B ALTIMORE C ITY PUBLIC SCHOOLS Ready to Lead: Raising the Bar for Every Student 2014 Leadership Institute Linda Chen Chief Academic Officer 1

B ALTIMORE C ITY PUBLIC SCHOOLS Our Work Together Systems thinking is useful for describing a vast array of interrelationships and patterns of change. Ultimately, it helps us see the deeper patterns lying behind the events and the details. In mastering systems thinking, we give up the assumption that there must be an individual, or individual agent, responsible. Everyone shares responsibility for problems generated by a system. That does not necessarily imply that everyone involved can exert equal leverage in changing the system. But it discourages the search for scapegoats. Peter Senge 2

B ALTIMORE C ITY PUBLIC SCHOOLS Percent of Students Meeting or Exceeding State Standards— Students with Disabilities (SWD) and General Education (GE) Students 3 READINGMATH General Education Students Students with Disabilities Note: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod- MSA was not administered in 2013 or Note: Ns refer to the total number of students who took the MSA GE 27,60128,13228,25926,781 SWD 6,2476,2116,1795, GE 27,56728,10628,24426,371 SWD 6,2196,1706,1295,112 1 yr change2 yr change3 yr change Pct PtPctPct PtPctPct PtPct GE % % % SWD % % % 1 yr change2 yr change3 yr change Pct PtPctPct PtPctPct PtPct GE % % % SWD % % %

B ALTIMORE C ITY PUBLIC SCHOOLS Percent of Students Meeting or Exceeding State Standards— English Language Learners (ELL) and Non-English Language Learners 4 READINGMATH Non-English Language Learner Students English Language Learners Note: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod- MSA was not administered in 2013 or Note: Ns refer to the total number of students who took the MSA. 1 yr change2 yr change3 yr change Pct PtPctPct PtPctPct PtPct Non-ELL % % % ELL % % % 1 yr change2 yr change3 yr change Pct PtPctPct PtPctPct PtPct Non-ELL % % % ELL % % % Non-ELL33,11433,42533,22330,398 ELL ,1501, Non-ELL33,19033,51433,32031,212 ELL ,118886

B ALTIMORE C ITY PUBLIC SCHOOLS Percent of Students Meeting or Exceeding State Standards— Race/Ethnicity 5 READINGMATH WhiteHispanic Black Note: In 2009 and 2012, Mod-MSA results were reported as part of MSA total scores. The Mod- MSA was not administered in 2013 or Note: Ns refer to the total number of students who took the MSA. 1 yr change2 yr change3 yr change Pct PtPctPct PtPctPct PtPct White % %-1.2% Hispanic % % % Black % % % 1 yr change2 yr change3 yr change Pct PtPctPct PtPctPct PtPct White % % % Hispanic % % % Black % % % White 2,7492,8312,8242,610 Hispanic 1,1451,3781,6131,667 Black 29,42229,55129,38827, White 2,7482,8272,8082,614 Hispanic 1,1541,3891,6251,857 Black 29,34729,47229,32126,379

B ALTIMORE C ITY PUBLIC SCHOOLS Raising the Bar for Every Student Ensure every student is college and career ready Deepen implementation of the Maryland College and Career Readiness Standards EXCELLENCE Improve teacher, leader, district effectiveness- All teachers, all leaders, all schools across the district EFFECTIVENESS Close access and opportunity gaps Eliminate disparities in achievement EQUITY 6

B ALTIMORE C ITY PUBLIC SCHOOLS Educational Excellence THERE CAN BE NO EXCELLENCE IN EDUCATION WITHOUT EQUITY Ensure every student graduates from high school prepared for college completion and career success by: Meeting grade-level expectations and beyond  In alignment to the Maryland College and Career Ready Standards (MCCRS)  A new bar for each student with clear, consistent, and high level learning goals Strategically support each student  Meet grade-by-grade learning expectations, PK-12 for Math, ELA, Literacy across content areas, Science, Social Studies, World Languages, the Arts  Ensure instruction that reflects consideration of students’ culture, gender, language and disability while learning through rich tasks 7

B ALTIMORE C ITY PUBLIC SCHOOLS Educational Effectiveness QUALITY TEACHERS, QUALITY SCHOOLS,QUALITY SERVICES Continuous improvement in learning, teaching & leading Understanding the shifts in the content standards (“knowing the bar”) Implementing MCCRS-aligned assessments, curriculum and instructional practices Analyzing evidence of student learning to adjust instruction by differentiating and personalizing learning Aligning professional learning to data inquiry and instructional practices that support students in meeting grade-level content standards that lead to college and career readiness Leading learning by establishing systems and structures that focus on content-rich, culturally responsive teaching to increase student outcomes through feedback and accountable learning communities Improving and aligning district direction and services to schools 8

B ALTIMORE C ITY PUBLIC SCHOOLS Educational Equity THERE CAN BE NO EXCELLENCE IN EDUCATION WITHOUT EQUITY Educational Equity and Excellence is… Raising the achievement of all students while; Narrowing the gaps between the highest and lowest performing students and; Eliminating the predictability and disproportionality of which student groups occupy the highest and lowest achievement categories (race, gender, income, disability, language) Adapted from Glenn Singleton, Asilomar,

B ALTIMORE C ITY PUBLIC SCHOOLS Connecting Our Work Ahead to the Foundation That’s Been Set Building on a foundation of aligned curriculum, assessments, and cycles of professional learning; data inquiry, instructional models 10

B ALTIMORE C ITY PUBLIC SCHOOLS Educational Excellence & Equity: A Focus on Student Outcomes Focus on where every student needs to be (“the bar”) by understanding: Grade-by-grade content standards A variety of assessment sources aligned to the standards Access and opportunity gaps that impact student outcomes 11

B ALTIMORE C ITY PUBLIC SCHOOLS Focusing on Supporting Highly Effective Instruction 12 The single most important school-based factor in improving student academic performance is the quality of the teacher in the classroom. The Education Trust West

B ALTIMORE C ITY PUBLIC SCHOOLS An Urgent Opportunity ,209 85,535

B ALTIMORE C ITY PUBLIC SCHOOLS Leadership Institute Preview: What We Will Be Doing Together Day 1 Raising the Bar for Every Student Understanding the Bar: A Close Look at the Standards through PARCC tasks Day 2 Tracking Progress to Raise the Bar for Every Student: Leveraging Assessment Resources to Identify Problems of Practice through Root Cause Analysis Day 3 Establishing Plans to Raise the Bar for Every Student: Organizing Instructional and Collaborative Time 14

B ALTIMORE C ITY PUBLIC SCHOOLS 15 How We Plan To Engage Together At the end of each day, please reflect on: 1. Actions you will take as a leader to raise the bar for every student, aligned with the day’s specific content 2. Best evidence-based practices to share with others 3. Concrete supports needed specific to each day’s content During each session, please take “pause” to be immersed actively as learners!

B ALTIMORE C ITY PUBLIC SCHOOLS Ready to Lead By the end of the Institute, we hope you will:  Gain a deeper understanding of “the bar” so that you are clear on what students need to know and be able to do…so that you can get every student there  Consider how to track student progress aligned specifically to the standards in order to adjust instruction that addresses root causes in order to meet the needs of every student  Collaborate to establish an instructional plan that specifically accelerates student learning explicitly aligned to the standards by developing the capacity of every teacher 16

B ALTIMORE C ITY PUBLIC SCHOOLS Educational Equity and Excellence As the main institution for fostering social cohesion in an increasingly diverse society, publicly funded schools must serve all children, not simply those with the loudest or most powerful advocates. This means addressing the cognitive and social needs of all children, with an emphasis on including those who may not have been well served in the past. Michael Fullan, The Moral Imperative of School Leadership 17

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