Transcript City Schools Leadership Academy November 11, 2010

1
RACE TO THE TOP DISTRICT
GRANT APPLICATION
OVERVIEW
OCTOBER, 2012
BALTIMORE CITY
PUBLIC SCHOOLS
Overview of RTTD
2
 RTTD is a competitive grant awarded by the U.S.
Department of Education to districts who propose to
transform the way teachers teach and children acquire
knowledge and skills in a manner that is personalized
to help students set and achieve individual goals
 The application is due October 30th and notification of
awards will be made in December
 City Schools is applying in the category that reaches at
least 25,000 participating students and $40 million
 4 year time period - January 1, 2013 – December 31,
2016
BALTIMORE CITY
PUBLIC SCHOOLS
Requirements
3
The LEA must demonstrate its commitment to preparing all
students for college or career, demonstrated by—
 Being located in a State that has adopted college- and careerready standards;
 Measuring student progress and performance against
college- and career-ready graduation requirements;
 Implementing a robust data system
 Include the signature of Superintendent, local school board
president, and local teacher union or association president
BALTIMORE CITY
PUBLIC SCHOOLS
What Can It Fund?
4
 Professional Development for teachers
 Content development
 Technology for teachers and students
 Consultants
 Data system upgrades
 Enhancing internships and mentoring for college and
career preparedness
 Family and community partnerships
 Wraparound supports for students
BALTIMORE CITY
PUBLIC SCHOOLS
Application Priorities
5
Absolute Priority
Personalized Learning Environments
 Designed to significantly improve
learning and teaching through the
personalization of strategies, tools,
and supports for students and
educators that are aligned with collegeand career-ready standards or collegeand career-ready graduation
requirements;
 Accelerate student achievement and
deepen student learning by meeting the
academic needs of each student;
 Increase the effectiveness of educators;
 Expand student access to the most
effective educators;
 Decrease achievement gaps across
student group
BALTIMORE CITY
Competitive Preference Priority
Results, Resource Alignment, and
Integrated Services

The extent to which the applicant
integrates public and private
resources to augment the schools’ core
resources by providing additional student
and family supports such as those
addressing the social-emotional,
behavioral, and other needs of the
participating students, giving highest
priority to those students in high-need
schools.
PUBLIC SCHOOLS
The Need Based on Expectations for Students
6
 Expectation for the district is to be fully implementing
Common Core in SY 2014-2015 including college and career
ready standards
 Chronic absenteeism has broad impacts on student
achievement
 On the 2011 NAEP assessment which measures ability to
apply critical real world thinking skills, only 11.9 percent of
Baltimore City 8th graders at proficient or advanced in
reading; 13.1 percent are proficient or advanced in math
 Compared to other urban districts Baltimore City 8th graders
rank 15th out of 21 in math and 13th of 18 in reading pointing to
a need to better prepare kids for college and career skill sets
BALTIMORE CITY
PUBLIC SCHOOLS
The Need for Teachers to Adjust Instruction
7
 In order to get students thinking critically and to be equipped with college
and career skills, teachers need to change their instruction to be
standards-based
 Teachers require development on setting personal goals for students and
the creation of individual pathways for meeting goals
 Integrating technology into the classroom and for use in personalization
will require training for teachers to be comfortable with the devices,
capitalizing on features, and incorporating it into day-to-day teaching
 Teachers must be culturally competent and engage the community
contexts and students’ families in supporting student learning
BALTIMORE CITY
PUBLIC SCHOOLS
The Need to Engage Parents and Community
8
 Families and community partners are critical to kids’
success and in combating chronic absenteeism
 There is a need to emphasize the increased academic
rigor and expectations
 Parents need to be partners in helping their kids
become college and career ready, and City Schools
needs to give parents the tools to support them
 Businesses, nonprofits and community groups are
great resources for providing career experiences and
assisting with wraparound services
BALTIMORE CITY
PUBLIC SCHOOLS
Why Are We Applying?
9
 Race to the Top District provides City Schools with the
opportunity to leverage $40 million to advance teaching
and learning and expand college and career pathway
preparation
 The idea of choice and options drives City Schools’ theory of
action:


Schools have choice and autonomy over resources and staffing
Families have choice and options for selecting their school
 The next step is providing students with choice in how they
demonstrate mastery of skills and broadening their options
for career exploration earlier and more intensively
BALTIMORE CITY
PUBLIC SCHOOLS
Solution - Addressing the College and Career
Preparedness of 6th – 12th Grade Students
10
Creating Pathways of Student Progression – from broad
skills and interests to specialized skill sets







A shift in how we look at classroom instruction
Personalized plans for student growth by year and long term with
parent involvement
Technology access and personalization
Teacher Development
Internships (exploring career interests earlier)
Mentoring
Additional interventions for students in crisis and approaching
crisis
BALTIMORE CITY
PUBLIC SCHOOLS
City Schools’ Personalized Learning Philosophy
11
Students will:
 Be provided choices in how they demonstrate mastery of
concepts and standards
 Collaborate with educators and families in establishing their
academic goals
 Receive meaningful feedback and frequent updates on their
progress
 Engage in learning experiences that extend beyond the
classroom
BALTIMORE CITY
PUBLIC SCHOOLS
Areas of Impact
12
 Preference- Student choice over content delivery
 Place- Location of learning experiences
 Pace- Speed of progression through content
 Platform- Learn any way at any time with the
assistance of a mobile technology tool that enables
students to track their own progress, access valuable
learning resources
BALTIMORE CITY
PUBLIC SCHOOLS
District Strategy for Personalization
13
Choice in
Mastery in ELA
classes (LDC
modules)
ProblemBased
Learning
Projects
8 + Year
Plan
Universal
Design for
Learning
strategies for
Teachers
Computer
Technology
Platform
BALTIMORE CITY
PUBLIC SCHOOLS
Each Student Has an 8+ Year Plan
14
 Teachers, guidance counselors, students and parents will collaboratively




map out a path from 6th grade to 12th grade and even into their college or
career
Initially the plan identifies each student’s academic interests and needs
and adjusts as he/she grows, with behavioral and emotional supports for
high-needs students
The Plan maps out class schedules and course sequences, and
opportunities in future years that allow students to reach the goals that
they have set for themselves
It drives a student’s choice of high school in the district and the college
selection process
The Plan helps students structure their learning to achieve their college
and career goals beginning in 6th grade
BALTIMORE CITY
PUBLIC SCHOOLS
Universal Design for Learning Drives Change in
Teacher Practice
15
Every ELA teacher in grade 6-12 will receive training in
UDL, ensuring that they know how to:
 Present information and content in different ways (the
“what” of learning)
 Differentiate the ways that students express what they
know (the “how” of learning)
 Stimulate interest and motivation for learning (the
“why” of learning)
BALTIMORE CITY
PUBLIC SCHOOLS
Problem-Based Learning Projects Will Occur in
Every Grade
16
 The skills and knowledge learned in the LDC units
from ELA, science, and social studies classes will be
integrated in a yearly Problem-Based Learning (PBL)
project
 PBLs allow students to demonstrate mastery of
standards and build the skills on which the unit is
based in a way that appeals to their academic interests
 Students will work with teachers and parents to select a
research topic of question that will be the basis of an
in-depth and long term project that increases in rigor
each year
BALTIMORE CITY
PUBLIC SCHOOLS
Technology Platform Aids Personalized Goal
Setting and Performance Tracking
17
City Schools will work with a partner to develop a personalized,
mastery-based learning platform on a tablet or laptop.
The device must provide:
 Real-time student performance data and progress analytics. Analytics
should “learn” about the student based on his or her performance and
preferences and provide recommendations for activities.
 Pre-populated, high quality resources, with the flexibility for the district,
teachers or students to add new applications as needed
 An intuitive interface that adapts to students’ need for further practice on
a skill
 Training and technical support for families will be part of rollout
BALTIMORE CITY
PUBLIC SCHOOLS
A New Emphasis on Internships and
Apprenticeships
18
 Expanding the reach of Career Technology Education and
Learning to Work programs
 9th and 10th graders will shadow professionals in the field to
explore a career interest and the district will partner with
organizations to bring in experts from the field to do activities,
info sessions, lead a specialized lesson, etc.
 11th and 12th graders will engage in internships and
apprenticeships in a desired field, trade or profession
 12th graders (some 11th) will have dual enrollment
opportunities at colleges, universities, trade schools to earn
credit or certifications ahead of graduation
BALTIMORE CITY
PUBLIC SCHOOLS
Professional Development Strategy
19
Summer Academies
-280 teachers
-5 weeks
-3,000 students
-Grades 6 through 12
Cycles of Professional Learning
-Teachers at school sites
-6 to 8 week cycles of improvement
Improved Instruction
using
Personalized Learning
Opportunities for advanced
learning
-15 + hours
-Advanced learning
-Cycles of development
BALTIMORE CITY
Systemic Professional
Development Days
-10 systemic PD days
-At least 7 used for Personalization
strategies
PUBLIC SCHOOLS
Additional Professional Development Strategies
20
 Enhanced shared learning- use of technology
Use of live video conferencing technology for teachers to collaborate across
schools (or country or world) to observe other classes/teachers
Videos of highly effective teachers
 Video library of City Schools effective teaching
 Access to other district’s libraries
Engagement training for teachers and parents
 Developing relationships, cultural competence, and effective collaboration
 School-wide campaigns to improve in ways identified by the school community
Partnerships with teacher preparation pipelines
 Working with schools of education and alternative certification programs to
train on personalization and technology in classroom
Teachers Leading Teachers in School Based Development
 Teacher Leaders will facilitate learning at the school through cycles of
development and collaborative meetings





BALTIMORE CITY
PUBLIC SCHOOLS
Layered Support for Students Facing Multiple
Challenges
21
 Focus on chronically absent students, particularly those involved in
the juvenile justice and child welfare systems
 Pathways Coordination via Family League



Identify students involved in DJS, CINS, foster care for whom additional services are
available
Work with counselors and families to integrate supports with Personalized Pathway
Examples include PACT Center, CINS, Ready by 21
 Expand community resource schools to 4 additional high schools
 Expand intensive mentoring from 2 to 3 high schools with a heavy
concentration of high-needs students
 Demonstrate coordination of intensive mentoring with
Personalized Pathways and Community Resource Schools.

97% college matriculation at two current sites
BALTIMORE CITY
PUBLIC SCHOOLS
Ongoing Engagement of Stakeholders
22
 Personal Pathways Advisory Committee to advise
district
 Including parent representatives, principal, teachers’
union, higher education, business, students,
community partners
 Feedback on implementation and efficacy
BALTIMORE CITY
PUBLIC SCHOOLS
Phase I: January 1, 2013 – June 2014
23
 Revise LDC modules
 Implement Universal Design for Learning as a lesson planning and






curriculum design framework
Work with students to develop their 8+ year plans,
Offer internships through current programs
Continue offering blended & distance learning, i.e. an AP Statistics class
could be offered by live video conferencing with small groups of students
at multiple high schools in the district
Engagement training for teachers and parents
Create 4 new Community Resource Schools in middle and/or high school
Hire Pathways Coordinator to coordinate services for chronically absentee
and at-risk students
BALTIMORE CITY
PUBLIC SCHOOLS
Phase II: July 2014 – June 2015
24
 Continue implementation of Phase I
 Integrate year-long Problem Based Learning projects
into all ELA classes in grades 6-12
 Implement mentoring program
 Expand internship experiences
 Implement technology platform in a subset of schools
in ELA class
BALTIMORE CITY
PUBLIC SCHOOLS
Phase III: July 2015 – June 2016
25
 Continuing implementation of Phases I-II
 Roll out technology
 Achieve 1:1 computing in grades 6-12
 Expand blended & distance learning
BALTIMORE CITY
PUBLIC SCHOOLS
Phase IV: July 2016 – Dec 2016
26
 Continuing the implementation of Phases I-III
 Implement accelerated pathways
 More students taking college courses
 More advanced classes offered to gifted and talented students
across the district using technology
 Students able to pass a course by demonstrating mastery of skills
on an accelerated timeframe
BALTIMORE CITY
PUBLIC SCHOOLS