Core Team Newsletter Oct 2010

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T H E E M P L O Y E E N E W S L E T T E R O F

T H E S C H O O L D I S T R I C T O F P H I L A D E L P H I A

Core TeamOctober 2010

The School District

of Philadelphia Core Beliefs

Children come rst.

Parents are our partners.

Victory is in the classroom and facilitated

by a strong instructional leader.

Leadership and accountability

are the keys to success.

It takes the engagement of the

entire community to ensure the success

of its public schools.

At the Corewith

Superintendent Arlene C. Ackerman

At the Core of Our Mission

Are Children

Do you know

this person?See page 4.

FOOD FOR THOUGHT

Arriving at one goalis the starting

point to another.

John Dewey,

educator, psychologist

and philosopher

Together as we say goodbye to

October, welcome November,

and watch the season transition, there

is a special energy in the air calling us

to stop and notice the beauty and the

mystery that surrounds us. We see the

leaves changing colors and the trees

pulling their energy inwardletting go

of what was in order to get ready for

what will be. This time of year is really

all about changephysical changes

and changes that can serve as meta-phors for life and learning.

In fact, autumn is the ideal time for

us every teacher, parent, principal,

sta member and superintendent to

think about and self-reect on the

rhythms and realities of our own lives

and work.

As a lifelong educator and a super-

intendent who has been privileged to

serve the children of three major city

school districts, I can see things in my

own life now that I couldnt see 5, 10 or20 years ago. For example, how a job I

lost, mistakes that I made, or losses I ex-

perienced which felt irredeemable led

to me to new life. I found other work

I needed to do and lessons I needed

to learn. I found that in every child,

person, place and event there is a hid-

den world of promise and possibility,

regardless of what we see.

As educators, parents and human

beings, every challenge we face re-quires us to make a choice. That choice

is about how to look at change -- in

positive or negative ways. Without

hesitation, I recommend the positive!

Let me explain. Choosing to see a glass

as half full may take a little more eort

than seeing it as half empty. The result

however, is more than worth the eort

How so? The choice we make to think,

see and act as if the glass is half full

will far more likely open doors to new

opportunities, fulll the promise ofstudent success, and help us realize the

great possibilities that lie deep within

every individual, every family and

every school.

While each season can lead us to

self-reect and grow personally and

professionally, autumn is, unmistak-

ably, a time of transition. Its true that

our lives are usually in ux and change

continued on next pag

INSIDE: Superintendent Wins National Award


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At the Corecontinued from page 1has become a constant. But autumn

holds a special tension because it vis-

ibly reminds us that we need to let go

of older, less fruitful ways in order to

nd and gather a greater harvest of life

and learning.

Before closing, I want to thank each

and every one of you for your ongo-

ing support ofImagine 2014, for your

Superintendent wins Richard Green Award,top individual honor in urban education

School District of Philadelphia

Superintendent Arlene C.

Ackerman last week received the

2010 Richard R. Green Award, the

nations highest honor for urbaneducation leadership, at the

Council of the Great City Schools

annual fall conference in Tampa,

Florida. The award is co-spon-

sored by the council, a coalition

of Americas largest urban school

districts, ARAMARK Education

and the Cambium Learning

Group.

Arlene Ackerman is one of the

best big-city school superinten-

dents in the country and is most

worthy of the nations highest

individual award in urban educa-

tion, said the council Executive

Director Michael Casserly. She is

smart, dedicated, innovative, ef-

fective and completely commit-

ted to our urban schoolchildren.

Honored by peersnationwide

In selecting Dr. Ackerman from

among the nine superintendents

under consideration, the councilnoted Dr. Ackermans leadership

in: launching the Districts ve-

year strategic plan, Imagine 2014;

implementing measures that re-

sulted in higher levels of student

achievement as indicated by the

signicant gains in standardized

test scores, particularly in the Dis-

tricts Empowerment Schools and

high schools; and inaugurating

sustained initiatives for authentic

parent involvement, such as the

Superintendents Parent Round-

tables and Parent University.

The Green Award is presented

by the council in even-numbered

years to an outstanding superin-

tendent and in odd-numberedyears to an outstanding school

board member.

As the recipient of the Green

Award, Dr. Ackerman received a

$10,000 college scholarship to

present to a high school senior of

her choice from The School District

of Philadelphia or from her high

school alma mater. Following the

award presentation, the Superin-

tendent told a Philadelphia re-

Surprise! Students from the PromiseAcademy at Ethel Allen follow the Superinten-

dent into the atrium after presenting owers.There, she was greeted with music and song,

courtesy of CAPA students, and with warmapplause from District sta gathered there.

And, yes, Dr. Ackerman was surprised.

porter that the scholarship would

go to a Philadelphia student.

...and saluted by

co-workers at homeOn October 25, the Superinten-

dent received her second surprise

in less than four daysan infor-

mal early morning congratula-

tions program in the atrium of

the School District Education

Center at 440 N. Broad Street.

Dr. Ackerman was welcomed at

the front door by students from

the Promise Academy at Ethel Al-

len and presented with bouquets

of white roses. The choir from the

Philadelphia High School for Cre-

ative and Performing Arts (CAPA)

burst into song with their soaring

rendition of You Raise Me Up.

Also performing was the CAPA

String Quartet.

Visibly moved, Dr. Ackerman

stepped up to the microphone to

the applause of the assembled

employees and remarked, These

tears are really tears of joy. Urg-

ing sta throughout the District

to continue to work hard, Dr.Ackerman said, If we can make

it happen in Philadelphia, we can

cut the excuses I cant do this

without you. I ask you to continue

to support me. Turning to the

children from the Promise Acad-

emy, Dr. Ackerman said, Im go-

ing to continue to ght for these

babies. Im a warrior, folks.

dedication to the children, and for all

that you have done and will continue

to do to improve our schools. The

Richard Green Award may have been

given to me but I know it belongs to all

of usespecially to you and to every

colleague with whom I have had the

privilege to serve our cities children.

Thank you.

Respectfully,

Arlene C. Ackerman, Ed.D.

Superintendent

The School District of Philadelphia


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Imagine 2014 Priority

Student Success

Summer School (SLAM) GoalProvide summer school at school sitesacross the District oering academic

classes and a variety of enrichmentopportunities, particularly for Empower-

ment School students

2009-2010 Update

50,489 students participated in someportion of SLAM

Average daily attendance was 42,084 1,856 students held summer jobs

while obtaining SLAM credit

541 students graduated high schoolby attending SLAM

Class-Size Reduction GoalEmpowerment Schools K, 20:1, Grades1-3, 22:1

2009-2010 Update

Empowerment kindergarten classeswere at an average, District-wide, of

a 20.4:1 student-to-teacher ratio

Empowerment grade 1- 3 classeswere at an average, District-wide, of

a 21:1 student-to-teacher ratio

Counseling GoalsDecrease the student-to-counselor ratiosto 250:1 for middle grades and 300:1 forhigh schools

Loop counselors to remain with students

their entire time at the school

Implement Individualized Learning Plansfor all 9th graders

2009-2010 Update

The middle grades student-to-coun-selor ratio was below 250:1

The high school student-to-counsel-or ratio was 254:1

Schools planned for looping coun-selors in 2010-11

Individualized Learning Plans werecompleted for 99% of 9th gradersand 98% of 8th graders

Regional Early Childhood

Center GoalProvide improved parental access todevelopmental screening, educationalprogramming and services for children

up to age 3

2009-2010 Update

The rst center ocially opened on

March 17, 2010 at Feltonville HeadStart

Parents and children are servedthrough testing and referrals

Outreach is provided through homevisits

Regional Talent Center GoalOer enrichment opportunities in arts

and athletics for students and their fami-lies after school, on weekends and over

the summer

2009-2010 Update

The rst center ocially opened onMarch 18, 2010 at King High School

in partnership with Foundations, Inc.

Over 130 students registered for thespring 2010 session

Foundations ran eight-week summerprograms

Student Success Center GoalProvide high school students with onelocation at the school for academic and

social support, career exploration,college preparation and leadership

development

2009-2010 Update

There were 11 fully-functioningStudent Success Centers

At least half of the students in eachof the 11 schools received services

through the Student Success Center

Re-Engagement Center GoalFacilitate the re-enrollment of studentswho have dropped out and provide themwith options to complete their high

school education

2009-2010 Update

A satellite site was opened in Hunt-ing Park to expand the Re-Engage-ment Centers reach

Through the Re-Engagement Center,more than 2,200 former studentshave been placed in programs to

resume their education

Parent University GoalEngage parents with innovative andmeaningful classes that support theirgrowth as individuals and as parents

2009-2010 Update

Approximately 12,000 parentsenrolled/participated at 23 Parent

University sites across the city

Classes were provided in dierentlanguages for multi-lingual parents

Parent University oered 22 classesproviding parents with a chance toearn an adult diploma/GED, associ-

ate degree, or certication, with over650 individuals receiving diplomas

Hard and focused work yields achievement

of a broad range of Imagine 2014 Phase I goals

As a key component of the School Districts strategic planning process, the District committed to

provide an update each fall on progress it made in achieving goals set for the previous school year.

At the September 22, 2010 meeting of the School Reform Commission (SRC), Deputy for Strategic Planningand Implementation Jennie Wu presented a progress report that recapped the Imagine 2014 goals achieved

to date.


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Quality Choices

Renaissance Schools GoalsConvene a Renaissance Schools Advi-

sory Board (RSAB) comprised of internaland external stakeholders to provide

recommendations on implementation

Develop a process by which schools andproviders will be selected and schoolcommunities will be engaged

Select schools for turnaround in the 2010

2011 school year and implement thetransition process

2009-2010 Update

The RSAB was convened fromAugust to September and providedrecommendations

14 Renaissance-eligible schools wereannounced in January and school

reviews were completed

Request for Qualications (RFQ),Request for Proposals (RFP) and

Request for Information (RFI)processes were completed with sixteams qualied as lead applicants

At the end of March, eight schoolsthat would undergo the matchingprocess and six Superintendents

Promise Academies were announced

School Advisory Councils (SACs)made recommendations on the

best matches for their school to theSuperintendent and matches were

approved by the SRC in June


Great Staff

Professional Growth

and Development GoalsLaunch Regional Professional Develop-ment Centers to provide all sta withevening and weekend opportunities for

development based on interest and needAlign professional development oppor-tunities with the Performance Manage-

ment initiative

2009-2010 Update

Regional Professional DevelopmentCenters at Audenried, the Arts Acad-

emy at Rush, Fels and High School ofthe Future were launched in January

570 courses were oered in the win-ter and spring sessions

Ofce of Teacher Affairs GoalLaunch an oce that provides teacherswith resources and supports in a fast,

easy and customer-friendly manner

2009-2010 Update

In collaboration with The Philadel-phia Federation of Teachers, thegrand opening was held on May 14

The oce provides teachers witheasy access to literature andcomputers

Sessions were held on topics such as

benets and certication


Accountable Adults

Performance Measures and

Employee Evaluations GoalsDene goals and measures for all centraloce departments

Document goals and objectives for non-

represented employees, beginning at theChief level

Complete assessments of non-represented employees

2009-2010 Update

Goals and measures for central ocedepartments and non-representedemployees were nalized in March

Professional development on per-formance measures and evaluationswere oered

Formal evaluations for non-represented employees occurred insummer 2010


World-Class Operations

Weighted Student

Funding GoalsEngage national experts in WeightedStudent Funding to support the develop-

ment of the process and timeline

Convene a group of internal and exter-nal stakeholders to develop the funding

formula

Work with school communities to imple-

ment Weighted Student Funding

2009-2010 Update

Experts with experience implement-ing Weighted Student Funding wereconsulted in the development of the

process and timeline

The Weighted Student Funding pilotincluding 57 Vanguard and non-Empowerment schools, was rolledout in February

The Weighted Student Fundingcommittee that will develop thefunding formula has met six times to

make decisions on central versus sitecontrol of certain resources

Measuring Our ProgressThe School District of Philadelphia achievement:

Eight straight years of reading and math gains More than 50% of District schools met state standards for the rst time The District experienced the largest increase in the number of schools

making AYP since 2004 158 schools made AYP (up 33% from last year) 34% of Empowerment Schools made AYP (up from 22% in 2009) There were seven-point reading and math gains in high schools alone Empowerment Schools outgained the District average, with nine-point

gains in math and seven-point gains in reading since 2008.


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How to submit items

for Honor Roll columnsSince Core Team is a publication forSchool District of Philadelphia employ-ees, Honor Roll is a regular feature tospread the word about local, state andnational honors our employees havereceived, and honors which their workhas made possible for their schools oradministrative oces. Please send itemsthat t this description to [email protected]. You may also submit pho-tos and captions to accompany HonorRoll items. If your school or oce isseeking publicity for a future event oractivity which you feel has news valuefor the general public, please submita publicity request form to the Oceof Communications. You may nd thisform online through the Districts web-site, www.philasd.org. Go to Sitemap,Communications, Forms, then Public-ity Request Form. Clicking on save atthe end of the completed form will sendyour information by e-mail to the Oceof Communications.

Honor Roll

High expectations Parents and

students stopped by Swenson Arts and Tech-

nology High Schools booth at the recentthree-day School District High School Expo.

An estimated 8,100 parents and studentsvisited the expo to explore the educational

choices oered at Philadelphias public highschools.

Buttoned down, knotted up and break-

ing out The Get Schooled national tour

promoting on-time completion of highschool, and college readiness and matricula-

tion, landed at Lincoln High School recently.At the assembly for 11th and 12th graders,

the rap artist Common invited Lincoln AirForce JROTC Cadet Chief Master Sgt. Malcolm

Robinson-Gonzalez (pictured) to come up on

stage to showcase his moves. Get Schooledis an endeavor co-developed by the Bill &

Melinda Gates Foundation and Viacom.

Hand to heart Students from

Masterman Middle School received training

in cardiopulmonary resuscitation (CPR) at arecent event announcing that all District 8th

graders will be trained in CPR between thisyear and 2013. This is made possible in large

part to a generous gift from businessman andDrexel University College of Medicine Chair-

man Manual N. Manny Stamatakis.

Congratulations to the sta ofHill-Freedman Middle School!Hill-Freedman recently receivednotication that it has been accepted

into the International Baccalaureate(IB) Middle Years Programme, mak-ing it the rst District middle schoolto become accredited by IB. The IB

Middle Years Programme encouragesstudents to embrace and understandthe connections between traditionalsubjects and the real world, and be-

come critical and reective thinkers.The program consists of eight subjectgroups integrated through ve areas

of interaction that provide a frame-work for learning within and acrossthe subjects. Students are requiredto study English language, a second

language, humanities, sciences,mathematics, arts, physical educationand technology.

One of the Districts bus drivers, TyraWalker, demonstrated recently that

she not only keeps her eyes on theroad, but that she also is aware of theother vehicles with whom she sharesthe road. That proved to be very

fortunate for the driver of a Para-

Transit vehicle and the vans occu-pant. Walker noticed that the frontdrivers side tire of the van was on

re. She pulled over and secured herbus. Then, thanks to the excellenttraining she received as a Districtdriver, Walker quickly took the re

extinguisher from her bus anddoused the ames even before thevans driver was aware of the danger-ous situation. Cool thinking in a hot

situation!

Four School District of Philadelphiaeducators were honored recentlyas part of the 2010 A Day MadeBetter co-sponsored by Oce Max

and Adopt-a-Classroom. MichelleCornett, Roosevelt Middle School,Anne Pearsall, Miin ElementarySchool, Linda Santiago, Lowell

Elementary School, and Hayley

Dogon, Hancock Elementary Schoolwere surprised on October 5 with

visits to their classrooms by localOce Max representatives. Eachteacher received $1,000 in classroomsupplies and furnishings. They were

among the more than 1,000 teach-

ers nationwide who that day werehonored for exceptional contribu-tions as educators, demonstratingpassion, innovation and dedication

in the classroom.


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NW area schools embraceinnovative writing program

Last year, when AMY Northwest Prin-

cipal Marco Zanoni learned about an

innovative program called Writers Matter,

he knew it was something that would be

benecial for his students. Kids are often

raw when it comes to writing, he said. ThenInterim Regional Superintendent and cur-

rent Associate Superintendent Penny Nixon

recognized it as an approach worth taking

in a number of the northwest schools.

Speaking for his school, Zanoni said, The

Writers Matter program has really trans-

lated to higher scores and better learners.

Writers Matter, developed by LaSalle

University professor Dr. Robert Vogel, was

introduced in 2009-2010 to 7th- and 8th-

grade students at eight schools in the then

Northwest Regionincluding AMY North-

west. The program oers a new approach toteaching students how to write. It is also de-

signed to foster a love of writing and creative

expression through the use of journaling.

Saudia Bickley, the dedicated writing

teacher at AMY Northwest, and her stu-

dents embraced the Writers Matter writ-

ing adventure last year. Her class focused

on a mix of formal and informal writing. If

they can record their experiences and write

about themselves and real life issues, the

students will really get into writing, she

observed. The program provides a way for

kids to express everything that is going on

in their livesincluding things they maynot be able to talk about.

Professional development

is key to successAs part of the program, Bickley and other

participating teachers attend a monthly

professional development class at LaSalle.

These sessions allow teachers to learn

from each other, Dr. Vogel explained.

During the rst weeks, the professional

development classes are of a technical

nature. Among the topics we discuss are

ways to set up the physical classroom tomake it conducive to writing, Dr. Vogel

said. We share ideas about how to create

a good writing environment by clustering

students together in groups of four, and

the best ways to encourage the students

to be comfortable with each other and the

teacher. We want to create an atmosphere

where the kids feel comfortable shar-

ing their lives with their peers and their

teacher. We also are trying to convey to

the teachers that creating a comfort zone

doesnt just happen; it must be something

intentional.

The next sessions involve the discussion

of prompts to help ignite the students

interest in writing. For example, we en-

courage them to start writing somethingthat begins with I am from, the professor

said. They could then write about their

neighborhoods, families, the countries

they come from or something similar. The

teachers learn to give specic direction to

help the students organize their thoughts

so that they can put them on paper.

Beginning this fall, there is a new compo-

nent to the training; during the rst hour, a

LaSalle English professor will teach specic

writing strategies to the teachers. We

found that many teachers have themselves

never been taught to teach writing tomiddle school learners, Dr. Vogel observed.

Program featured at

Regional Talent CentersBased on its success, the Writers Matter

program is included as part of the Regional

Talent Centers being rolled out under the

School Districts ve-year strategic plan,Imagine 2014. We are partnering with

LaSalle, the City Mural Arts program and

Philabundance, Nixon said.

A Regional Talent Center, located at

King High School, opened last spring andanother opened this fall at Audenried

High School. The centers are places where

interested students devote signicant

additional timeafter school and on Sat-

urdaysexploring artistic, cognitive and

athletic pursuits.

In addition, four students from each of

ve schoolsAMY Northwest, Henry, Lin-

gelbach, Wagner and Leedsparticipated

in a 2010 summer mural arts immersion

program aliated with the Regional Talent

Center, Nixon said.

This year students in northwest area

schools will begin to write about hunger,including what they may know about hun-

ger in the community and across the world,

and how it aects people they know. Their

writing may be featured on a mural that will

be developed for the Philabundance site in

South Philadelphia.

The Writers Matter program also has ex-

panded this year to three new schools. They

are Grover Washington Jr. and Vare Middle

Schools and Pennypacker Elementary School.

Faces and Facts

Tamara Fletcher

Bus AttendantWagner Middle School

18th Street and Chelten Avenue

FACE: To say that Tamara Fletcher serves

as a bus attendant for the students at Wag-

ner Middle School only begins to describe

her value to the entire school family, ac-

cording to Principal Maya Johnstone.

Each morning and afternoon, Fletcher

keeps a watchful eye on the students who

ride Route #2672 to school, and makes surethat they are settled in their Learning Sup-

port classroom upon arrival at the school.

In addition, though her schedule re-

quires Fletcher to give only three hours of

service daily, she is willing to volunteer in

all school activities, not just those of the

Learning Support room where she works,

Johnstone explained.

By the time Fletcher accompanies the

children on their bus ride home, she has

given generously of her personal time for

the benet of the school and its students.

FACTS: Wagner is one of two District

middle schools designated as Vanguard

Schools through the Renaissance Schools

process initiated in 2009-2010. The 25 Van-

guard Schools include elementary, middle

and high schools where achievement has

been at high levels. These schools will be

granted autonomy in certain areas so that

the school family can plan for, and realize,

the next levels of success.

A salute to our

School Districts unsung

heroes and their work.

This issue spotlghts:

?


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Where in the World isSue Maraschiello, Bright Futures Registrarand Computer Trainer?Sue Maraschiello and the other members of the School Districts Early Childhood team

keep the information about its programs owing to those who need itthe parents

of young children in our city. Maraschiello also is the person to whom parents return

completed Bright Futures program applications, and she serves as the help desk for

the lead teachers of the Districts

Comprehensive Early Learning

Center (CELC).

Where in the

world are YOU?

In future issues, dont be surprised

if our Core Team camera bugs

catch you as you go about

YOUR work on behalf of

our children.

As a parent flls out a program

application, Maraschiello keeps

the prospective student cre-

atively occupied with crayons

and drawing paper.

Pre-K Social Services Coordinator Waunda

Loadholt (let) and Maraschiello touch

bases about client services.

Together with Assistant Director or

Partnership Development Leonard

Rossio, Maraschiello reviews program

data.

Diane Childs (let),

Carol Cavanaugh (right),

and Maraschiello are the Early Childhood

Program sta members who feld the

parent questions that keep the telephones

ringing year-round.

Documents

Core Team Newsletter Oct 2010