Dec
15
Changes are in the Works for Baltimore Schools
Filed Under Education | Comments Off
Patricia Hawke asked:
Most people would agree that most change is for the better. Leaders of Baltimore County Public Schools hold this belief in relation to improving the 180 schools and 82,000 students they serve. They know that for students and their Baltimore Schools, working to enact change is to the benefit of all – since the district is in need of drastic student achievement. A school system that is dire straits, Baltimore Schools are in need of some major overhauling.
To this end, the Baltimore Schools system and administration have adopted a new vision. This vision hopes to “accelerate student progress through effective implementation of the BCPSS master plan, focusing on quality instruction, managing systems efficiently, and sustaining a culture of excellence.”
Baltimore Schools have set 6 goals for themselves which they believe will help them fulfill this vision. The following is a brief description of the first 3 goals, with this author’s opinion on how to accomplish said goal.
“Goal 1: By 2013-1014, all [Baltimore Schools] students will reach high standards, at a minimum attaining proficiency or better in reading/language arts, and mathematics.” While this is indeed an admirable and necessary goal, it is a difficult one at best. Baltimore Schools, any school for that matter, strives to improve student achievement. After all, the purpose of school is to educate students and help them become successful contributors to society. But the difficulty lies in factors that are beyond Baltimore Schools ultimate control. Poverty, education level of parents, even a good night’s sleep are all factors that are beyond the reach of educators.
“Goal 2: All limited English proficient students [enrolled in Baltimore Schools] will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.” An important goal, and one that is attainable, improving the achievement levels for LEP students is a given. Just because a person does not have English as their primary language does not mean they are unintelligent and unable to achieve to the highest standards. However, to truly succeed in any American public school, it is important that students are fluent in the language in which they are being instructed.
“Goal 3: By 2005-2006, all core academic subject classes (CAS) will be taught by highly qualified [Baltimore Schools] teachers.” Again, this goal is obvious. Baltimore Schools Teachers who have no training in education are most likely to fail in the profession. It has been said (wrongly, in my opinion) that “Those who can do, and those who can’t teach.” Well, let me tell you, not everyone can walk into a classroom, command attention, respect, and discipline, all while facilitating a student’s learning.
ALEXANDER
Most people would agree that most change is for the better. Leaders of Baltimore County Public Schools hold this belief in relation to improving the 180 schools and 82,000 students they serve. They know that for students and their Baltimore Schools, working to enact change is to the benefit of all – since the district is in need of drastic student achievement. A school system that is dire straits, Baltimore Schools are in need of some major overhauling.
To this end, the Baltimore Schools system and administration have adopted a new vision. This vision hopes to “accelerate student progress through effective implementation of the BCPSS master plan, focusing on quality instruction, managing systems efficiently, and sustaining a culture of excellence.”
Baltimore Schools have set 6 goals for themselves which they believe will help them fulfill this vision. The following is a brief description of the first 3 goals, with this author’s opinion on how to accomplish said goal.
“Goal 1: By 2013-1014, all [Baltimore Schools] students will reach high standards, at a minimum attaining proficiency or better in reading/language arts, and mathematics.” While this is indeed an admirable and necessary goal, it is a difficult one at best. Baltimore Schools, any school for that matter, strives to improve student achievement. After all, the purpose of school is to educate students and help them become successful contributors to society. But the difficulty lies in factors that are beyond Baltimore Schools ultimate control. Poverty, education level of parents, even a good night’s sleep are all factors that are beyond the reach of educators.
“Goal 2: All limited English proficient students [enrolled in Baltimore Schools] will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.” An important goal, and one that is attainable, improving the achievement levels for LEP students is a given. Just because a person does not have English as their primary language does not mean they are unintelligent and unable to achieve to the highest standards. However, to truly succeed in any American public school, it is important that students are fluent in the language in which they are being instructed.
“Goal 3: By 2005-2006, all core academic subject classes (CAS) will be taught by highly qualified [Baltimore Schools] teachers.” Again, this goal is obvious. Baltimore Schools Teachers who have no training in education are most likely to fail in the profession. It has been said (wrongly, in my opinion) that “Those who can do, and those who can’t teach.” Well, let me tell you, not everyone can walk into a classroom, command attention, respect, and discipline, all while facilitating a student’s learning.
ALEXANDER
Dec
11
Baltimore Schools May Change Graduation Requirements
Filed Under Education | Comments Off
Patricia Hawke asked:
For decades, graduating Baltimore Schools seniors have had to show that they have met or exceeded their school’s educational requirements, typically in the form of a standardized test such as the SAT or ACT. Many school districts have adopted tests that have been designed by their state’s DOE (Department of Education). While lots of kids do well on these types of assessments, there are thousands who do not; and it’s not because they haven’t learned what they should but because they are poor test-takers. Some kids lack the skills necessary to take a standardized test successfully. Others simply freeze up. Their nerves get to them, and they cannot think clearly and fail the test or at least get a score that doesn’t truly reflect what they’ve learned.
The leaders of Baltimore County Public Schools, in partnership with the rest of the state of Maryland, have finally realized that there is more than one way to assess a student’s success in school. For at least the last 5 years, Baltimore Schools have been telling their students that they must pass four High School Assessments by the end of their senior year of high school to graduate and get that diploma. The assessments taken by Baltimore Schools students are in algebra, biology, American government, and English. The problems with this blanket policy are obvious. Teachers in the Baltimore Schools spend 13 years of a student’s educational career doing their best to give them the type of Baltimore Schools learning experiences they need the most. For example, students who need extra help with Math, speak a language other than English, or those who would benefit from the challenge of a tougher writing class. Students must be held accountable to the same standards, but they don’t all learn the same way, and it’s not fair to test them all the same.
Maryland schools Superintendent Nancy S. Grasmick says that Baltimore Schools students who repeatedly fail the exams will be allowed to do a senior project instead. The proposal was made in response to the fact that a minimum of 2,000 students across the state in the Class of 2009 may not graduate because of their poor performance on the state tests. Baltimore Schools students have quite a while to take and pass the tests; if they fail one or two, they can retake it. Under this new plan, for example, Baltimore Schools students who pass two of the four tests could do their senior projects in the subjects they’ve failed. Grasmick insists that the project will be rigorous, and would require the Baltimore Schools student’s entire senior year to complete.
Detractors say that by telling Baltimore Schools students they don’t have to pass the exams will mean that they won’t take them seriously. Also of concern is that the students in Baltimore Schools must fail before they can take advantage of this alternative means of assessment. Students and their Baltimore Schools teachers should be given a choice in the type of assessments would best reflect what they have learned. Most, if not all, teachers keep portfolios on a student’s work throughout the school year, with the purpose of assessing a student’s progress.
CARDWELL
For decades, graduating Baltimore Schools seniors have had to show that they have met or exceeded their school’s educational requirements, typically in the form of a standardized test such as the SAT or ACT. Many school districts have adopted tests that have been designed by their state’s DOE (Department of Education). While lots of kids do well on these types of assessments, there are thousands who do not; and it’s not because they haven’t learned what they should but because they are poor test-takers. Some kids lack the skills necessary to take a standardized test successfully. Others simply freeze up. Their nerves get to them, and they cannot think clearly and fail the test or at least get a score that doesn’t truly reflect what they’ve learned.
The leaders of Baltimore County Public Schools, in partnership with the rest of the state of Maryland, have finally realized that there is more than one way to assess a student’s success in school. For at least the last 5 years, Baltimore Schools have been telling their students that they must pass four High School Assessments by the end of their senior year of high school to graduate and get that diploma. The assessments taken by Baltimore Schools students are in algebra, biology, American government, and English. The problems with this blanket policy are obvious. Teachers in the Baltimore Schools spend 13 years of a student’s educational career doing their best to give them the type of Baltimore Schools learning experiences they need the most. For example, students who need extra help with Math, speak a language other than English, or those who would benefit from the challenge of a tougher writing class. Students must be held accountable to the same standards, but they don’t all learn the same way, and it’s not fair to test them all the same.
Maryland schools Superintendent Nancy S. Grasmick says that Baltimore Schools students who repeatedly fail the exams will be allowed to do a senior project instead. The proposal was made in response to the fact that a minimum of 2,000 students across the state in the Class of 2009 may not graduate because of their poor performance on the state tests. Baltimore Schools students have quite a while to take and pass the tests; if they fail one or two, they can retake it. Under this new plan, for example, Baltimore Schools students who pass two of the four tests could do their senior projects in the subjects they’ve failed. Grasmick insists that the project will be rigorous, and would require the Baltimore Schools student’s entire senior year to complete.
Detractors say that by telling Baltimore Schools students they don’t have to pass the exams will mean that they won’t take them seriously. Also of concern is that the students in Baltimore Schools must fail before they can take advantage of this alternative means of assessment. Students and their Baltimore Schools teachers should be given a choice in the type of assessments would best reflect what they have learned. Most, if not all, teachers keep portfolios on a student’s work throughout the school year, with the purpose of assessing a student’s progress.
CARDWELL
Nov
20
Baltimore Schools Designate Six Schools As Persistently Dangerous With a Warning to Another
Filed Under Education | Comments Off
Patricia Hawke asked:
The federal No Child Left Behind (NCLB) Act requires that all states report any schools that are considered persistently dangerous. The state of Maryland is only one of six states that have reported having such schools. Some metro areas with similar or worse problems report no dangerous schools at all.
Since each state sets its own suspension limits for reporting, the NCLB provision is inconsistent across the nation with many states ignoring it all together. The state of Maryland, however, takes it seriously with rules that are more stringent than most other states.
A “persistently dangerous” school designation means the school has a high rate of suspensions for serious offenses. These are violations of assault on another student or teacher, bringing a weapon to school, setting a fire at school, or sexual assault of any type.
The six schools designated as dangerous by the Baltimore schools are:
• Calverton, Thurgood Marshall, and Highlandtown Middle Schools — These schools have been considered dangerous by state standards for the past four years, with Highlandtown closing before the fall of 2006.
• Liberal Arts at Walbrook, Dr. Roland N. Patterson Sr. Academy, and Dr. W.E.B. Dubois High School were all added this year.
The Baltimore schools also had six such schools last year. The number of suspensions and expulsions for dangerous offenses declined at five of the six schools, with three dropping off the list for this year.
A dangerous designation is serious for any of the Baltimore schools. Parents with children attending these schools are notified of the situation and given the option to transfer their children to other schools, as long as the transfer is completed before the beginning of the next school year.
The dangerous schools provision in the No Child Left Behind Act does have some Baltimore schools educators concerned:
• First, it makes some of the Baltimore schools appear to be the most violent in the nation, though some public schools in other states that ignore the provision or set the suspension limits high are in a much worse shape.
• Second, some Baltimore schools educators question whether an entire school is being labeled for the repetitive acts of only a few students. The Baltimore schools new Academy for College and Career Exploration is one such example. This year it was given a warning and put on probation for only six incidents of suspension for a serious offense. With only 300 students, it quickly hit the state’s ceiling, while larger schools do not.
• Third, some Baltimore schools teachers have argued that designated schools become even more chaotic. With principals who are reluctant to give suspensions, the violence at school escalates, while sending the wrong message to the other students — no punishment for breaking the rules.
Other Baltimore schools educators, however, like the reporting provision. It puts a much-needed focus on improving discipline at these schools, nipping the problem in the bud — before it is beyond repair. An example is Calverton and Thurgood Marshall. Though still on the list this year, suspensions for serious offenses have dropped significantly over last year.
Designated Baltimore schools do not receive any additional funding to help with their problems; however, the Baltimore schools must present a plan to the state on its strategy to improve these school situations.
The Baltimore schools is committed to resolving the issues in these six middle and high schools. Baltimore schools administrators know that quality educational opportunities only come in a safe learning environment that is free of violence and disruption.
LEDUC
The federal No Child Left Behind (NCLB) Act requires that all states report any schools that are considered persistently dangerous. The state of Maryland is only one of six states that have reported having such schools. Some metro areas with similar or worse problems report no dangerous schools at all.
Since each state sets its own suspension limits for reporting, the NCLB provision is inconsistent across the nation with many states ignoring it all together. The state of Maryland, however, takes it seriously with rules that are more stringent than most other states.
A “persistently dangerous” school designation means the school has a high rate of suspensions for serious offenses. These are violations of assault on another student or teacher, bringing a weapon to school, setting a fire at school, or sexual assault of any type.
The six schools designated as dangerous by the Baltimore schools are:
• Calverton, Thurgood Marshall, and Highlandtown Middle Schools — These schools have been considered dangerous by state standards for the past four years, with Highlandtown closing before the fall of 2006.
• Liberal Arts at Walbrook, Dr. Roland N. Patterson Sr. Academy, and Dr. W.E.B. Dubois High School were all added this year.
The Baltimore schools also had six such schools last year. The number of suspensions and expulsions for dangerous offenses declined at five of the six schools, with three dropping off the list for this year.
A dangerous designation is serious for any of the Baltimore schools. Parents with children attending these schools are notified of the situation and given the option to transfer their children to other schools, as long as the transfer is completed before the beginning of the next school year.
The dangerous schools provision in the No Child Left Behind Act does have some Baltimore schools educators concerned:
• First, it makes some of the Baltimore schools appear to be the most violent in the nation, though some public schools in other states that ignore the provision or set the suspension limits high are in a much worse shape.
• Second, some Baltimore schools educators question whether an entire school is being labeled for the repetitive acts of only a few students. The Baltimore schools new Academy for College and Career Exploration is one such example. This year it was given a warning and put on probation for only six incidents of suspension for a serious offense. With only 300 students, it quickly hit the state’s ceiling, while larger schools do not.
• Third, some Baltimore schools teachers have argued that designated schools become even more chaotic. With principals who are reluctant to give suspensions, the violence at school escalates, while sending the wrong message to the other students — no punishment for breaking the rules.
Other Baltimore schools educators, however, like the reporting provision. It puts a much-needed focus on improving discipline at these schools, nipping the problem in the bud — before it is beyond repair. An example is Calverton and Thurgood Marshall. Though still on the list this year, suspensions for serious offenses have dropped significantly over last year.
Designated Baltimore schools do not receive any additional funding to help with their problems; however, the Baltimore schools must present a plan to the state on its strategy to improve these school situations.
The Baltimore schools is committed to resolving the issues in these six middle and high schools. Baltimore schools administrators know that quality educational opportunities only come in a safe learning environment that is free of violence and disruption.
LEDUC
Sep
18
Baltimore Schools Students Will Benefit From Local Alliance
Filed Under Education | Comments Off
Patricia Hawke asked:
Students at Baltimore schools get a taste of a health career
A new initiative at Baltimore schools provides yet another glimpse into the possibilities that a public school system can throw up for its students, if it only makes the effort. Baltimore schools have tied up with MedStar the Columbia based health care system, to offer students an opportunity to intern at health facilities. The exposure, it is believed will help students who have already considered a move into a health career as part of their future, to make a firm decision. Those who might have been curious about what a medical job involves will now have an opportunity to see first hand the joys and satisfaction of such a job, as well as its myriad challenges.
This new school to work program at Baltimore School is called Rx for Success, and it is already giving students a foretaste of what working in a medical job could be like. The program offers students at Baltimore schools a chance to have summer internships at one of its seven hospitals. Students can also opt for internships at other health care centers operated by MedStar including home nursing services and surgical centers.
Businesses Look to Baltimore Schools for Future Employees
For MedStar, the program’s main benefit is that it gives them an opportunity to offer Baltimore schools students, especially the lower income ones, a chance to get a foothold in satisfying health careers. The other incentive for MedStar is the potential new stream of employees that the program will open up. It’s no secret that MedStar is facing a worrying shortage of skilled manpower. Doctors and nurses as well as those who don’t require much more than a high school education are in demand, and for MedStar this program allows Baltimore schools students to test the waters, before plunging into a health career, preferably at MedStar’s own facilities.
There is every indication that MedStar is looking at the Rx for Success program as a long term one. Under the memorandum, the program will be funded for years, but the success of the program will probably lead to its permanency. The program offer students reading materials and learning facilities besides helping Baltimore schools participating in the program to create large make shift “hospitals” in the basement complete with a version of a pediatric care room and an intensive care unit for students to practice in.
From all feedback to date, the program has been a grand success. Baltimore schools students are enthused about what they are learning, and the value it can bring to others. The on site training offered to the students plus the rich experience of working closely with physicians and other heath professionals, who they otherwise wouldn’t have got the chance to know on a personal level has helped many students at Baltimore schools make up their minds about a medical career.
FRUSH
Students at Baltimore schools get a taste of a health career
A new initiative at Baltimore schools provides yet another glimpse into the possibilities that a public school system can throw up for its students, if it only makes the effort. Baltimore schools have tied up with MedStar the Columbia based health care system, to offer students an opportunity to intern at health facilities. The exposure, it is believed will help students who have already considered a move into a health career as part of their future, to make a firm decision. Those who might have been curious about what a medical job involves will now have an opportunity to see first hand the joys and satisfaction of such a job, as well as its myriad challenges.
This new school to work program at Baltimore School is called Rx for Success, and it is already giving students a foretaste of what working in a medical job could be like. The program offers students at Baltimore schools a chance to have summer internships at one of its seven hospitals. Students can also opt for internships at other health care centers operated by MedStar including home nursing services and surgical centers.
Businesses Look to Baltimore Schools for Future Employees
For MedStar, the program’s main benefit is that it gives them an opportunity to offer Baltimore schools students, especially the lower income ones, a chance to get a foothold in satisfying health careers. The other incentive for MedStar is the potential new stream of employees that the program will open up. It’s no secret that MedStar is facing a worrying shortage of skilled manpower. Doctors and nurses as well as those who don’t require much more than a high school education are in demand, and for MedStar this program allows Baltimore schools students to test the waters, before plunging into a health career, preferably at MedStar’s own facilities.
There is every indication that MedStar is looking at the Rx for Success program as a long term one. Under the memorandum, the program will be funded for years, but the success of the program will probably lead to its permanency. The program offer students reading materials and learning facilities besides helping Baltimore schools participating in the program to create large make shift “hospitals” in the basement complete with a version of a pediatric care room and an intensive care unit for students to practice in.
From all feedback to date, the program has been a grand success. Baltimore schools students are enthused about what they are learning, and the value it can bring to others. The on site training offered to the students plus the rich experience of working closely with physicians and other heath professionals, who they otherwise wouldn’t have got the chance to know on a personal level has helped many students at Baltimore schools make up their minds about a medical career.
FRUSH
Jul
21
An Overview of the Master Plan for Baltimore Schools
Filed Under Education | Comments Off
Patricia Hawke asked:
On July 1, 2007, Andres Alonso officially became chief executive officer of Baltimore Schools. He will oversee approximately 180 schools and 82,000 students, with the help and guidance of the Baltimore Schools master plan. The master plan is guided by the Baltimore Schools vision, which is clear, desirable, and inspiring:
“Accelerating the academic achievement of all students, in partnership with the entire community, to ensure that students have the attitudes, skills, and proficiencies needed to succeed in college and in the 21st century global workforce.”
The district believes that achieving this vision is entirely possible by fulfilling the Baltimore Schools mission:
“To accelerate student progress through effective implementation of the Baltimore Schools master plan, focusing on quality instruction, managing systems efficiently, and sustaining a culture of excellence.”
The Baltimore Schools master plan priorities have been established in accordance with State guidelines and provide the core of the school system’s plans for improving the academic achievement of all students. Goals of this master plan as listed below:
Goal 1: By 2013-2014, all Baltimore Schools students will reach high standards, at a minimum attaining proficiency or better in reading/language arts, and mathematics.
Goal 2: All Baltimore Schools students that have limited English proficiency will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Goal 3: By 2005-2006, all core academic subject classes (CAS) will be taught by highly qualified teachers.
Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Goal 5: All students will graduate from high school
Goal 6: Effective management of systems will support student achievement. Such systems cover accountability, communications with parents, the community, and business partners. Baltimore Schools recognize that making a difference for its students is more than simply writing a check. Many businesses provide assistance to schools in a variety of ways including the donation of materials, merchandise and volunteer hours. There is growing evidence that school/business partnerships improve the capacity of individual families, schools and communities. Businesses are thus more willing to support teaching and learning. When students connect school work with the world of work, they are motivated to learn. There are several ways that businesses can help out Baltimore Schools: mentoring, tutoring, becoming a guest reader, giving monetary contributions, and donating school supplies. However, donations can range from pencils to computers; books to playground equipment; flowers to furniture. Volunteering in Baltimore Schools, offering internships to Baltimore Schools students, or joining the staff as an adjunct faculty member are also ways for businesses to maintain a healthy partnerships with Baltimore Schools.
It is also a goal of the district that finances and operations of facilities, transportation, and nutrition services within Baltimore Schools will be effective and efficient. Throughout all of Baltimore Schools, students, parents, teachers, and administrators have many opportunities to experience the positive changes that implementing this master plan can offer.
SVEHLA
On July 1, 2007, Andres Alonso officially became chief executive officer of Baltimore Schools. He will oversee approximately 180 schools and 82,000 students, with the help and guidance of the Baltimore Schools master plan. The master plan is guided by the Baltimore Schools vision, which is clear, desirable, and inspiring:
“Accelerating the academic achievement of all students, in partnership with the entire community, to ensure that students have the attitudes, skills, and proficiencies needed to succeed in college and in the 21st century global workforce.”
The district believes that achieving this vision is entirely possible by fulfilling the Baltimore Schools mission:
“To accelerate student progress through effective implementation of the Baltimore Schools master plan, focusing on quality instruction, managing systems efficiently, and sustaining a culture of excellence.”
The Baltimore Schools master plan priorities have been established in accordance with State guidelines and provide the core of the school system’s plans for improving the academic achievement of all students. Goals of this master plan as listed below:
Goal 1: By 2013-2014, all Baltimore Schools students will reach high standards, at a minimum attaining proficiency or better in reading/language arts, and mathematics.
Goal 2: All Baltimore Schools students that have limited English proficiency will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Goal 3: By 2005-2006, all core academic subject classes (CAS) will be taught by highly qualified teachers.
Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Goal 5: All students will graduate from high school
Goal 6: Effective management of systems will support student achievement. Such systems cover accountability, communications with parents, the community, and business partners. Baltimore Schools recognize that making a difference for its students is more than simply writing a check. Many businesses provide assistance to schools in a variety of ways including the donation of materials, merchandise and volunteer hours. There is growing evidence that school/business partnerships improve the capacity of individual families, schools and communities. Businesses are thus more willing to support teaching and learning. When students connect school work with the world of work, they are motivated to learn. There are several ways that businesses can help out Baltimore Schools: mentoring, tutoring, becoming a guest reader, giving monetary contributions, and donating school supplies. However, donations can range from pencils to computers; books to playground equipment; flowers to furniture. Volunteering in Baltimore Schools, offering internships to Baltimore Schools students, or joining the staff as an adjunct faculty member are also ways for businesses to maintain a healthy partnerships with Baltimore Schools.
It is also a goal of the district that finances and operations of facilities, transportation, and nutrition services within Baltimore Schools will be effective and efficient. Throughout all of Baltimore Schools, students, parents, teachers, and administrators have many opportunities to experience the positive changes that implementing this master plan can offer.
SVEHLA
Jun
10
Baltimore Schools Set Performance Goals
Filed Under Education | Comments Off
Patricia Hawke asked:
All school systems should have goals. These goals must be attainable, however. While these centers of learning must know where they headed and how they are going to get there, it seems that they are becoming more and more unreasonable in their expectations. Perhaps they should be classified more as performance dreams; because no matter how many times you write “all students will…” doesn’t mean it’s going to happen. Baltimore Schools, just like many others throughout the nation, have these types of goals, while they might be admirable, they’re completely unattainable.
Performance Wishes of Baltimore Schools
Baltimore Schools list eight performance goals as part of their mission of education. Some of them are more attainable than others, but none of them can be completely accomplished. This is simply due to the fact that schools are run by and inhabited by humans. We are not perfect, and are completely fallible. Just because students attend Baltimore Schools and teachers teach at Baltimore Schools does not mean that they are better than any others attending or teaching at any other school in the United States. Of course, we must hold all to high standards, but it must be with the understanding that not everyone is going to succeed at the same level.
For example, the Baltimore County public schools performance goal 1 states that by 2012 that ALL students will reach proficiency in all core subjects - Reading, Language Arts, Mathematics, Science, and Social Studies. Well, my friends, while they can all try to do their best, not all students are going to be able to do this. Whether it’s peer pressure, lack of parental support, unavoidable family troubles, low socio-economic background, or simply a learning disability, not ALL kids will achieve this goal.
Performance Goal 2 states basically the same thing as #1, but specifically targets ESL students -those who have English as a Second Language. I am not by any means suggesting that these Baltimore Schools’ students can’t reach this goal, or that they aren’t as intelligent as their American Baltimore Schools peers. I propose a simple example: What about the student who moves to and enrolls in one of the Baltimore Schools from Germany in the 12th grade, or what if a 4th grader moves in from Peru in May of the school year? You get the idea.
Baltimore Schools Seek Perfect Teachers
Baltimore Schools’ Performance Goal 4 is also challenging to fulfill. It states that ALL students will be taught by highly qualified Baltimore Schools teachers. Indeed, they have a right to be. But quite frankly, every school has more than one teacher who can’t wait for retirement, is stuck in a job they greatly dislike, or is suffering from burnout. They may have family troubles or stress like a move, a divorce, or serious illness to contend with that leads them to give a less than perfect performance each day.
While not all the Performance Goals set forth by Baltimore Schools’ leaders are pipe dreams, it would be nice to see an understanding of the hard work required to accomplish these goals reflected in goals which are truly attainable.
BEAHM
All school systems should have goals. These goals must be attainable, however. While these centers of learning must know where they headed and how they are going to get there, it seems that they are becoming more and more unreasonable in their expectations. Perhaps they should be classified more as performance dreams; because no matter how many times you write “all students will…” doesn’t mean it’s going to happen. Baltimore Schools, just like many others throughout the nation, have these types of goals, while they might be admirable, they’re completely unattainable.
Performance Wishes of Baltimore Schools
Baltimore Schools list eight performance goals as part of their mission of education. Some of them are more attainable than others, but none of them can be completely accomplished. This is simply due to the fact that schools are run by and inhabited by humans. We are not perfect, and are completely fallible. Just because students attend Baltimore Schools and teachers teach at Baltimore Schools does not mean that they are better than any others attending or teaching at any other school in the United States. Of course, we must hold all to high standards, but it must be with the understanding that not everyone is going to succeed at the same level.
For example, the Baltimore County public schools performance goal 1 states that by 2012 that ALL students will reach proficiency in all core subjects - Reading, Language Arts, Mathematics, Science, and Social Studies. Well, my friends, while they can all try to do their best, not all students are going to be able to do this. Whether it’s peer pressure, lack of parental support, unavoidable family troubles, low socio-economic background, or simply a learning disability, not ALL kids will achieve this goal.
Performance Goal 2 states basically the same thing as #1, but specifically targets ESL students -those who have English as a Second Language. I am not by any means suggesting that these Baltimore Schools’ students can’t reach this goal, or that they aren’t as intelligent as their American Baltimore Schools peers. I propose a simple example: What about the student who moves to and enrolls in one of the Baltimore Schools from Germany in the 12th grade, or what if a 4th grader moves in from Peru in May of the school year? You get the idea.
Baltimore Schools Seek Perfect Teachers
Baltimore Schools’ Performance Goal 4 is also challenging to fulfill. It states that ALL students will be taught by highly qualified Baltimore Schools teachers. Indeed, they have a right to be. But quite frankly, every school has more than one teacher who can’t wait for retirement, is stuck in a job they greatly dislike, or is suffering from burnout. They may have family troubles or stress like a move, a divorce, or serious illness to contend with that leads them to give a less than perfect performance each day.
While not all the Performance Goals set forth by Baltimore Schools’ leaders are pipe dreams, it would be nice to see an understanding of the hard work required to accomplish these goals reflected in goals which are truly attainable.
BEAHM
May
29
CEO Bonnie Copeland Leaving Baltimore Schools Cause for Concern
Filed Under Education | Comments Off
Patricia Hawke asked:
CEO Bonnie Copeland left the Baltimore schools on July 1, 2006. She had been with them for three years, which is a norm for an urban school superintendent. Her leaving, however, was not of her own choosing.
The Baltimore schools board felt she had a low-key management style and did was not a strong enough leader to make the changes needed to reform the Baltimore schools. Their reasoning appears to have been a bit flawed.
During her tenure with the Baltimore schools, Copeland managed a financial and management turnaround that was recognized by major rating agencies and school systems nationwide, and eliminated 1,100 positions — even though her predecessor, Carmen Russo had left the school system in a mess. Test scores were on the rise, and she received high marks for her significant progress in the Baltimore schools from the GBC, a regional top business advocacy group. This came in 2003, after the group’s financial review of the Baltimore schools.
Copeland was not without her enemies, however. The Greater Baltimore Committee, entrenched in bureaucracy and complacency, was not a supporter of Copeland, and they still rule the Baltimore schools. Additionally, politicians, who wished to damage Mayor Martin O’Malley, saw the troubled Baltimore schools as the perfect instrument. A political battle between the mayor, Montgomery County Executive Doug Duncan, and Governor Robert Ehrlick ensued, with Copeland unfairly caught in the middle.
The Baltimore schools board became involved with Copeland and her staff’s day-to-day operations, making her job impossible to execute. This type of interference will hinder the next CEO as well, unless the Baltimore schools board comes to its senses.
Copeland took over under terrible circumstances that would have crippled a lesser CEO, yet she did much to improve the Baltimore schools. She was the fifth CEO since 1997. The Baltimore schools track record with their CEOs is not a good one.
The community is frustrated over Copeland’s leaving. She did much to connect business people and companies with the Baltimore schools, and they fear these connections will be reversed. Parents are concerned for their children’s future educational prospects.
Loss of a serious reformer for the Baltimore schools makes it difficult for the community to be optimistic for the future. The middle schools and the special education program are still in trouble, too many children are dropping out or unprepared to enter the workplace or college, and progress is sure to slow down now that Copeland has left. It appears that reform will remain elusive until the board and opponents give a good CEO the opportunity to do his or her job.
This information on Baltimore schools is brought to you by www.schoolsk-12.com.
ROWETT
CEO Bonnie Copeland left the Baltimore schools on July 1, 2006. She had been with them for three years, which is a norm for an urban school superintendent. Her leaving, however, was not of her own choosing.
The Baltimore schools board felt she had a low-key management style and did was not a strong enough leader to make the changes needed to reform the Baltimore schools. Their reasoning appears to have been a bit flawed.
During her tenure with the Baltimore schools, Copeland managed a financial and management turnaround that was recognized by major rating agencies and school systems nationwide, and eliminated 1,100 positions — even though her predecessor, Carmen Russo had left the school system in a mess. Test scores were on the rise, and she received high marks for her significant progress in the Baltimore schools from the GBC, a regional top business advocacy group. This came in 2003, after the group’s financial review of the Baltimore schools.
Copeland was not without her enemies, however. The Greater Baltimore Committee, entrenched in bureaucracy and complacency, was not a supporter of Copeland, and they still rule the Baltimore schools. Additionally, politicians, who wished to damage Mayor Martin O’Malley, saw the troubled Baltimore schools as the perfect instrument. A political battle between the mayor, Montgomery County Executive Doug Duncan, and Governor Robert Ehrlick ensued, with Copeland unfairly caught in the middle.
The Baltimore schools board became involved with Copeland and her staff’s day-to-day operations, making her job impossible to execute. This type of interference will hinder the next CEO as well, unless the Baltimore schools board comes to its senses.
Copeland took over under terrible circumstances that would have crippled a lesser CEO, yet she did much to improve the Baltimore schools. She was the fifth CEO since 1997. The Baltimore schools track record with their CEOs is not a good one.
The community is frustrated over Copeland’s leaving. She did much to connect business people and companies with the Baltimore schools, and they fear these connections will be reversed. Parents are concerned for their children’s future educational prospects.
Loss of a serious reformer for the Baltimore schools makes it difficult for the community to be optimistic for the future. The middle schools and the special education program are still in trouble, too many children are dropping out or unprepared to enter the workplace or college, and progress is sure to slow down now that Copeland has left. It appears that reform will remain elusive until the board and opponents give a good CEO the opportunity to do his or her job.
This information on Baltimore schools is brought to you by www.schoolsk-12.com.
ROWETT
May
24
Baltimore Schools Enrollment Down, Schools to Close
Filed Under Education | Comments Off
Patricia Hawke asked:
With declining enrollment and building space for tens of thousands more students than they have enrolled, the Baltimore schools announced last December their restructuring plans to close several elementary, middle and high schools with others becoming combined K-8 schools.
The Baltimore schools held a series of community meetings, where they released a list of possible options they were considering. The options included schools to close, some to renovate, and where to build new ones. The options also were listed at their web site, where parents and community voted on which options they thought were best.
All options would close several Baltimore schools middle schools with consistently low test scores and high rates of violence. Some of these targeted schools are on the state’s “persistently dangerous” schools list, while others are being watched closely for inclusion to the list. The troubled Thurgood Marshall High School, site of a shooting in the 2004-2005 school year, also is included in all options. A new building will replace the current middle school, located at the same site, and be a K-8 school.
The Baltimore schools are dealing with deteriorating buildings, declining enrollment, and state demands that they operate the school system more efficiently. The Baltimore schools’ chief executive officer Bonnie S. Copeland stated that community committees, which used public input gathered earlier last fall, developed the options.
Copeland believed that much of the community shared her vision to expand the K-8 schools, which have been outperforming the traditional middle schools. Many parents, as well as community activist groups, were outraged and vehemently opposed several proposed options and school closings.
Many do not wish to see K-8 schools, unhappy with older children who set bad examples being mixed in with younger children. They believe the low test scores of several middle schools is more complex than just integrating the students with the elementary schools. Additionally, some high-performing schools could be closed, due to building conditions and capacity.
Many parents and activists believe it would be cheaper to renovate existing schools, rather than build new ones. David Lever, executive director of Maryland’s Public School Construction Program, backs this belief.
In March 2006, the Baltimore schools reacted to public pressure and released a substantially revised plan, stating that they took to heart the public’s concerns. The changes did little to appease the opponents of the plan, leaving the Baltimore schools caught between the state demanding a school closings plan and the parents and community activists.
After 85 public meetings on the topic and more than 10,000 participants, the Baltimore schools board voted at the end of March to close 16 Baltimore schools over the next two years. They also approved a 10-year, $2.7 billion plan to build 27 new Baltimore schools, moving thousands of children from middle schools to pre kindergarten through eighth grade.
LENHERR
With declining enrollment and building space for tens of thousands more students than they have enrolled, the Baltimore schools announced last December their restructuring plans to close several elementary, middle and high schools with others becoming combined K-8 schools.
The Baltimore schools held a series of community meetings, where they released a list of possible options they were considering. The options included schools to close, some to renovate, and where to build new ones. The options also were listed at their web site, where parents and community voted on which options they thought were best.
All options would close several Baltimore schools middle schools with consistently low test scores and high rates of violence. Some of these targeted schools are on the state’s “persistently dangerous” schools list, while others are being watched closely for inclusion to the list. The troubled Thurgood Marshall High School, site of a shooting in the 2004-2005 school year, also is included in all options. A new building will replace the current middle school, located at the same site, and be a K-8 school.
The Baltimore schools are dealing with deteriorating buildings, declining enrollment, and state demands that they operate the school system more efficiently. The Baltimore schools’ chief executive officer Bonnie S. Copeland stated that community committees, which used public input gathered earlier last fall, developed the options.
Copeland believed that much of the community shared her vision to expand the K-8 schools, which have been outperforming the traditional middle schools. Many parents, as well as community activist groups, were outraged and vehemently opposed several proposed options and school closings.
Many do not wish to see K-8 schools, unhappy with older children who set bad examples being mixed in with younger children. They believe the low test scores of several middle schools is more complex than just integrating the students with the elementary schools. Additionally, some high-performing schools could be closed, due to building conditions and capacity.
Many parents and activists believe it would be cheaper to renovate existing schools, rather than build new ones. David Lever, executive director of Maryland’s Public School Construction Program, backs this belief.
In March 2006, the Baltimore schools reacted to public pressure and released a substantially revised plan, stating that they took to heart the public’s concerns. The changes did little to appease the opponents of the plan, leaving the Baltimore schools caught between the state demanding a school closings plan and the parents and community activists.
After 85 public meetings on the topic and more than 10,000 participants, the Baltimore schools board voted at the end of March to close 16 Baltimore schools over the next two years. They also approved a 10-year, $2.7 billion plan to build 27 new Baltimore schools, moving thousands of children from middle schools to pre kindergarten through eighth grade.
LENHERR
Feb
10
Baltimore Schools Offer Many Reforms
Filed Under Education | Comments Off
Patricia Hawke asked:
Baltimore Schools are still feeling the effects of reform. Five years ago in 2002, massive funding went to the Baltimore Schools, which are one of the most under funded school systems in the state. This particular plan was for improvement concerning six basic standards including academic achievement and curriculum upgrading. The fact that Baltimore Schools continue to strive for excellence is heartening and shows that the spirit of educators is not daunted by low performance results. They persevere in the face of disorganization and desire to achieve top marks in school rankings.
Many debate the effectiveness of standardized testing in Baltimore Schools. These general tests are designed to evaluate the progress of each school. While the intention is to ensure that all Baltimore Schools are on the same page, the results have not always been positive. For instance, teachers spend most of the year teaching the test to students. The type of question and appropriate response are drilled into the minds of test takers. Baltimore Schools are frantically trying to maintain a standard that will allow them to continue teaching and project good academic standing. The pressure placed on achieving a good outcome is intense.
The struggle to keep all students on a level playing field was the focal point of the new Baltimore School reform plan. There was a desire to unify the curriculum and present the same educational opportunity at each school. Given 20 million dollars in 2002, Baltimore Schools also began reducing classrooms into smaller, more condensed environments. The general consensus was that this would bring more focus and alleviate distractions encountered in large Baltimore Schools. Mostly this reform was geared toward neighborhood high schools which are the most crowded and have the lowest graduation percentage.
Five years later, the Baltimore Schools’ reform seems to have had a positive effect. By rejuvenating the neighborhood schools, students have been exposed to better educational settings. And now officials in Baltimore Schools have been inspired to continue in this vein. There is currently a second reform plan in motion, set for 2006-2008. Baltimore Schools are looking to accelerate the progress of students and better prepare them for college. Baltimore Schools are practical and stress the need to be ready for a place in the workforce. They desire quality instruction for their students. Baltimore Schools are setting a standard of achievement that has revolutionized the educational system in the past five years. Admittedly, five years is a long time and more attention should be given to the crises of illiteracy and unemployment. Both these issues begin in failing schools. But the Baltimore Schools are have shown improvement and are making strides to protect the foundation of a solid education.
MARTER
Baltimore Schools are still feeling the effects of reform. Five years ago in 2002, massive funding went to the Baltimore Schools, which are one of the most under funded school systems in the state. This particular plan was for improvement concerning six basic standards including academic achievement and curriculum upgrading. The fact that Baltimore Schools continue to strive for excellence is heartening and shows that the spirit of educators is not daunted by low performance results. They persevere in the face of disorganization and desire to achieve top marks in school rankings.
Many debate the effectiveness of standardized testing in Baltimore Schools. These general tests are designed to evaluate the progress of each school. While the intention is to ensure that all Baltimore Schools are on the same page, the results have not always been positive. For instance, teachers spend most of the year teaching the test to students. The type of question and appropriate response are drilled into the minds of test takers. Baltimore Schools are frantically trying to maintain a standard that will allow them to continue teaching and project good academic standing. The pressure placed on achieving a good outcome is intense.
The struggle to keep all students on a level playing field was the focal point of the new Baltimore School reform plan. There was a desire to unify the curriculum and present the same educational opportunity at each school. Given 20 million dollars in 2002, Baltimore Schools also began reducing classrooms into smaller, more condensed environments. The general consensus was that this would bring more focus and alleviate distractions encountered in large Baltimore Schools. Mostly this reform was geared toward neighborhood high schools which are the most crowded and have the lowest graduation percentage.
Five years later, the Baltimore Schools’ reform seems to have had a positive effect. By rejuvenating the neighborhood schools, students have been exposed to better educational settings. And now officials in Baltimore Schools have been inspired to continue in this vein. There is currently a second reform plan in motion, set for 2006-2008. Baltimore Schools are looking to accelerate the progress of students and better prepare them for college. Baltimore Schools are practical and stress the need to be ready for a place in the workforce. They desire quality instruction for their students. Baltimore Schools are setting a standard of achievement that has revolutionized the educational system in the past five years. Admittedly, five years is a long time and more attention should be given to the crises of illiteracy and unemployment. Both these issues begin in failing schools. But the Baltimore Schools are have shown improvement and are making strides to protect the foundation of a solid education.
MARTER