Office of Achievement and Accountability
Division of School Evaluation and Accountability
School Effectiveness Review
2012-2013
Commodore John Rodgers Elementary/Middle School
April 10-11, 2013
100 Cummings Center, Suite 236C Beverly, Massachusetts 01915
www.schoolworks.org
200 East North Avenue Baltimore, Maryland 21202
www.baltimorecityschools.org
Table of Contents
Part I: Introduction and School Background 1
Introduction to School Effectiveness Review 1
School Background 1
Part II: Summary of Performance Levels 3
Part III: Findings on Domains of Effective Schools 4
Domain 1: Highly Effective Instruction 4
Domain 2: Talented People 9
Domain 3: Engaged Families and Community 11
Domain 4: Strategic Leadership 14
Appendix A: School Report Comments 17
Appendix B: SER Team Members 18
©2013 SchoolWorks LLC and Baltimore City Public Schools. All rights reserved. Not for distribution. 1
Part I: Introduction and School Background
Introduction to School Effectiveness Review
The goal of the School Effectiveness Review (SER) is to provide an objective and research-based analysis of
the work schools are doing to impact student achievement. Based on research and school-level best
practices, four domains were identified for review: highly effective instruction, talented people, engaged
families and community, and strategic leadership. In addition, a rubric was created to determine the extent
to which each domain and accompanying key actions are being implemented. Each of these domains closely
aligns with domains held by City Schools for great school leaders and great teachers and is observable in a
set of key actions. Together, these domains, key actions, and supporting indicators form the City Schools’
School Effectiveness Standards.
An SER team, comprised of representatives from SchoolWorks (an educational consulting company) and
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 and
interviews 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 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,
available upon request from SchoolWorks and/or City Schools.
School Background
Commodore John Rodgers Elementary Middle School serves approximately 510 students in grades Pre-K
through 8. The school is located on Chester Street in the Butcher’s Hill neighborhood of Baltimore,
Maryland. The principal has been at the school for three years. The following tables provide information
about the school’s student demographics and student achievement data.
2
Student Demographics
Year
2011-2012 2010-2011 2009-2010
Student Race/Ethnicity (%)
African American 75 77 78
American Indian 0 0 0
Asian American 2 2 2
Hispanic 19 18 14
White 4 3 5
Students Receiving Specialized Services
Special Education 16 17 28
FARM 96 95 95
English Language Learners (ELL)
15 12 9
Student Achievement Data – Maryland School Assessment (MSA) Performance
Year
2011-2012 2010-2011 2009-2010
MSA Reading (% Proficient/Advanced)
70 61 49
MSA Mathematics (% Proficient/Advanced)
67 52 47
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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. Effective
Domain 2: Talented people
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
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: Engaged families and community
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. 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
4.3 The school provides regular opportunities for teachers and staff to engage in job-embedded, collaborative planning and adjustment of practice.
Effective
4.4 The school’s board of trustees (or operator) provides competent stewardship and oversight of the school.
Highly Effective
4
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 set growth goals based on students’ performance levels. Teachers reported using the
Scholastic Reading Inventory (SRI) and Wireless Generation-Dynamic Indicators of Basic Early
Literacy Skills (DIBELS), an early literacy computer assessment program, to generate growth goals for
students. For example, a review of an eighth grade SRI Excel chart indicated that the teacher set
yearly and quarterly growth goals for each student. The chart revealed that the teacher began with
the actual SRI score from quarter one and mapped out a goal for each of the quarters. The final
column of the SRI Excel chart noted what the student should score on the SRI by the end of the year.
In addition, teachers reported that they meet with individual students during advisory, their
planning time, or at lunch to review the student’s growth on the SRI and to set incremental goals for
their next SRI assessment. Leadership, teachers, and parents also reported that through the school’s
student-led conferences (a conference that gives students an opportunity to discuss their academic
progress with teachers and parents), students are able to discuss and present their yearly and
quarterly growth goals.
Using appropriate curriculum planning documents (scope and sequence, pacing guides, etc.),
teachers develop standards-based units and long-term plans. Teachers and leadership reported that
they utilize the Common Core State Standards (CCSS), the Maryland State Curriculum (MSC) and the
Baltimore City Public Schools (City Schools) scope and sequence for long-term and backwards
planning during the school year and in the summer. A review of third and fourth grade lesson plans
showed the full use of these standards and objectives. Additionally, a review of a third grade scope
and sequence confirmed that during the school’s first trimester, learning targets and assessments
were used to assist students in identifying and spelling words that contained long and short vowels
sounds, as well as identifying words that contain digraphs. Over the course of the semester, the
scope and sequence also used the City Schools standard 3.3.b, which asks students to “identify and
explain the elements of a story” and CCCS standard R13.2 that asks students to “determine the main
idea of a text” and “describe characters in a story.” The scope and sequence also showed that
teachers developed assessments, such as response journals and writing projects, in order to gauge
mastery of the scope and sequence objectives.
Teachers design daily lessons that meet learners’ unique needs. Leadership reported that while the
school does not use a shared lesson plan template, the expectation is that teachers are designing
daily lessons. A review of lesson plans from third, sixth, and eighth grades revealed that teachers are
planning daily lessons and scripting questions that allow for higher-order thinking. For example, in
one lesson plan reviewed, students were asked to unlock meaning from poetry by monitoring and
clarifying the text. In another lesson plan, teachers asked students to use context clues in order to
discover the meaning of words they did not understand. Further, leadership and teachers reported
using instructional supports, accommodations, and modifications in their lessons in order to meet
Key action 1.1: Teachers plan highly effective instruction. Effective
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the unique needs of their students. For example, the SER team observed (and a review of a third
grade lesson plan confirmed) that teachers use instructional supports (e.g., wiggle seats) and
instructional accommodations (e.g., partnering and preferential seating) in order to meet students’
needs. In addition, leadership also reported that the school received professional development from
the Maryland Coalition for Inclusive Education on how to effectively plan and co-teach lessons based
on the identified needs of students.
Teachers are beginning to use questioning to bring students to higher-order thinking. In 100% of
classrooms observed (n=23), the SER team found that teachers asked students questions that
required recall of knowledge and comprehension. For example, in a fourth grade science class,
teachers asked students, “What is the first step in the scientific process?” In a second grade
humanities class, students were asked, “What does ‘un’ mean?” In 65% of classes observed,
questions and answers required application of learning to new situations. For example, in a second
grade humanities class, the teacher asked students, “What caused me to drop my ice cream?” in
order for students to consider the cause and effect of someone dropping their ice cream on the
ground. Students participated in synthesizing, defending, and critiquing in 26% of classrooms
observed. For example, in an eighth grade classroom, the teacher had students defend why they
thought a particular species of fish would be able to survive in the ocean against different predators.
Further, students participated in comparing and contrasting in 35% of classes. An example of this
type of thinking included students in a pre-K classroom comparing and contrasting spring and
summer.
Teachers provide students with opportunities to learn through a variety of instructional strategies,
including (but not limited to): direct, whole group instruction; guided practice; small group or pair
learning; and independent practice. Direct, whole group instruction was observed in 96% of classes
(n=23). For example, in a fourth grade classroom, the teacher was explaining to the class how to use
manipulatives to complete the science lab. Guided practice in which students practiced together
with the teacher was observed in 61% of classes. For example, in one class, the teacher was working
with students to complete a graphic organizer on context clues. Additionally, the SER team observed
small group or pair learning that included students working together without direct instruction from
the teacher in 52% of classes. For example, in a sixth grade mathematics class, the teacher had
students work in small groups to figure out the weight and measurement of certain objects.
Some teachers facilitate student-to-student interaction and academic talk. School leadership and
teachers reported that student-to-student interaction and academic talk are essential features and
expectations of all lessons. The SER team observed students generating questions related to the
lesson objective and explaining their thinking in 65% of classes. For example, in one class, groups of
students were comparing their answers against a rubric developed by the teacher. In another
classroom, students had to turn and talk to another student about the importance of evidence
collection. The SER team found that students evaluated the work of their peers in 35% of observed
classrooms. Further, in 70% of classes observed, teachers provided feedback in order for students to
learn and understand a lesson objective immediately. For example, after explaining the importance
of a specific scientific process, a teacher provided additional information about how knowing this
process would assist them in properly formulating a hypothesis.
Key action 1.2: Teachers deliver highly effective instruction. Developing
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Teachers use multiple assessments to measure student progress, identify strengths and weaknesses,
and adjust practice accordingly. Both leadership and teachers reported using a variety of
assessments: the Baltimore City Schools Benchmark Assessments, Stanford 10, Maryland School
Assessment (MSA), Wireless Generation-DIBELS and the SRI to identify areas of weakness and
remediation for students. A review of the SRI spreadsheet (referenced above) for grades three to
eight revealed that the school uses this assessment to measure student progress for each quarter.
Teachers also reported adjusting their practice based on the reading levels that were identified
using these assessments. For example, teachers reported analyzing students’ reading fluency and
adjusting their practice to include interventions, such as using sentence patterns and punctuation
cues to assist students with this issue. In addition, a review of the school’s February 2013
professional development presentation revealed that teachers used previous MSA data to predict
how well students would perform on the MSA, as well as to place students into groups based on
their skill level.
School leadership provides timely access to student data in a format that can be used to make
classroom-level decisions. Leadership reported that data analysis at the school and grade level is
completed by the assistant principal and then distributed to teachers to use in their classes.
Leadership reported (and a review of grade level assessment data revealed) that results from the
MSA and benchmarks are provided to teachers in chart form and identifies the quarterly and yearly
scores of students. Additionally, a review of lesson plans confirmed that some teachers make
classroom-level decisions using benchmark data. For example, a lesson plan revealed that a teacher
divided his class into categories (i.e., mastery, small group and re-teaching). The mastery category
meant that students had a complete and thorough understanding of an identified skill; small group
meant that students were placed into small-differentiated groups to work on a particular skill and
re-teaching meant that the teacher would focus on one or two identified skills from the assessment
each week. In another classroom, a teacher used data to track how students use comprehension
strategies to successfully understand a new text and to place those students struggling with this
strategy into a group that would review these skills.
Teachers use data to identify unique student needs and assign them to interventions or some
opportunities for acceleration. Teachers reported that they use coach class for after-school tutoring
and enrichment. In addition, leadership and teachers reported that Roots and Wings is used as an
intervention and acceleration program for grades 1-5. In addition, Reading Edge is used for students
in grades 6-8; it is an acceleration and intervention program that meets everyday for 60 minutes in
order to provide supports to students. Further, leadership and teachers also reported that in order
to provide opportunities for acceleration, most students are assigned to reading groups that are one
grade level above their assessed reading level. However, teachers and school leadership could not
speak to current opportunities for acceleration for students who were reading above an eighth
grade level. Teachers also reported using programs such as Achieve 3000 – a computer-based
program that differentiates non-fiction texts based on the assessed reading levels of students – in
order to challenge students. Furthermore, leadership reported that they are developing an
acceleration program called Reading Edge Honors in order to address acceleration for students who
are above an eighth grade reading level.
Key action 1.3: Teachers use multiple data sources to adjust practice. Effective
7
School leadership promotes high student achievement; however, all stakeholders were not able to
clearly describe the instructional vision. Teachers and leadership reported that the school’s Five
Promises (commitment to quality, perseverance, no excuses, contribution, honor and integrity)
summarizes and promotes the school’s expectations of high achievement. The SER team noted that
some hallway bulletin boards and all classrooms posted the Five Promises. In addition, the SER team
observed that during student-led conferences, teachers and students use these promises to discuss
academic progress. For example, students stated, “The promise that helped me learn this skill is no
excuses;” or “The promise that helped me complete this task was perseverance.” While leadership
reported that the Baltimore City Schools Instructional Framework and the CCSS drive the
instructional vision of the school, the SER team found little evidence of how these documents are
referenced in achieving this goal.
School leadership ensures that teachers engage in the planning of the curricula through oversight of
standards-based units, modeling, and guiding decisions about pacing. Teachers indicated that all
teachers are assigned to grade-level teams that meet weekly; leadership attends these meetings to
discuss curriculum pacing and standards implementation. Teachers also reported (and a review of
an administrator’s classroom visitation schedule confirmed) that at least once a week, an
administrator conducts an informal observation and provides feedback. Additionally, leadership and
teachers reported (and a review of the video observation debrief sign-in sheet confirmed) that
oversight of planning is also done through a video observation cycle that entails teachers focusing
on a specific target from the Baltimore City Schools Instructional Framework, planning a lesson with
their grade level team that focuses on that specific target, videoing the planned lesson, and
debriefing the lesson with their grade level team and administrator.
Teachers build a positive, learning-focused classroom culture. In 100% of classrooms (n=23) visited,
there was evidence of behavioral expectations, such as the Commodore John Rodgers Five
Promises, school pledge and non-negotiables. In 87% of classrooms, positive and respectful
interactions were observed between students and teachers. The SER team observed that teachers
were very complimentary and encouraging; they reinforced positive behavior by saying, “You did a
great job” or “Way to go.” Further, teachers reported (and members of the SER team observed) that
teachers used a Class Dojo (a computerized program that allows teachers to award points to
students) to acknowledge classroom participation and good behavior.
Teachers implement routines to maximize instructional time. In 87% of observed classrooms, less
than 10% of classroom time was spent on transitions. For example, in one classroom, the teacher
assigned some students as time keepers in order to transition smoothly through group work. In
another classroom, students were observed using classroom protocols in order to move efficiently
through different learning stations. The SER team also observed teachers using equity sticks –
popsicle sticks with each student’s name written on them to ensure that teachers are calling on all
students equally during classroom discussion and on student helpers when running SMART board
exercises.
Key action 1.4: School leadership supports highly effective instruction. Effective
Key action 1.5: Teachers establish a classroom environment in which teaching and learning can occur.
Effective
8
Teachers reinforce positive behavior, redirect off-task behavior, and de-escalate challenging
behavior. In 87% of observed classrooms, teacher-initiated interactions were positive and
respectful. For example, members of the SER team observed teachers saying, “You’re doing a great
job; I like that answer;” or “Please raise your hand going forward.” Further, while members of the
SER team observed the use of redirection signals in 96% of classes observed, less than 10% of the
teacher’s time was used for redirection or discipline in 8% of classrooms observed. The SER team
observed that students were responsive to the use of redirection signals and that teachers needed
to use them minimally. Positive examples of redirection included teachers using the call and
response technique in which the teachers say, “Commodore” and the students respond,
“Collegiate.” Additionally, in one class, the teacher gave points for consistent effort and focus.
9
Domain 2: Talented People
School leadership has created and implemented an organizational and staffing structure that meets
the diverse needs of all students. Leadership reported (and a review of the leadership roster
indicated) the organizational structure of the school’s leadership team is divided so that the roles
are interchangeable. For example, leadership reported that the school’s leadership team includes:
one assistant principal, two education associates and one ITA who provide support to the principal
in the areas of instructional and grade level management, behavioral management, as well as school
climate and culture. Further, leadership reported that the school hired special education teachers
for almost every grade level in order to implement a full inclusion model of instruction (including
students with disabilities and general education students). Additionally, leadership reported that
they hired a full-time individual education program (IEP) chair and also a full-time social worker in
order to assist school-based staff in meeting the needs of students with disabilities.
School leadership uses multiple measures to assess each candidate’s alignment with the skills
required for the position, as well as core beliefs held by the school community. Leadership and
teachers reported that the school’s process for assessing new teachers entails an interview with the
principal, a demonstration lesson, presentation of a teaching portfolio, and a panel interview with
teachers, parents, and other administrators. Furthermore, leadership and teachers reported that
they also check professional and personal references of each candidate to ensure that candidates
are screened based on their alignment with the school’s mission of high expectations for academic
achievement. For example, teachers reported having members of the school leadership team
communicate with members of a soccer team to vouch for their character and work ethic.
School leadership has created a mentoring and induction program to support teacher and staff
development. In focus groups, school leadership and teachers stated that the school has a formal
mentoring program for teachers in their first three years of teaching. Through this program, new
teachers receive a two-week induction program during the summer, and guidance and support from
a mentor teacher who periodically checks-in and assist them in identifying areas for professional
growth. Additionally, leadership reported (and a review of the school’s professional development
schedule confirmed) that the school provided two weeks of training in the summer in order to assist
all teachers with data analysis, classroom management, and curriculum planning.
School leadership acknowledges and celebrates the accomplishments of teachers and other staff
members. Leadership and teachers reported that the school celebrates teachers and staff during the
one-hour community meeting on Fridays. For example, teachers and students reported that during
these meetings, students have given personal shout-outs to teachers and staff. Further, both
leadership and teachers reported that the principal’s Daily Bulletin, which is e-mailed to teachers,
acknowledges teachers that coach and attend after-school activities or assist with Saturday school.
For example, in a January Daily Bulletin, the principal wrote, “To those of you who are consistently
refreshing and maintaining your bulletin board spaces, I thank you and want to make sure you know
that it makes a huge difference in our learning environment.” A further review of school documents
also revealed that the school nominates and votes for a teacher of the year. Leadership and
Key action 2.1: The school creates and implements systems to select, develop, and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students.
Highly Effective
10
teachers also reported that they have a hospitality committee to acknowledge important events,
such as birthdays. In addition, leadership and teachers reported that the school had an off-site
holiday celebration at a local restaurant.
School leadership has implemented structures for formal feedback and evaluation aligned with
school-wide goals and initiatives in order to increase the capacity of teachers and other staff.
Leadership reported utilizing Baltimore City Schools’ Performance Based Evaluation System (PBES)
to provide formal teacher observations and evaluations. Leadership further reported that the school
follows the City Schools’ expectations for the frequency of formal observations, with the
observations generally occurring twice per year. Leadership and teachers also reported (and a
review of the school’s teacher feedback form confirmed) that feedback is aligned with the City
Schools’ Instructional Framework. For example, a review of a teacher observation feedback form
revealed that teachers are given feedback on classroom management and impact of students on
classroom operations. Feedback given to the teacher included documented strengths such as, “The
teacher has developed rapport with most students;” and classroom challenges such as, “Many
students are off task and not engaged in the lesson.”
School leadership provides formative feedback and guidance to teachers about the quality of
planning, teaching, and adjustment of practice. Teachers reported that they receive at least one
informal observation per week and that feedback from this evaluation is provided via e-mail.
Further, teachers reported that this feedback assists them in being reflective about their practice. A
review of the teacher observation form revealed that teachers receive feedback on topics such as
student engagement, lesson cycle, and management strategies. For example, on one evaluation
form, leadership noted that the students were on-tasks and engaged; on another form, leadership
noted that the environment of the classroom was exemplary. Teachers also receive guidance on
their planning during the Friday professional development (PD) meetings. For example, a review of
an agenda from a Friday PD session confirmed that the weekly focus topic was on content planning.
Teachers worked in vertical teams to analyze the approach and strategies to take when delivering
instruction around a given standard or skill.
School leadership sets professional development goals for teachers and staff. Both teachers and
leadership reported that professional development for teachers is held every Friday. Leadership and
teachers reported that administrators and teachers set most goals for professional development.
For example, a review of the professional development calendar indicated that the goal for a Friday
session was to discuss topics on inclusion, student support, technology integration, and content-
based planning. Leadership also reported (and a review of professional development notes
revealed) that teachers achieve the goals of professional development by using strategies and skills
garnered from texts like Teach Like a Champion and Tutor Scripts to Talking Sticks to support their
classroom practice. Furthermore, school leadership reported (and a review of the Wednesday lesson
planning cycle chart showed) that team meetings set goals to address topics, such as data analysis
and lesson planning. Additionally, teachers reported that they attend district-wide professional
development sessions and observe other classroom teachers in the district and at the school.
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
11
Domain 3: Engaged Families and Community
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. Leadership, teachers,
the school’s operator (Living Classrooms, which is a nonprofit organization that provides experience-
based educational programs emphasizing the applied learning of mathematics, science, language
arts, history, economics and ecology), as well as students and parents articulated that the school’s
mission as Commodore to College, 100% for 100% (which means if students give 100% of
themselves, they will receive 100% effort in return from the school). The SER team noted this motto
on bulletin boards throughout the school and on student uniforms. Members of the SER team also
observed college pennants posted around the school. Also, teachers display the colleges and
universities they attended on the outside of their classroom doors.
Students, staff, and families feel physically and emotionally safe at the school. Teachers, students,
and parents reported that the school was very safe. Leadership reported (and the SER team
observed) that the school has hall monitors from Baltimore Citizens for Positive Change. The
monitors are trained in mediation and provide behavioral management support to the school. The
SER team also noted that visitation rules are posted outside of every classroom door. Additionally,
teachers and leadership reported (and members of the SER team observed) that the school utilizes a
computerized program for student check-in. All students must carry an ID card and swipe this card
when they enter and leave the building. Additionally, all visitors to the building must sign-in, present
a photo ID (such as a driver’s license) and take a photo for their visitor’s badge. Further, teachers
reported that there are procedures for crisis management that include protocols for teachers when
there are intruders in the building.
Students, staff, families, and community members participate in activities promoting the school’s
culture and climate. Leadership, teachers, parents, and the school operator reported that the school
partners with organizations, such as Elev8 Baltimore that assists Commodore’s families with public
benefits, referrals for employment, housing, and social services. As noted above, leadership,
teachers, students and parents participate in student-led conferences that ask students to align
their academic progress with the school’s Five Promises. Further, the student support team (SST)
reported that the school conducts anti-bullying workshops. Leadership, teachers, students, and
parents reported the school hosted a Math Night (a review of the school’s flyer confirmed) where
students and parents were invited to play mathematics games, have dinner, and win prizes during
this evening event at the school.
The school recognizes and celebrates student success. Students and parents reported that students
who achieve a grade point average (GPA) of 3.6 are on the Principal’s List and receive a certificate of
recognition for this achievement. Additionally, teachers, leadership, and students reported (and a
review of a memorandum to parents confirmed) that the school uses the Commodore Collegiate
program to recognize student accomplishments. Monthly, two students from each grade level are
selected as a Commodore Collegiate for their excellent attitude, work ethic, and commitment to
excellence inside and outside of the classroom. A student chosen to be a Commodore Collegiate
attends a special breakfast with their parents and is also able to attend a fieldtrip to Johns Hopkins
Key action 3.1: The school provides a safe and supportive learning environment for students, families, teachers, and staff.
Highly Effective
12
University. The SER team noted that bulletin boards around the school recognize students with
perfect attendance and top scorers on the SRI. Additionally, teachers reported that as a reward for
good behavior, the school holds grade-specific Fun Fridays events at which students are able to play
Wii and boards games with each other and their teachers.
The school uses multiple strategies, languages, and vehicles to regularly communicate information
about progress toward school-wide goals and initiatives. Administrators, teachers, and parents
reported that notices are sent home to families in English and Spanish. Further, the SER team noted
that the school held a Spanish speaking and an English speaking parent focus group. In the Spanish
speaking parent focus group, members of the SER team observed that one of the school’s
paraprofessionals provided translation for Spanish speaking parents. Further, leadership and
teachers reported (and a review of a Commodore flyer showed) that the school has a School Family
Council that meets monthly to evaluate the progress of Commodore’s School Performance Plan
(SPP).
The school uses multiple strategies to communicate information about school policies, events, and
the academic and social development of students to families and the community. Leadership,
teachers, and parents reported that the school uses the Parent Link system, emails, text messages,
flyers, and the school’s website to communicate information to parents. Leadership, teachers,
parents, and students reported that the school communicates academic progress and distributes
report cards during the student-led conference that occurs three times a year. Further, leadership
and teachers reported that they conduct home visits for parents who are not able to make these
conferences.
Teachers and other staff members proactively cultivate and sustain relationships with families.
Leadership, teachers, and the school’s operator reported that prior to the start of the school year,
they hold barbeques and ice cream socials in the summer in order to build relationships with
families. Leadership also reported that during the summer, there is a mentoring program for at-risk
students. Further, students and parents reported that most teachers keep parent and student
contact information readily available.
School leadership, teachers, and staff build strong relationships with families and community
stakeholders from diverse backgrounds. Teachers and leadership reported that the school hosts a
Multicultural Night program for families. A review of the Multicultural Night program confirmed this
and noted that during this event, families are able to bring dishes that represent their culture and
heritage. Further, teachers and leadership reported, and the program revealed, that there were
performances by a Native American dance group, Commodore’s Spanish class, and a drumming
circle. Leadership also reported that a translator is provided to Spanish speaking parents at every
event.
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
Key action 3.3: The culture of the school reflects and embraces student, staff, and community diversity.
Developing
13
The school’s programs reflect a commitment to equity and an appreciation of linguistic and
socioeconomic diversity; however, there is no school-wide focus on culturally inclusive curriculum.
Leadership, teachers, and the school’s operator reported that the school has a commitment to
educating the whole child and providing enrichment activities that assist with this development. For
example, the operator reported that the school offers the Baltimore Urban Gardening with Students
(BUGS) program that works with second through fifth grade students. The BUGS program uses
activities such as cooking, gardening, and creative arts to help increase academic performance. The
SER team found little evidence, however, of how the school provides a culturally inclusive
curriculum. For example, in 52% of observed classrooms (n=23) was the lesson content made
relevant to student interests, experiences, or culture.
The school’s data indicate that school staff are diverse in terms of gender, and/or race/ethnicity,
and/or teaching experience. Teacher focus groups indicated that there is diversity among staff in
terms of gender and ethnicity. Further, teachers reported that there are a significant number of
veteran teachers. Finally, teachers and administrators reported that the school teaching staff has
very few teachers who are new to the profession.
14
Domain 4: Strategic Leadership
School leadership and teachers establish goals for student learning, including measures related to
student achievement, student growth, and school improvement. Leadership reported that the
school follows its School Performance Plan (SPP) in order to set goals that address the needs of
students. A review of the school’s SPP goals indicated that 62% of Commodore students will be
reading on grade level or above as measured by their Lexile scores; attendance school-wide will
increase from 94.17% to 94.92%, which represents and increase of .75% as based on Student
Management System (SMS) attendance reports; and the percentage of students scoring a 3 in
mathematics problem solving will increase from 20% to 50% by the end of the 2012-2013 school
year. In order to achieve these goals, the SPP states that the school will incorporate high yield
instructional methods (e.g., structured word study, guided reading, and writer’s workshops) in order
to increase student’s reading scores. In order to reach its attendance goal, the SPP states that the
staff plans to target attendance by creating school, team, and grade-level incentives, rewarding and
prioritizing attendance for all students, creating a culture in which attendance school-wide is
important, is recognized, and is rewarded. Additionally, the SPP states that other high-yield
strategies will include: targeting specific areas of weakness in the student attendance profile to
improve students who are chronically absent (students who have missed at least 10% or more days
– excused and unexcused) and habitually truant (students who have missed 20% or more days –
unexcused). Finally, in order to raise the percentage of students scoring a 3 in mathematics, the
school’s SPP plan states that teachers will teach new concepts in mathematics using lesson study
cycles.
School leadership is guided by a cohesive action plan that is based on the School Performance Plan
data related to student learning – Benchmarks, DIBELS, MSA, Unit Assessments, attendance and
behavior. In focus groups, leadership reported that academic data, attendance, data behavior data,
as well as climate surveys, are reviewed in order to set goals for the school. For example, leadership
acknowledged that middle school behavior is a challenge. Interventions, such as advisory and the
implementation of a reflection room, are used to address misbehavior. The reflection room is a
room to which students are sent if they repeatedly cause disruptions in class. Further, school
leadership reported that after-school and Saturday detention have been implemented to address
behavioral concerns.
School leadership analyzes and uses data to make decisions about school-wide programs and
resources and, as well, solicits feedback regarding the effectiveness of those programs. Leadership
reported increasing the size of the special education department in order to provide full inclusion at
all grade levels. Additionally, both leadership and teachers reported that the computerized check-in
system for students was implemented on the basis of the feedback leadership received from one of
their teachers. Further, leadership reported that the school invested in the computer-based
program, Achieve 3000, an interactive intervention and acceleration program, after analyzing the
readings scores of students on multiple assessments.
Key action 4.1: The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.
Effective
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Budget distributions and resource allocations support teaching and learning. Both leadership and
teachers reported that the school has sufficient staffing that supports school-wide programming and
initiatives. As noted above, the school has hall monitors from Baltimore Citizens for Positive Change.
The monitors are trained in mediation and provide behavioral management support to the school.
Teachers reported that they use technology; members of the SER team observed that in 57% of
observed classrooms (n=23), teachers used technology to enhance student learning.
School leadership leverages teacher and staff talent, expertise, and effectiveness by delegating
essential responsibilities and decisions to appropriate individuals. Teachers reported that leadership
leverages their strengths by providing them with opportunities to present professional development
on inclusion, with an emphasis on the co-planning and co-teaching model. Additionally, teachers
and leadership reported that the school’s staff works together to develop additional ways to
support, improve, and maintain positive student achievement, attendance, and behavior. Teachers
and leadership reported that this type of support includes teachers organizing and running the
school’s Saturday school, coaching after-school sports, and assisting with organizing the school’s
student-led conferences.
Families and community members volunteer time, talent, and funding to address the priorities of
growth goals and provide resources to meet the needs of students and the school. As noted,
leadership, teachers, and the school’s operator reported that the school provides after-school
programing through Elev8te Baltimore and BUGS. A further review of the school’s documents on
support services revealed that the school also conducts Learning Parties, which are interactive and
hands-on programs for parents and students. The Learning Parties program promotes the
development of school readiness skills for students and teaches parents how to communicate with
their children through playing, singing, talking, and reading.
School leadership facilitates purposeful collaborations that enhance school culture, instruction, and
student learning. Both leadership and teachers reported (and the school’s master schedule
confirmed) that the school day ends at 1:30 p.m. every Friday in order to incorporate professional
development for teachers. A review of the professional development calendar indicated that
teachers have had professional development on ways to support, improve, and maintain positive
student achievement, as well as training on how to use certain technology devices and software
programs. Further, leadership and teachers reported that their common planning time allows for
weekly grade-level team meetings and planning.
Teachers and staff participate in the planning and implementation of school events and initiatives.
Teachers reported planning the school’s spring and winter showcase, Math Night, and the school’s
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
Key action 4.3: The school provides regular opportunities for teachers and staff to engage in job embedded, collaborative planning and adjustment of practice.
Effective
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science fair. Additionally, teachers reported that they plan grade level Fun Fridays at which students
play computer games, Wii, and watch movies. Teachers and leadership also reported that teachers
coach basketball, and Lacrosse. School leadership reported that the staff from the Elev8 program
serves as coaches for the school’s tennis program. Teachers and leadership further noted that
teachers and staff assist in school bake sales and fundraisers. For example, a review of a flyer
revealed that teachers, through Donors Choose, raise money to support select classroom projects.
The operator maintains essential knowledge of the school, its focus on preparing all students for
college acceptance and completion, and the progress of its students toward that end. When asked
about the school’s mission, the operator stated the school’s pledge was, “From Commodore to
College…100% for 100%.” The operator also stated that the school’s mission is to educate the whole
child, which involves teaching students about scholarship, leadership, and citizenship. In order to
abide by this mission, the operator reported that they enlisted tutors from Johns Hopkins University;
developed partnerships with community organizations (such as BUGS and Elev8); increased
enrollment by reaching out to parents through home visits, ice cream socials, and barbeques; and
provided after-school programs in music and sports. The operator also stated that Living
Classrooms, the organization that serves as the operator for the school, sends out a magazine in
English and Spanish four times a year that acknowledges student achievement and school events.
Further, the operator reported that they keep track of all data (e.g., student progress on City
Schools-administered benchmark assessments and the MSA). For example, the operator
acknowledged that test scores in the seventh and eighth grade “…are not where they should be,”
and that they are working toward raising these scores in order to increase the number of students
who get into good high schools and colleges. In addition, the operator also reported that he has
brought in several people for professional development. For example, the operator stated that Joe
Ehrmann, a prominent sports figure in Baltimore, conducted a professional development session on
team building, motivation, and school culture.
The operator provides oversight by monitoring the school’s financial records and ensuring that the
school remains fiscally viable. The operator and the school’s leadership reported that the operator
meets with outside funders to provide sustainability for after-school programs. Leadership also
reported that the Living Classrooms organization has provided a staff person who provides support
with grant writing and school programming. Further, the operator stated that he monitors the
budget and participates in the School Family Council (SFC) meetings, especially when they are voting
on recommendations for the school’s budget. Additionally, the school’s operator reported being
familiar with financial matters, such as the funding required to open an early childhood center by
2015, and turning the school’s roof into a green area.
The operator maintains effective governance practices to ensure organizational viability, including
the systematic selection and oversight of the school leader. The operator reported that Living
Classrooms selected and hired the school’s current principal based on his performance at one of
their other schools. Additionally, the operator reported that Commodore’s SPP serves as a guide for
the operator’s support and oversight of the school. For example, the operator reported using
student test data and climate and safety surveys to assess the school’s leader. Further, the operator
noted that they also assess the school leader based on observations, as well as how the school
Key action 4.4: The school’s board of trustees (or operator) provides competent stewardship and oversight of the school.
Highly Effective
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leader hires, recruits, and retains good teachers. The operator and leadership also reported that
they are working on building capacity among administrators in order to make leadership roles
interchangeable.
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Appendix A: School Report Comments
Domain 1: Highly Effective Instruction o The table on page 3 is incorrect. The data should be listed as:
• Reading 2010 - 45.9%, 2011 - 60.4%, 2012 - 70.5%
• Math 2010 - 42.9%, 2011 - 51.9%, 2012 - 67.1%
o In the third bullet under Key Action 1.3, it states, “However, teachers and school leadership could
not speak to current opportunities for acceleration for students who were reading above an eighth
grade level.” Instead, we currently have a high-school level Acceleration group for students above
an eighth grade level (Shakespeare plays) and there also is an Algebra course during Acceleration
that is offered to students reading above an eighth grade level.
o 1.4—School leadership supports Highly Effective Instruction
• The instructional framework(IF) is a tool used extensively during informals. It is highlighted by
leadership during the video observation process. Each teacher is assigned a part of the IF (T1,
T2, etc) and ensures it is addressed during the lesson. Teachers watch a video of the lesson using
the IF to rate each aspect of the lesson. Leadership leads a discussion about the IF and any gaps
observed in the video. Participants are expected to cite evidence observed for each row of the
IF.
• CC standards are referenced in discussion and lesson planning during the video observation
cycle. Teachers provide CC and state curriculum standards in tandem to ensure that the
discussion analyzes the expectations for grade level skills and instruction as we transition to the
CC.
• Teachers implement the CC Units of Study through daily instruction. These units are based
upon the CC Standards. Additionally, all math teachers use the program Agile Minds, based on
the CC Standards.
• As referenced in pre-service plans and schedule for professional development by Commodore
in August 2012, leadership emails and team meeting agendas, leadership has provided a variety
of training and teacher discussion opportunities around the CC, instructional programs based on
the CC, and the IF.
• In the SER Draft itself, under Key Action 2.2, it is noted that “feedback is aligned with school-
wide goals and City Schools’ IF,” “school leadership provides formative feedback to teachers
about the quality of teaching (one informal per week), “feedback assists them in being reflective
about their practice, ” and “teachers achieve the goals of PD by using strategies and skills.” All of
this evidence supports a clear instructional vision and that the City’s IF and the CC (our school
used lesson sets developed by the district that align with CC) are used regularly.
Domain 2: Talented People None
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Domain 3: Engaged Families and Communities o 3.3--The Culture of the School reflects and embraces students, staff, and community diversity,
with a rating of "Developing" needs to be amended to "Effective." • The Jewish Museum partnered with students to learn about the importance of family
oral history. Examples of work include students creating a large mural detailing a family history and a 5 Promise that has impacted them the most, students creating a cookbook and participating in a cooking demonstration learning about foods that are important to Jewish culture, and planting a garden.
• Young Audience is a partner with our school and presents mini-units to all students on African poetry, drumming, storytelling--all examples of diverse curriculum that makes content relevant to student interests, experiences, and culture.
• Commodore is full inclusion, providing sped services for students with disabilities inside the general education environment to ensure participation with grade level peers and appropriate instruction of grade level content. This practice supports students with and without disabilities to increase both academic and social development through understanding and embracing diversity within their classrooms and the entire school.
• In order to support the implementation of inclusion, additional certified special educators to deliver services and collaborative planning through co-teaching and consultation, something that demonstrates a true commitment to equity.
• To provide additional professional development, planning, instructional and family support for inclusion, Commodore established a partnership with the MCIE. MCIE provides weekly support to the students and staff to improve their understanding of diversity and foster empowering relationships for all students.
• The Baltimore American Indian Center supports the education and social development of American Indian students. They visit students/teachers weekly to mentor, track progress, and provide on-site (and home-based) support.
Domain 4: Strategic Leadership o In the first bullet under Key Action 4.2, it states that 57% of teachers used technology. Upon a check
in with teachers around the SER visit, 100% of teachers stated that they were using technology when visitors walked into classrooms (SmartBoard, student responders/clickers, document camera, front row microphones, etc
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Appendix B: SER Team Members
The SER visit to Commodore was conducted on April 9-10 by a team of representatives from
SchoolWorks and City Schools.
Chevonne Hall, Team Leader, is a Program Evaluator II in the Office of Achievement and Accountability
in Baltimore City Public Schools. Prior to joining City Schools, Chevonne served in various founding
capacities, including: High School Coordinator, Upper School Social Studies Coordinator, Dean of
Students and Director of a Boys Mentorship Program with a charter school management organization in
Brooklyn, New York. In these roles, she secured more than $700,000 in scholarship funding for middle
school students. Chevonne began her career in education as a middle school Social Studies and Science
teacher. Chevonne has also served as a consultant on projects with New Leaders for New Schools, the
New Teacher Project and various middle schools in New York City. She holds a B.A. in Political Science
from Spelman College, an M.A. in Secondary Education with an emphasis in Social Studies from Brooklyn
College, a Certificate in Non-Profit Management from Columbia University’s School of Business and
completed coursework for a Masters in Educational Leadership and School Administration at the College
of Saint Rose.
Stacie Tate, Team Writer, holds a doctorate in language, literacy and urban education from Michigan
State University. Her interests are literacy, urban education, multicultural education, urban teacher
development and critical research. Dr. Tate began her career as a high school English teacher in Detroit
and later became a college administrator who conducted and administered on-campus programs for
middle school and high school students within the metropolitan Detroit area. She has conducted
extensive research on literacy instruction and student achievement in secondary schools in Detroit, Los
Angeles, and Newark. Currently, she is examining the influence of critical literacy and pedagogy on
urban student achievement in the Washington, D.C. schools. Dr. Tate has published widely. Her most
recent publication, “Equity and Access Through Literacy Development and Instruction: The Use of
Critical Text to Transform Student Writing and Identity Within a Research Seminar,” was published in
English Teaching: Practice and Critique – a peer-reviewed international journal for English/literacy
teachers and researchers. Ships At a Distance: Demystifying the Urban School Narrative Through
Folklore, will be published by Peter Lang for their Black Studies Series this spring and Negotiating Critical
Literacies with Teachers: Theoretical Foundations and Pedagogical Resources for Pre-Service and In-
Service Contexts is currently available through Routledge. Dr. Tate also holds a Master’s degree in
Curriculum, Instruction and School Leadership from Oakland University and a Bachelor’s degree in
English Literature and secondary teaching credential from the University of Michigan-Ann Arbor.
Natika Stewart, Team Member, is a Program Evaluator II in the Office of Achievement and
Accountability in Baltimore City Public Schools. Prior to joining City Schools, Natika served as a Program
Associate at the Wallace Foundation, a national philanthropy dedicated to improving the quality of K12
educational leadership. She also has more than seven years of experience in the fields of urban
education, program and grants management, and policy and evaluation. As a graduate of the Baltimore
City Teaching Residency, Natika began her teaching career in Baltimore and has taught at the
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elementary, middle, and high school levels. Natika holds a B.A. in English from Kenyon College and an
M.S.Ed. in Educational Leadership from the University of Pennsylvania.
Ann Ashworth, Team Member, is a Consultant with SchoolWorks and with EdTech Teacher. Most
recently, she was an Associate Director at the New England Association of Schools and Colleges, where
she worked with public secondary schools in accreditation services. Ann supported more than 200
secondary schools and members of the Commission on Public Secondary Schools; developed programs
and wrote training materials for schools; made frequent presentations to teachers, administrators, and
other stakeholders as they developed self-studies; and guided principals and teachers with their work
through various parts of the accreditation cycle. She is a former high school principal, having worked in
California, New Jersey, and Massachusetts. Ann holds a B.A. in English from Miami University, Oxford,
Ohio, and an M.S. from the California State University, Fullerton, in Education Administration and
Leadership. She began her career as an English and journalism teacher at the high school and
community college level.
