B ALTIMORE C ITY P UBLIC S CHOOLS 1 RACE TO THE TOP DISTRICT GRANT APPLICATION OVERVIEW OCTOBER,...
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Transcript of B ALTIMORE C ITY P UBLIC S CHOOLS 1 RACE TO THE TOP DISTRICT GRANT APPLICATION OVERVIEW OCTOBER,...
BALTIMORE CITY
PUBLIC SCHOOLS
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RACE TO THE TOP DISTRICTGRANT APPLICATION
OVERVIEW
OCTOBER, 2012
BALTIMORE CITY
PUBLIC SCHOOLS
Overview of RTTDRTTD 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
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BALTIMORE CITY
PUBLIC SCHOOLS
Requirements
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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 career-ready 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?
Professional Development for teachersContent developmentTechnology for teachers and studentsConsultantsData system upgradesEnhancing internships and mentoring for
college and career preparednessFamily and community partnershipsWraparound supports for students
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BALTIMORE CITY
PUBLIC SCHOOLS
Absolute PriorityCompetitive Preference
PriorityPersonalized 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 college- and career-ready standards or college- and 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
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.
Application Priorities5
BALTIMORE CITY
PUBLIC SCHOOLS
The Need Based on Expectations for Students
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
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BALTIMORE CITY
PUBLIC SCHOOLS
The Need for Teachers to Adjust Instruction
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
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BALTIMORE CITY
PUBLIC SCHOOLS
The Need to Engage Parents and Community
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
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BALTIMORE CITY
PUBLIC SCHOOLS
Why Are We Applying?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
schoolThe 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
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BALTIMORE CITY
PUBLIC SCHOOLS
Solution - Addressing the College and Career Preparedness of 6th – 12th Grade Students
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
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BALTIMORE CITY
PUBLIC SCHOOLS
City Schools’ Personalized Learning Philosophy
Students will:Be provided choices in how they demonstrate
mastery of concepts and standardsCollaborate with educators and families in
establishing their academic goalsReceive meaningful feedback and frequent updates
on their progressEngage in learning experiences that extend beyond
the classroom
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BALTIMORE CITY
PUBLIC SCHOOLS
Areas of Impact
Preference- Student choice over content delivery
Place- Location of learning experiencesPace- 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
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BALTIMORE CITY
PUBLIC SCHOOLS
District Strategy for Personalization
8 + Year Plan
Choice in Mastery in ELA classes
(LDC modules)
Universal Design for Learning strategies
for Teachers
Computer Technology
Platform
Problem- Based
Learning Projects
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BALTIMORE CITY
PUBLIC SCHOOLS
Each Student Has an 8+ Year Plan
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
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BALTIMORE CITY
PUBLIC SCHOOLS
Universal Design for Learning Drives Change in Teacher Practice
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)
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BALTIMORE CITY
PUBLIC SCHOOLS
Problem-Based Learning Projects Will Occur in Every Grade
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
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BALTIMORE CITY
PUBLIC SCHOOLS
Technology Platform Aids Personalized Goal Setting and Performance Tracking
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
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BALTIMORE CITY
PUBLIC SCHOOLS
A New Emphasis on Internships and Apprenticeships
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
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BALTIMORE CITY
PUBLIC SCHOOLS
Professional Development Strategy
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
Opportunities for advanced learning-15 + hours-Advanced learning-Cycles of development
Systemic Professional Development Days-10 systemic PD days -At least 7 used for Personalization strategies
Improved Instruction using
Personalized Learning
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BALTIMORE CITY
PUBLIC SCHOOLS
Additional Professional Development Strategies
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
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BALTIMORE CITY
PUBLIC SCHOOLS
Layered Support for Students Facing Multiple Challenges
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
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BALTIMORE CITY
PUBLIC SCHOOLS
Ongoing Engagement of Stakeholders
Personal Pathways Advisory Committee to advise district
Including parent representatives, principal, teachers’ union, higher education, business, students, community partners
Feedback on implementation and efficacy
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BALTIMORE CITY
PUBLIC SCHOOLS
Phase I: January 1, 2013 – June 2014
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
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BALTIMORE CITY
PUBLIC SCHOOLS
Phase II: July 2014 – June 2015
Continue implementation of Phase IIntegrate year-long Problem Based Learning
projects into all ELA classes in grades 6-12Implement mentoring programExpand internship experiences Implement technology platform in a subset of
schools in ELA class
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BALTIMORE CITY
PUBLIC SCHOOLS
Phase III: July 2015 – June 2016
Continuing implementation of Phases I-IIRoll out technologyAchieve 1:1 computing in grades 6-12Expand blended & distance learning
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BALTIMORE CITY
PUBLIC SCHOOLS
Phase IV: July 2016 – Dec 2016
Continuing the implementation of Phases I-IIIImplement 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
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