on board. Five hall monitors and one paraprofessional for the Refection Room were assigned to the school at this same time from the district’s surplus staffing pool.
  • The Reflection Room is in the initial implementation stage.

  1. What has been the impact of the activity/strategy to be observed on the school making progress towards its SIG goals?
/
  • There has been drastic change with data to support. Student grades have turned around and hallways are now orderly.
  • 8th grade students are rarely in the Reflection Room, most are 6th and 7th graders. In the past the most of the behavior concerns were with 8th graders.
  • It was reported that the Dean of Students was not sure if out of school suspensions were down.
  • Specific data on each incident is not being collected (according to principal) for the Refection Room in a useful data base. PBIS data is not being kept (SWISS data) by incident.
  • The Dean of Students is a certified teacher in Language Arts (18 years teaching experience). She is able to provide instruction for students in the Reflection Room.

SIG Team Consensus / SIG Team Consensus Summary
  1. MSDE SIG Team’s Consensus Summary of the observed activity/strategy during the Third SIG Onsite Monitoring Visit (bulleted summary of each observed activity/strategy)
/
  • Due to need to conference with a parent in the Refection room because of behavior concern we were not able to observe in the Reflection room. The Dean of Students shared with the SIG monitors how the room operates.
  • The Reflection Room is managed by the Dean of Students with the support of a paraprofessional.
  • Hall monitors pick up students experiencing behavior difficulties to escort them from class to the Refection Room.
  • Dean of Students talks with Refection Room students as an administrator and then as “parent” about their actions and the results of their actions.
  • Students work on a reflection activity for the behavior which sent them to the Refection Room.
  • For minor Incidents students get back on track and are sent back to class quickly.
  • Also, folders of activities by grade level (assignments in the room) or what the classroom teacher is working on are in the Refection Room for students who spend longer time out sessions. These students remain in the reflection room for the remainder of the class period and then are returned to class if possible.
  • In-school suspension students are maintained in the Refection Room also.
  • A log book is kept for documentation for every action of the Dean of Students.

  1. MSDE SIG Team’s Consensus Assessment of the level of fidelity of implementation of the observed activity/strategy during the Third SIG Onsite Monitoring Visit (bulleted summary)
/
  • The Refection Room along with the additional Hall Monitors was a strategy that helped to improve student behavior and the overall school climate at Baltimore IT Academy.
  • Parents are included in the resolution of problems with students .
  • Students have opened up to the Dean of Students.
  • The school climate is much improved providing an environment where teacher and learning can take place.
  • Hall monitors were not in the SIG budget for BIT. What will happen next year? Will the district continue to provide surplus hall monitor staffing?

TABLE 3 Principal Interview Questions and Responses
  1. Describe what the school was like before implementing reform efforts as part of the school intervention model and provide the unique background of the school that impacted the implementation of the reform. (The principal may refer to the needs assessment found in SIG.)
/ Before the new Principal came on board in January--
  • Need for things to be done on culture – school culture where the students and faculty would build relationships.
  • Lack of focus in the area of culture and climate.
  • No accountability on the part of the staff.
  • Need to get students out of the hallways and bathrooms and in class and on time.
  • PBIS was not rooted well in the program. PBIS Framework was there with no onsistent procedures.

  1. What is the school like now? How do they compare?
/
  • Culture is an area that still needs work but kids are now in class not in the halls.
  • Principal needed to push the PBIS piece for teachers’ own accountability in the whole learning process.
  • The teachers now set expectations.
  • Teachers are provided weekly meetings with agenda items for management in the classrooms, building relationships, and strategies for working with special needs children.
  • There are more activities for character development with the use of the counselor in the classrooms.

  1. Talk about your greatest successes.
/
  • Taming the environment: PBIS is now rooted well in the program.
  • As difficult as it was for students and staff, the school began to create a culture with a focus on teaching and learning.