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Office of Achievement and Accountability

Division of Research Services

School Effectiveness Review

2016 - 2017

Afya Public Charter School

March 22-23, 2017

200 East North Avenue Baltimore, Maryland 21202

www.baltimorecityschools.org

2 Baltimore City Public Schools, 2016-17

Table of Contents

Part I: Introduction and School Background ....................................................................................................... 3

Introduction to the School Effectiveness Review ............................................................................................ 3

School Background .......................................................................................................................................... 3

Part II: Summary of Performance Levels ............................................................................................................. 4

Part III: Findings on Domains of Effective Schools .............................................................................................. 5

Domain 1: Highly Effective Instruction ............................................................................................................ 5

Domain 2: Talented People ........................................................................................................................... 11

Domain 3: Vision and Engagement ............................................................................................................... 14

Domain 4: Strategic Leadership ..................................................................................................................... 18

Performance Level Rubric.................................................................................................................................. 22

Appendix A: School Report Comments ............................................................................................................. 23

Appendix B: SER Team Members ...................................................................................................................... 24


Part I: Introduction and School Background

Introduction to the School Effectiveness Review

Baltimore City Public Schools (City Schools) developed the School Effectiveness Framework and the School

Effectiveness Review process in 2009. The School Effectiveness Review (SER) uses trained school reviewers to

measure a school’s effectiveness against City Schools’ School Effectiveness Standards. The School

Effectiveness Standards are aligned with City Schools’ effectiveness frameworks for teachers and school

leaders.

The SER provides an objective and evidence-based analysis of how well a school is working to educate its

students. It generates a rich layer of qualitative data that may not be revealed when evaluating a school solely

on student performance outcomes. It also provides district and school-level staff with objective and useful

information when making strategic decisions that impact student achievement.

The SER team, comprised of representatives from City Schools who have extensive knowledge about schools

and instruction, gathered information from teachers, students, parents, and leadership during a two-day site

visit. During the visit, the SER team observed classrooms, reviewed selected school documents, and conducted

focus groups with school leadership, teachers, students, and parents. The SER team analyzed evidence

collected over the course of the SER to determine the extent to which key actions have been adopted and

implemented at the school. This report summarizes the ratings in the four domains and related key actions,

provides evidence to support the ratings, and – based on a rubric – allocates a performance level for each key

action. More information about the SER process is detailed in the School Effectiveness Review protocol,

located on the City Schools website and available upon request from the Office of Achievement and

Accountability in City Schools.

School Background

Afya Public Charter School serves approximately 348 students in 6-8 grades. The school is located on Brendan

Avenue in the Belair-Edison neighborhood of Baltimore, Maryland. The principal, Ms. Katie Eichman, has been

at the school for nine years, and principal for five years. For more information about the school’s student

demographics and student achievement data, please see the School Profile, located on the City Schools

website.


Part II: Summary of Performance Levels Based on trends found in the collected evidence, the SER team assigns a performance level to each key action.

Domains and Key Actions

Performance Levels

Level 4: Highly Effective

Level 3: Effective

Level 2: Developing

Level 1: Not Effective

Domain 1: Highly Effective Instruction

1.1 Teachers plan highly effective instruction. Highly Effective

1.2 Teachers deliver highly effective instruction. Effective

1.3 Teachers use multiple data sources to adjust practice. Effective

1.4 School leadership supports highly effective instruction. Highly Effective

1.5 Teachers establish a classroom environment in which teaching and learning can occur. Effective

Domain 2: Talented People

2.1 The school implements systems to select, develop, and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students.

Highly Effective

2.2 The school has created and implemented systems to evaluate teachers and staff against individual and school-wide goals, provide interventions to those who are not meeting expectations, and remove those who do not make reasonable improvement.

Effective

Domain 3: Vision and Engagement

3.1 The school provides a safe and supportive learning environment for students, families, teachers, and staff.

Highly Effective

3.2 The school cultivates and sustains open communication and decision-making opportunities with families about school events, policies, and the academic and social development of their children.

Effective

3.3 The culture of the school reflects and embraces student, staff, and community diversity. Highly Effective

Domain 4: Strategic Leadership

4.1 The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.

Effective

4.2 The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goals for student achievement.

Effective

4.3 The school’s board of trustees (or operator) provides component stewardship and oversight of the school (For schools that are overseen by an autonomous board of trustees or operator)

Highly Effective


Part III: Findings on Domains of Effective Schools

Domains and Key Actions

Performance Levels

Level 4: Highly Effective

Level 3: Effective

Level 2: Developing

Level 1: Not Effective


Teachers develop and implement standards-based daily lessons, units, and long-term plans using

appropriate curriculum planning documents. School leadership stated and teachers confirmed that

teachers are developing curriculum by reviewing the Common Core State Standards (CCSS), utilizing

curriculums from various resources, and determining a scope and sequence. A review of the scopes

and sequences for several content areas confirms that teachers have identified CCSS, and then

mapped out a timeline for covering the identified standards. A review of lesson plans, also confirms

that teachers are developing plans based on CCSS. For example, in one plan the standard noted was,

“CCSS.MATH.CONTENT.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio

a:b with b ≠ 0, and use rate language in the context of a ratio relationship.” and the corresponding

objective states, “I can find the unit price by using equivalent ratios or ratio tables.” Teachers stated

that the framework of the curriculum is set in August, but it remains a fluid document in which they

are adapting to be culturally responsive, as well as meeting student needs based off interim

assessments. School leadership stated that the curriculum framework for Humanities (a combination

of English Language Arts and Social Studies) is a combination of curriculum from Engage New York

and Baltimore City Schools’ (City Schools) curriculum. For math, school leadership stated they are

using Connected Math and are incorporating Engage New York. School leadership also stated that

teachers are using the Next Gen Standards for science, as well as the City Schools’ science units.

Finally, school leadership stated that the school has a focus on physical education and health and,

therefore, has a curriculum based on the Presidential Fitness Test for those classes.

Teachers design daily lessons that meet learners’ unique needs. School leadership and teachers

stated that teachers are planning for small groups, which are required to take place at least three

times a week. A review of lesson plans confirms that teachers are explicitly identifying students for

small group instruction, as well as targeted skills, and activities for those students. In addition, some

lesson plans contained gradual release, turn and talks, teacher modeling, and hands on activities.

Teachers set and track goals based on students’ performance levels. School leadership and teachers

stated that teachers set Student Learning Objectives (SLOs) based on various assessments; some

teachers stated their SLO was based on an administration of a publicly released Partnership for

Assessment of Readiness for College and Careers (PARCC) assessment, while others stated it was

based on an interim assessment, or a unit assessment. One SLO stated, “By the end of the SLO

Window, at least 80% of students in Target Group A will compose an essay that scores at least 80%

Key action 1.1: Teachers plan highly effective instruction. Highly Effective


on the “Writing Rubric for Expository and Persuasive Texts” rubric.” Regarding tracking, the site visit

team reviewed several different types of tracking documents, including i-Ready reports, pre- and

post- assessment data related to a unit assessment, as well as meeting notes in which interim

assessment data was shared as a grade level and discussed. School leadership and teachers also

stated that students are setting their own goals after report cards are released, and that once a year,

students are leading their own conferences, and sharing their goals with their families. One student’s

conference letter form states, “My academic goals are to reach my grade level.” The student-led

conference forms also ask students to identify their beginning and middle of year progress on i-Ready

assessment.

Teachers use and communicate standards-based lesson objectives and align learning activities to the

stated lesson objectives. In 100% of classes (n=13), lesson objectives identified student outcomes

and were communicated to students (posted, explained, or referenced during the lesson).

Additionally, in 100% of classes, learning activities and resources aligned with lesson objectives. For

example, in one class, the posted objective read: “I can determine the sums and differences of

rational numbers using a number line model or re-writing subtraction as addition and using the

addition rules.” Students received instruction through a presentation and then played a game to

practice the skill.

Teachers present content in various ways and emphasize key points to make content clear. Teachers

presented accurate, grade-level content in 100% of classes (n=13). Additionally, in 92% of classes,

teachers presented content in two or more ways to make content clear. For example, in one class,

students completed a lab activity, with a corresponding data gathering sheet, completed an exit

ticket, and the teacher referenced a diagram on the wall to support students’ thinking. Further, in

100% of classes, teachers consistently modeled academic vocabulary and standard grammatical

structures, such as the aforementioned class in which the teacher used terms such as “mantle” and

“tectonic plates.”

Teachers use multiple strategies and tasks to engage all students in rigorous work. In 100% of classes

(n=13), all tasks had a clear and intentional purpose. In addition, in 85% of classes, teachers provided

access to grade-level material for all students by scaffolding and/or differentiating tasks. In one class,

a teacher worked with a small group and asked scaffolded questions. Lastly, in 77% of classes,

students had opportunities and time to grapple with complex texts and/or tasks. For example, in one

science class, students were asked to create graphs using Microsoft Excel to compare average daily

high temperatures of two communities.

Key action 1.2: Teachers deliver highly effective instruction. Effective


Teachers use evidence-dependent questioning. In 100% of classes (n=13), teachers asked questions

at key points throughout the lesson. In 100% of classes, teachers asked questions that required

students to justify, cite evidence or explain their thought processes. One teacher asked questions

such as, “How do you know that?” and “What does the data say?” Finally, in 69% of classes teachers

asked questions that were clear and scaffolded.

Teachers check for student understanding and provide specific academic feedback. In 92% of classes

(n=13), teachers conducted one or more checks for understanding that yielded useful information at

key points throughout the lesson. For example, in one class, a teacher provided a range of possible

answers (accurate and inaccurate responses) to the questions, and asked students to raise their hand

if they concurred with specific responses, and asked questions to determine student understanding,

such as “What is the point of a cell membrane?” In 100% of classes, teachers provided specific

academic feedback to communicate current progress and next steps to move forward. For example,

in one class, a teacher was pushing students from simple recall questions to critically thinking, by

asking probing questions to support students in expounding upon their written answers.

Most teachers facilitate student-to-student interaction and academic talk. In 62% of classes (n=13),

teachers provided one or more opportunities for student-to-student interaction. However, in only

38% of classes, during student-to-student interaction, did students engage in discussions with their

peers to make meaning of content or deepen their understanding. For example, in one class students

were asked to complete a task with a partner, however, most students used the time to engage in

personal discussions regarding social media, and peers. Additionally, in 85% of classes, students used

academic talk. For example, in a math class, students were heard asking questions such as, “do the

same rules apply if the signs are different?”

Teachers analyze students’ progress toward goals. School leadership and teachers stated that

teachers are analyzing data related to interim assessments and i-Ready assessments after each test

administration. School leadership stated, and teachers confirmed, that the school’s director of

teaching and learning is meeting with content teams after an assessment to analyze student

progress, by identifying trends in areas of strength and weakness. A review of the meeting minutes

confirms this process, and shows that teachers are developing next steps based upon identified areas

of weakness. In addition, some teachers stated that they are analyzing exit tickets to identify

students’ skill deficits and strengths.

Teachers modify instruction in response to data. School leadership stated and teachers confirmed

that teachers are modifying lessons based on data from exit tickets, and then identifying small groups

to reteach or extend lessons. A review of lesson plans confirmed that teachers have daily exit tickets

planned. Additionally, school leadership stated that during content team data meetings, teachers are

Key action 1.3: Teachers use multiple data sources to adjust practice. Effective


identifying additional strategies and resources to support identified areas of weaknesses. For

example, in one set of meeting minutes, teachers discussed modifications in instruction based on the

identified need of students increasing stamina. One noted modification included reducing font size

so that students were not intimated by the number of pages in an assessment.

Teachers appropriately recommend students for tiered interventions, including opportunities for

acceleration. School leadership and teachers stated that students are placed in homogenous groups

based on interim, i-Ready, and formative assessments. Continuing, school leadership stated, and

teachers confirmed that one section in each content and grade level team (for example, one section

of 6th grade Humanities) has two teachers co-teaching to better support students’ needs, one that is

a special educator, and the other, a content specific teacher. A review of the school schedule confirms

this practice. Additionally, school leadership and teachers stated that there is a section in each

content and grade level team that is more rigorous, and teachers stated that for this class, the point

of release is sooner and complexity of the work is increased from other sections. A review of a

meeting from July 8, shows that school leadership met to determine data points used to form classes,

so that students are appropriately recommended to particular classes. School leadership and

teachers also stated that teachers offer coach class, after school, for students who are struggling.

Lastly, school leadership and teachers stated that students who demonstrate the need for

acceleration, as determined by test scores and grade point average, can be recommended for the

Middle Grades Partnership, which is a program that provides enrichment projects on Saturdays and

throughout the summer.

School leadership holds and promotes a clear instructional vision of high student achievement.

School leadership and teachers stated that the school’s instructional vision is for teachers to use a

gradual release model while teaching, to purposefully plan lessons that are grounded in standards,

and be responsive to student need through a data analysis process and small group instruction. A

review of the staff handbook details instructional expectations, and identifies the following

strategies: gradual release, purposeful teaching, student to student interaction, small group

instruction, and assessment. School leadership also stated that staff are informed of the instructional

vision through nightly emails regarding about ways in which the instructional vision is being carried

out. In one email, school leadership stated, ‘These focused and specific academic conversations are

incredibly powerful and are a good reminder that transparency with students about how they are

performing and where they need to improve is critical to their own motivation and purpose.”

Key action 1.4: School leadership supports highly effective instruction. Highly Effective


School leadership ensures that teachers engage in the planning of the curricula through oversight of

standards-based units, lessons, and pacing. School leadership stated and teachers confirmed that

teachers are meeting in grade level content team meetings with school leadership and discussing

upcoming standards that will be taught, and revising the scope and sequence with school leadership

based on interim assessment data. An agenda from the one content level team shows that the goal

for the meeting was to plan instruction for the writing portion of a unit, then details the reading for

the week, and notes the modification that needs to be made to the scope and sequence. Additionally,

school leadership and some teachers stated that during informal observations school leadership may

review a teacher’s lesson plans, and provide feedback, and because of the frequency of informal

observations, school leadership is aware of teachers’ pacing.

School leadership provides formative feedback and guidance to teachers about the quality of

planning, teaching, and adjustment of practice. School leadership and teachers stated that teachers

are being observed at least once every other week by one of three different members of school

leadership, and being provided feedback either via email, through notes left for teachers, or through

face to face meetings. A review of feedback reveals that teachers are provided feedback on pacing

of the lesson, classroom routines, small group instruction, differentiation, and environmental

feedback regarding classroom organization. Feedback also includes praises, and suggestions for

improvement. School leadership also stated that they are, at times, strategically planning who will

be observed, and what will be focused on, and a review of a “Small Group Monitoring Schedule”

identifies who will be observing specific teachers, when and identifies key look fors, related to small

group instruction.

School leadership demonstrates an understanding of data analysis and ensures the use of a complete

student learning data-cycle. School leadership stated, and teachers confirmed that school leadership

supports a data analysis process that takes place after interim assessments. A review of agendas

confirms that approximately every eight weeks, school leadership is meeting with content teams to

review assessment data, and identify next steps. In addition, teachers stated that during weekly

content team meetings, school leadership is ensuring that teachers are reflecting their practices

based on data through planning of small groups.

Teachers build a positive, learning-focused classroom culture. In 100% of classes visited (n=13), all

teacher-initiated interactions with students were positive and respectful. In one class, a teacher

stated, “I am going to write your good thinking on the board just in case someone else needs that.”

Additionally, in 92% of classes, all student-initiated interactions with teachers were positive and

respectful. Further, in 62% of classes, all student-to-student interactions were positive and

respectful. Finally, in 92% of classes, students were active participants in class work and discussion.

Key action 1.5: Teachers establish a classroom environment in which teaching and learning can occur.

Effective


Teachers reinforce positive behavior and redirect off-task or challenging behavior, when needed. In

100% of classes visited (n=13), teachers promoted and/or reinforced positive behavior. For example,

in one class, a teacher stated, “Group 5 earns a pax, [a recognition for something that supports a

positive environment] I love those students raising their hands.” Further, in 77% of classes, less than

ten percent of students were not complying with lessons’ directions or working on intended

activities. In 85% of classes, less than ten percent of the teachers’ time used for redirection or

discipline.

Teachers implement routines to maximize instructional time. In 92% of classes observed (n=13)

routines and procedures ran smoothly with minimal prompting from the teacher. For example, in

several classes, the teacher used a harmonica to signal to students to settle down and refocus.

Additionally, in 100% of classes, the teachers’ arrangement of classrooms and materials allowed for

efficient classroom movement and use/access. Continuing, in 85% of classes, less than ten percent

of classroom time was spent on transitions. Finally, in 85% of classes, students were idle less than

ten percent of the time while waiting for the teacher.



School leadership has created and implemented an organizational and staffing structure that meets

the diverse needs of all students. School leadership and teachers stated that the school has several

staff members to support the social and emotional needs of students, including a full time

educational associate that supports students in crisis, a full-time guidance counselor, a part time

school psychologist, and a full time social worker. In addition, school leadership stated that the school

has a community school coordinator that supports the school in identifying resources and helping

the school to be good stewards in the community, which teachers confirmed. School leadership also

stated that the school has a director of teaching and learning to support teachers in growing their

craft and making academic decisions. Continuing, to support the school’s focus on health and

wellness, school leadership and teachers stated that the school has three full time physical education

teachers; one of which teaches part-time physical education and Spanish. Lastly, school leadership

and teachers stated that the school also has a full-time art teacher. A review of a staff roster confirms

these roles.

School leadership leverages a pipeline for staff recruitment and uses multiple measures and includes

stakeholders in the assessment of candidates. School leadership and teachers stated that when the

school is looking for a new staff member, the first pipeline they utilize is word of mouth, and

specifically through the Teach For America (TFA) alumni network. Teachers confirmed coming from

TFA and being sought out through this pipeline. In addition, school leadership and teachers stated

that they will also talk to other school principals, and Baltimore City Teaching Residency to find

additional candidates. Regarding the hiring process, school leadership and teachers stated that they

typically try to visit a candidate’s current placement and observe them teaching as part of the

screening process, however, this year the process was different for one candidate, as that teacher

submitted a video. School leadership and teachers stated that candidates are also provided a school

tour, in which they are able to observe the school day, and speak with members of school leadership

and teachers. Continuing, school leadership stated that school leadership interviews candidates and

asks questions about what is important to the teacher in a leader and their educational values. A

review of interview questions included topics such as measuring student mastery, team dynamics,

and prior experiences. Teachers stated that school leadership asked teachers to summarize what

they learned about the candidate, and teachers stated that if they had a strong feeling regarding

hiring, that they felt as though school leadership would be receptive. A review of the recruitment

protocol confirms all the noted steps.

Key action 2.1: The school creates and implements systems to select, develop, and retain effective teachers and staff whose skills and beliefs represent the diverse needs of all students.

Highly Effective


School leadership includes staff members and other stakeholders in the development and retention

of effective teachers and staff. School leadership stated that math teachers are being developed

through professional learning communities in which teachers are taking an online course through

Stanford University and working together to discuss the material. School leadership and teachers

stated that the humanities teachers are also developing a professional learning community plan and

will begin meeting for the latter part of the year. School leadership and teachers also stated that

teachers are leading professional developments, and specifically made mention of a professional

development regarding culturally responsive teaching, which a professional development agenda

confirmed. In addition, school leadership stated that teachers are encouraged to observe specific

teachers who have demonstrated expertise in particular teaching practices, which teachers

confirmed. External partners, such as Ramapo for Children (a behavioral support consultant) and

Scholastic (supporting in instruction of informational texts) are also supporting teachers, according

to school leadership and teachers. A review of the scope of work from Ramapo for Children confirms

that specific teachers would be supported and developed. Regarding retention, school leadership

and teachers stated that teachers stay because of the sense of comradery and the sense of purpose.

Teachers also stated that they feel as though they are being developed through encouragement to

pursue advanced degrees and to take on leadership roles.

School leadership has created mentoring and other induction programs, when applicable, to support

the development of all new teachers and staff and monitors the program’s effectiveness. School

leadership stated, and teachers confirmed, and that the school based mentor is meeting with early

career teachers at least once per week to provide coaching and mentoring. A review of mentoring

notes shows that the mentor is scripting notes of classroom observations and asking probing

questions about the lesson, such as, “What should students be able to do after this lesson?”

Regarding induction, school leadership stated that this school year, the new teacher was inducted

informally by walking them through a new teacher handbook. The site visit team observed the new

teacher handbook, and noted that it includes school specific policies and background information

about the school. School leadership stated that the principal and new teacher mentor are meeting

weekly to discuss mentee progress, and to ensure the program’s effectiveness.

School leadership makes full use of the evaluation system to develop faculty and staff capacity.

Teachers stated and school leadership confirmed, that the formal observation process begins with a

pre-observation conference with one of two qualified observers, in which teachers are asked to bring

lesson plans and materials, and there is a general discussion regarding the objective, lesson, and

anything the teacher would like to highlight about the class. Next, school leadership and teachers

Key action 2.2: The school has created and implemented systems to evaluate teachers and staff against individual and school-wide goals, provide interventions to those who are not meeting expectations, and remove those who do not make reasonable improvement.

Effective


stated that the observation occurs, and the lesson is scripted by the observer. Teachers stated that

within a week, there is a post observation conference in which ratings, and areas of strength and

growth are identified. Teachers stated that feedback provided is helpful, and that they are able to

track their growth throughout the years. A review of formal observations reveals that teachers are

being provided evidence and feedback from the observation on each of the Teach indicators from the

Instructional Framework. Feedback includes statements such as, “Consider ways to engage students

in owning their learning, and following along with their own level of mastery.”

School leadership provides timely support and interventions to struggling teachers and staff as

indicated by data and/or informal or formal observations and holds them accountable for

performance. School leadership stated that teachers are identified as struggling through frequent

informal observations, and conversations with teachers, which teachers confirmed. Continuing,

school leadership and teachers stated that if a teacher is observed as struggling, the teacher will be

more frequently observed, and a review of informal feedback confirms that some teachers are being

informally observed numerous times over a few weeks’ time, and are provided feedback on targeted

needs. School leadership and teachers stated that provided supports might include asking other

teachers to coach a teacher struggling in a specific area, or may recommended for a struggling teacher

to observe other teachers. In addition, school leadership stated that several teachers were struggling

with classroom management due to student behavior, and the school leadership stated that they

contracted with Ramapo for Children to provide coaching and supports to these teachers, which a

review of coaching logs confirms. Regarding accountability, school leadership stated that if teachers

are not showing improvement, they plan to use a more formalized Performance Improvement Plan

(PIP) to support teachers in their development.

School leadership engages faculty in a school-wide professional development plan based on identified

needs and in alignment with the school’s instructional vision. School leadership stated and teachers

confirmed that the professional development plan for the current school year was developed after a

review of prior year’s data, and determining that small group instruction, gradual release, use of

interim assessments, and data analysis would support areas of need. A review of the professional

development plan confirms that these topics are included, and are repeated throughout the year. In

addition, school leadership added that another focus for the year was the Connected Math Program,

in which teachers attended a conference and shared the information with teachers at the school.



The school community shares an understanding of, and commitment to, the school mission, vision,

and values, including a clear understanding of strategic goals and initiatives. School leadership,

teachers, and parents stated that the school’s mission focuses on three priorities, to promote

academic, social, and emotional health, and physical health. Students stated that the school’s mission

is for students to stay active and healthy while getting a good education. School leadership and staff

stated that the mission is supported through strategically staffing the school with additional social

and emotional support staff, as well as physical education teachers. Continuing, school leadership

and teachers stated that the school offers a daily advisory program for students to support them in

their social and emotional goals. Academically, school leadership, teachers, and families also stated

that the focus on small group instruction, and supporting families in understanding their students’

progress supports the school’s mission. Regarding physical health, school leadership noted that the

school offers healthy events throughout the year, such as the Afya Mile, in which students are

encouraged to race a mile, and the community is invited to participate. A review of the school’s

website notes the mission statement as: The word Afya is Swahili for health, and health is at the heart

of what we do at our school. We focus on the health of our students in the following three categories:

academic/intellectual health, physical/nutritional health, and social/emotional health.

Students, staff, and families feel physically and emotionally safe at the school. School leadership,

staff, and students stated that they feel physically safe. School leadership and staff stated that one

reason for the feeling of safety is that the school and students pay attention to small annoyances and

issues, and ask for adult help so that small issues do not become larger issues. Students stated that

they feel physically safe, in part, because teachers are outside during dismissal ensuring that students

safely transition home, and teachers and school leadership confirmed this practice. Parents noted

that school leadership and teacher respond quickly to student concerns, which also minimizes issues.

Regarding emotional safety, school leadership, staff, parents, and students stated that they feel

emotionally safe because of the culture to address issues, and the support provided to both students

and staff. Students added that each student has at least one person they know they can go to talk to

if they have any issues or concerns. Finally, staff stated that school leadership is open and responsive

to teacher needs and supports, and it is an open communication environment.

School leadership establishes structures for the acknowledgement and celebration of student,

faculty, and staff success. School leadership, staff, parents, and students stated that every Friday,

the school has a celebration in which every student is given time to be outside and play. The noted

stakeholders stated that this celebration is open to everyone, and there are no qualifications to be a

participant, and that the purpose is for everyone to feel celebrated. In addition, school leadership,

staff, parents, and students also stated that there is a monthly celebration for students that is earned

Key action 3.1: The school provides a safe and supportive learning environment for students, families, teachers, and staff.

Highly Effective


by not having any “work outs” (reflection time given for students for rule violation or problems) can

earn invitations to celebrations such as an ice cream social. Continuing, school leadership, staff,

parents, and students also stated that quarterly, when students earn honor roll, they are celebrated

with Pastries with the Principal. The site visit team noted that the invitation for Pastries with the

Principal is sent home in a flyer to parents. School leadership, staff and parents also noted that

students are recognized on bulletin boards throughout the school’s hallways with their work, and

pictures, and at the beginning of the year, the school takes a picture of each student and hangs it

along with their hopes and dreams in the hallways, which the site visit team observed. Regarding

staff celebrations, school leadership and staff stated they are celebrated in nightly emails from school

leadership, in which they are recognized for their contributions to the school, and encouraged to see

the great work of peers. In addition, school leadership stated, and staff confirmed that staff are given

“morale pals,” that provide small tokens of acknowledgement and appreciation to one another

throughout the school year. The signup sheet for the “morale pals”, asks questions regarding favorite

snacks, and something that makes you smile.

The school develops systems that proactively attend to individual students’ social and emotional

needs. School leadership stated, and staff, students and parents confirmed, that students are in a

morning advisory class in which two teachers work with one class to complete a social and emotional

skills focused lesson, as well as check in with students. School leadership, staff, and parents stated

that in addition to the lesson provided supporting students, morning meeting support the

development of positive relationships between teachers and students. In addition, school leadership

and staff noted that the school uses Paths to Pax (a behavioral program that supports positive

behavior) to create a positive, calm learning environment. The site visit team observed teachers using

a harmonica to signal certain student behaviors, as well as using associated vocabulary such as

Spleems (a term coined to identify undesirable behaviors).

The school uses multiple strategies, and vehicles to communicate information about school progress,

policies, events, and the academic and social development of students to families and the

community. School leadership, staff, parents, and students stated that each Friday, school leadership

sends home a newsletter to inform families about upcoming events and information regarding school

happenings, and posts this newsletter on social media and on the school’s website. A review of the

school’s website confirms that weekly, the letter is posted to the website, and contain the noted

information. Students also stated that the newsletter is shared during morning meeting on Friday. In

addition, school leadership stated and teachers confirmed, there is a monthly newsletter that goes

home during the summer to inform parents about what to expect in the upcoming school year, as

well as invite newly enrolled families to attend individual conferences in August. School leadership,

Key action 3.2: The school cultivates and sustains open communication and decision-making opportunities with families about school events, policies, and the academic and social development of their children.

Effective


parents and teachers also stated that teachers and parents communicate via text, to provide

information about their student’s day and important reminders.

The school is working to establish a regular structure for two-way communication, which facilitate

opportunities for families and the community to participate in, or provide feedback on school-wide

decisions. School leadership, staff, parents, and students stated that the school has a Parent Teacher

Organization (PTO), however, school leadership and parents noted that the PTO is in its beginning

stages, and plans to have monthly meetings, but have had only two so far this year. Parents stated

that the PTO has discussed budget issues, and fundraising, and plans to develop recruitment

strategies to grow the size of the PTO. A flyer confirms that parents were invited to attend a PTO

meeting in February and confirms the plan for them to discuss the school budget, as well as increasing

parent participation and voice.

School leadership establishes multiple structures for frequent communication with teachers and staff

members regarding policies, progress, and school culture. School leadership, and teachers stated

that school leadership sends a nightly email to staff regarding what was seen throughout the day, as

well as any reminders, or information that needs to be shared. A review of the nightly email for

February 1, notes that teachers are recognized for having varying, but positive learning

environments, reminders regarding signing up for formal observations, as well as information

regarding an updated collaborative planning schedule. In addition, school leadership and staff stated

that the text messages are a way in which staff are constantly communicating with one another to

request assistance, or provide information to one another.

School leadership, teachers, and staff build strong relationships with families and community

stakeholders from diverse backgrounds. School leadership, teachers and parents stated that the

school offers family engagement nights with themes such as Pizza and Progress to discuss iReady

assessment data, a science night to support families in understanding the science curriculum, and

popcorn and trivia to involve parents in their students’ academics. School leadership, teachers and

parents also stated that the school offers a race, called the Afya Mile, annually, in which families and

students are encouraged to run in a one mile race together, which a flyer for the event confirmed. In

addition, school leadership and teachers stated that the school has a community school coordinator

that attends the Belair Edison Neighborhood, Inc. community meetings, and works to invite families

in the community to learn more about the school. In addition, school leadership stated, and teachers

and students confirmed that students are working with local organizations, such as Blue Water

Baltimore, to plant trees and clean up the Herring Run Park, which is in the community. A permission

slip for students to participate confirmed the event. Lastly, parents stated that staff has offered to

work together with families to support them in completing applications for high school selection.

Key action 3.3: The culture of the school reflects and embraces student, staff, and community diversity.

Highly Effective


The school’s curricula, resources and programs consider cultural, linguistic, and socioeconomic

diversity. Regarding cultural diversity, school leadership stated and teachers confirmed that teachers

are addressing current events during advisory. For example, some teachers stated that the advisory

focused on a discussion about Syrian refugees, and a review of a presentation from February shows

that teachers focused on Black History Month through games and discussions. Teachers stated that

the humanities classes also use texts in which students are able to learn about different cultures,

such as reading Black Boy and poetry by Nikki Giovani. School leadership, and teachers also stated,

and students confirmed that students attend field trips, and this year, have gone to see Hidden

Figures, the science center, and on a kayaking trip. The site visit team reviewed a reflection worksheet

that students were provided after watching Hidden Figures, as well as a permission form. Regarding

linguistic diversity, school leadership, teachers, and students stated that students are taking Spanish

classes, and a review of the school schedule confirms this offering. Regarding socioeconomic

diversity, school leadership, and teachers stated that the school requested $10,000 from the

governing board this year to provide a full week’s worth of uniforms to several families, which a

review of board minutes confirms the discussion. Continuing, school leadership and teachers stated

that the school has a food pantry that is open to the community, which a receipt from the food bank

confirms. Lastly, school leadership and teachers stated that the community school coordinator is

aware of individual student and family needs, and finds appropriate resources for students.

The school maintains a positive school culture and climate. School leadership, teachers, and parents

stated that staff have a positive attitude and genuinely express caring and concern for the students.

Parents stated that upon entering the building, they feel warmly greeted, and that staff know

parents’ names and their children. Students stated that the school focuses on students’ mental,

physical, and emotional development, and students expressed that this makes them better people.

The site visit team noted that the school is full of student work, pictures of students, and observed

staff sitting on couches in the hallways to confer with students in a relaxed environment.



School leadership establish goals for the improvement of student learning that are measurable and

aligned to student need and school improvement. School leadership stated that the school wide goals

are to move students to grade level, with a minimum of one year academic growth in math and

reading as measured by iReady, which teachers confirmed. In addition, school leadership stated that

the school has a goal to maintain its climate and culture, and teachers stated this goal is directly

related to minimizing work outs (a reflection period assigned to students for rule violations and

problems) and increase attendance. A review of the charter’s Theory of Change document identifies

the outcomes for a goal is for students in each of the charter schools to be on or above grade level,

and a performance indicator for another goal states that students will participate in work outs to

resolve their problems. School leadership and teachers stated that the goals were developed by

school leadership, and a review of a meeting notes for September 22, confirms that school leadership

identified goals, and developed an action plan to meet stated goals.

School leadership ensures the alignment of all school goals, action plans and key priorities. School

leadership stated that the academic goals, as mentioned above, are aligned to the school’s action

plans to incorporate interim assessments, analyze, and respond to data into teacher practice, and

support teachers in implementing small group instruction. Teachers confirmed these actions, and a

review of the action plan developed by school leadership confirms these are the identified action

steps related to the goals. Regarding the culture and climate goals, school leadership and teachers

stated that there is a focus on positive behaviors, and shouting out students for demonstrating Core

Values are ways in which the school is working to reduce the number of student work outs. A review

of meeting minutes from the leadership team on September 15, confirms these action steps aligned

with the culture and climate goals.

School leadership and staff participate in regular analysis of school-wide data and revisit and adjust

action plans as needed. School leadership stated, and teachers confirmed that school leadership

presented iReady assessment data in both reading and math to the staff at the onset and midyear

points of the year. Teachers stated that they used this data to adjust pacing guides and to adjust

areas in which students needed additional practice. School leadership stated that they are meeting

with the operator weekly to discuss the schools’ priorities and school wide assessment data, and

have asked an external partner to observe classrooms, and to support the operator and school

leadership in developing goals for next year, and how to maximize their Instructional Leadership

Team (ILT). School leadership stated, and teachers confirmed, that the instructional leadership team

is also meeting weekly, and reviewing school wide assessment data to determine student growth. A

review of the professional development plan for the school year confirms that iReady data was

reviewed at the September 30 professional development and a review of iReady reports shows that

Key action 4.1: The school establishes growth goals that guide strategic planning, teaching, and adjusting of practice to meet student needs.

Effective


an analysis between beginning of the year and middle of the year iReady assessments was

completed, and ILT agendas show that planning was done to present iReady information to parents

at the midyear, however, it is unclear when this data was shared with teachers.

Budget distributions and resource allocations always support teaching and learning. Regarding

staffing, school leadership and teachers stated that the school does not have any vacancies, and that

although there was a reduction in staff related to budget concerns in the prior year which reduced

the planning time for teachers, currently the staff is sufficient to meet the needs of the students,

which teachers, students and parents confirmed. Regarding materials and supplies, school leadership

and teachers stated that materials and supplies are sufficient. School leadership stated that supplies

are ordered in the beginning of the school year for all teachers and then throughout the year teachers

can request supplies. Teachers confirmed that supplies are sufficient and that there is a process to

request more items as needed. Students agreed that the materials are sufficient. Regarding

technology, school leadership stated that this year, their goal was to ensure that an entire grade level

could be using laptops at a time, for testing purposes, and that this goal was reached. A review of

the budgeting documents confirms the purchase of laptops. School leadership and teachers stated

that in addition, teachers have completed online fundraising to purchase Kindles to use in small

groups. Students stated that technology is often not working and in need of updating. School

leadership also stated that each classroom has a document camera and projector, and several math

classrooms have SMART boards.

School leadership leverages teacher and staff talent, expertise, and effectiveness by delegating

essential responsibilities and decisions to appropriate individuals. School leadership and teachers

stated that teachers in math and humanities have developed a Professional Learning Cycle (PLC)

team, and self-selected a focus. A review of the agendas from these meetings, confirms teachers are

meeting to discuss planned PLC topics. In addition, school leadership stated, and teachers confirmed

that the afterschool and the Middle Grades Partnership (MGP) programs are led by teachers, and

teachers are also leading afterschool sports and club programs such as dance, step, music, and

sewing. Lastly, school leadership and teachers stated that teachers are identified as serving as

representatives on the Instructional Leadership Team (ILT) as well as grade level team leaders. A

document entitled, 2016-2017 Team Structure details the attendees and roles of the ILT and grade

level teams.

Key action 4.2: The school allocates and deploys the resources of time, staff talent, and funding to address the priorities of growth goals for student achievement.

Effective


School leadership consistently provides and focuses common staff time on instructional practices

and development in support of student achievement. School leadership stated and teachers

confirmed, that teachers are meeting in two different collaborative planning meetings weekly, grade

level and content team. School leadership and teachers stated that teachers are meeting in content

team meetings with the school’s director of teaching and learning to collaboratively lesson plan,

review curriculum, and discuss resources and activities for units. A review of meeting minutes for

several meetings reveals that teachers are discussing recent assessments, and educational

applications for portable technology, and ideas for supporting student success on interim

assessments. Finally, school leadership and teachers stated that teachers are meeting together in

grade level teams to discuss student emotional and social progress, and weekly incentives for

positive behavior.

The school collaborates with families and community partners to garner resources to meet the needs

of students and the school. School leadership and the operator stated that the school has a strong

relationship with the Belair Edison Neighborhood, Inc (BENI) association, and that a member of the

association serves on the school’s board, and supports the school by generating relationships with

the community. School leadership and teachers stated that the school has a relationship with the

Johns Hopkins University Mentoring Program (JUMP), in which student athletes meet monthly with

students to mentor them and talk about college life. School leadership and teachers also stated that

through the MGP, the school partners with the Park School to provide enrichment programs for

students, as well as field trips. School leadership also noted that the school has a partnership with

Towson University in which interns come weekly and work with students. A community partners list

confirmed these partnerships. Regarding parents providing support, school leadership, teachers,

parents, and students stated that parents are volunteering in the school to support field trips, and

the Afya Mile race. A flyer confirmed that the school requested parent volunteers to support the

Afya Mile.

The governing board and operator maintain essential knowledge of the school and provide oversight

of the academic program. School leadership, the operator, and the board members stated that the

operator is closely connected with the school through weekly meetings in which the principal and

operator discuss academics, climate and culture, school communication, and financial information;

which a review of the meeting agenda between school leadership and the operator confirmed.

School leadership, board members, and the operator stated that operator meets with the executive

committee of the board quarterly to discuss the school’s operations, and that the full board gathers

six times a year. School leadership and board members stated that board members from the teaching

Key action 4.3: The school’s board of trustees (or operator) provides competent stewardship and oversight of the school. (For schools that are overseen by an autonomous board of trustees or operator).

Highly Effective


and learning subcommittee observe their charter schools and at least twice a year visit Afya and

conduct classroom observations. Finally, the board members and operator both confirmed that the

school’s goals for the year included students making one academic year of progress, and noted that

the school and board are focusing on measuring achievement and growth through assessment.

The governing board and operator provide financial oversight by monitoring the school’s financial

records and ensuring that the school remains fiscally viable. School leadership, operator, and board

members stated that the annual budget is developed by reviewing the needs of the school, talking

to parents and the community, and gathering insight from the school leadership. All noted parties

stated that a budget is then developed by the operator and school leadership and reviewed by the

finance committee. The board members stated that the school finance committee meets prior to

every board meeting and then provides a report to the full board after the committee meeting.

Continuing, board members stated that expenditures are reviewed quarterly and variances are noted

and discussed, which a review of board agenda confirms. For example, in the January meeting

agenda, it notes that the board is updated on audits, reporting requirements, and school budget

reports. The board members and operator stated that the school is fiscally stable, and board

members noted that the school is required to keep a debt covenant of 1.2 times its debt in cash

reserve to ensure fiscal viability. Finally a review of the audit, for fiscal years ending in June 2015 and

June 2016 revealed no findings.

The governing board and operator maintain effective governance practices to ensure organizational

viability, including the systematic selection and oversight of the school leader. School leadership, the

board, and the operator stated that the board oversees three charter schools, and has two parent

representatives from each school serving on the board. The board members stated that these

parents serve as liaisons to the board, to keep them abreast of the concerns and needs of each

school. In addition, school leadership, the operator, and the board noted that board members

include an attorney, educators, and a land developer to provide expertise in necessary areas. School

leadership and the board members stated that the board has the following committees: teaching

and learning, finance, governance, executive, and health. Regarding selecting a school leader, the

school is currently in the beginning stages of the process of identifying a new school leader, and

stated that the board had a transition team when opening another charter school in the area, and

plans to use this same team to identify a new leader. The operator stated that the board will be

posting the position soon, and the operator will make a recommendation, with input from the

teachers and parents and the school board will approve. Regarding evaluation of the school leader,

the operator stated that the principal is evaluated by the operator, and a written board policy

confirms this as the policy. The board members noted that the operator is evaluated by the board,

using the work plan, developed by the board, as the measure to determine effectiveness.


Performance Level Rubric

The SER team will use the following guidance to select a performance level for each key action. Note that

the quality standard for each performance level is based upon: the extent to which the SER team finds

multiple types1 and multiple sources2 of evidence AND the extent to which the SER team finds evidence

of high levels of adoption and/or implementation of a practice or system. The SER team will also reflect

on the Instructional Framework and School Leadership Framework in their analysis prior to assigning a

rating for each key action.

Rating Performance Level Quality Standard

1 Not Effective Evidence indicates that the key action is not a practice or system that has been adopted and/or implemented at the school, or the level of adoption/implementation does not improve the school’s effectiveness.

2 Developing Evidence indicates that the key action (including some indicators) is a practice or system that is emerging at the school, but that it has not yet been implemented at a level that has begun to improve the school’s effectiveness, OR that the impact of the key action on the effectiveness of the school cannot yet be fully determined.

3 Effective Evidence indicates that the key action (including most indicators) is a practice or system that has been adopted at the school, and is implemented at a level that is improving the school’s effectiveness.

4 Highly Effective Evidence indicates that the key action (including all indicators) is a practice or system that has been fully adopted at the school, and is implemented at a level that has had a strong, significant or sustainable impact on the school’s effectiveness.

1 “Multiple types of evidence” is defined as evidence collected from two or more of the following: document review, stakeholder focus groups; and classroom observations. 2 “Multiple sources of evidence” is defined as evidence collected from three or more stakeholder focus groups; two or more documents; and/or evidence that a descriptor was documented in 75% or more of lessons observed at the time of the visit.

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hic

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ER T

eam

Fin

ds

Mu

ltip

le

Typ

es a

nd

Mu

ltip

le S

ou

rces

of

Evid

ence

Extent to which SER Team Finds Evidence of High

Levels of Adoption and/or Implementation

Evidence Relating to Strength of

Adoption/Implementation Key:

Not Effective:

Developing:

Effective:

Highly Effective:

Effective:

Highly Effective


Appendix A: School Report Comments


None


None


None


None


Appendix B: SER Team Members

The SER visit to the Afya Public Charter was conducted on March 22-23, 2017 by a team of representatives

from Baltimore City Public Schools.

Jessica Hargest is a Program Evaluator II in the Office of Achievement and Accountability in Baltimore City

Public Schools. Jessica began her career as a first-grade teacher in Montgomery County Public Schools.

She then worked as a pre-kindergarten and Kindergarten teacher in a private setting. In those roles, she

was responsible for developing the curriculum, and ensuring the rigor of instruction aligned with the

needs of her students, and the community. Jessica then worked as the director of an early learning center

in Baltimore County. Most recently, she worked for the Governor’s Office for Children as a policy analyst.

Her primary function in that role was to ensure contract compliance with grantees. Jessica has her

Bachelor’s degree in Elementary Education from the University of Maryland, College Park. She is in the

process of completing her Master’s in Education for At Risk and Diverse Learners from Goucher College.

Katherine Harris Toler is a Program Evaluator II in the Office of Achievement and Accountability in

Baltimore City Public Schools. Prior to joining OAA, Ms. Toler was a District Mentor in the Office of Teacher

Support and Development. In Baltimore City Public Schools, Ms. Toler has served as teacher, Academic

Coach, Dean of Instruction, and High School Administrator. Ms. Toler has also served as teacher in the

Anne Arundel County Public School System, the Baltimore County Public School System and the Vance

County Public School System in North Carolina. She holds a B.A. in English with a Concentration in

Secondary Education from North Carolina Central University and a Masters of Education in School

Improvement Leadership from Goucher College.

Ernestean Connally, serves as the Special Education Liaison for Baltimore City Public Schools. Ms. Connally

has worked for Baltimore City Public Schools for 24 years. Prior to working for City Schools, she worked in

Caroline County Public Schools in Denton Maryland. A native of North Carolina, Ms. Connally attended

undergraduate school in Durham North Carolina and completed graduate school in the Baltimore area,

earning a Master’s degree in 1993. Her previous positions have included: “ARD Manager (IEP Chair) at the

high school level, OSEMC audits and the Office of Suspension Services at District Office.

Josh Shaw is an Instructional Technology Specialist in the Office of Media and Instructional Technology

for Baltimore City Public Schools. His work includes supporting teachers in their use of technology to

improve instruction and promoting blended learning throughout the district. Prior to working for the

district, Josh taught elementary school literacy and technology. He received a dual degree in Newspaper

Journalism and Public Policy from Syracuse University and holds a Master’s degree in Teaching from Johns

Hopkins University.

Documents

School Effectiveness Review - baltimorecityschools.org€¦ · More information about the SER process is detailed in the School Effectiveness Review ... 1.1 Teachers plan ... such