Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
2010 Title I School Improvement Grant (SIG II), section 1003(g)
SIG Monitoring Team’s First Onsite Visit Feedback for 2011-2012
Year 1
School: Cherry Hill Elementary/Middle School
Principal: Tracey Garrett
LEA Central Support Team Lead: Sonja Brookins Santelises
LEA: Baltimore City Public School System (BCPSS)
LEA Turnaround Director: Beth Nolan
SIG Team’s School Visit: September 29, 2011
Title I School Improvement Grant (SIG): The School Improvement Grant (SIG) Program, authorized under section 1003(g) of Title I of
the Elementary and Secondary Act of 1965, provides funding through State educational agencies (SEAs) to local educational agencies
(LEAs) with the lowest-achieving schools that have the greatest need for the funds and demonstrate the strongest commitment to use the
funds to raise significantly the achievement of students. The United States Department of Education (USED) views the large infusion of
Federal funds into the SIG program through the American Recovery and Reinvestment Act of 2009 (ARRA) as a historic opportunity to
address one of the most intractable challenges for America’s education system: turning around or closing down our Nation’s persistently
lowest-achieving schools. Maryland’s approved application reflects Secretary Duncan’s determination to ensure that SIG funds are used to
implement one of four rigorous school intervention models—turnaround, restart, transformation, and school closure.
Maryland State Department of Education’s (MSDE) Monitoring of LEA Approved SIG II Application: As approved by USED,
MSDE will monitor each LEA that receives a school improvement grant to ensure that it is implementing its intervention model fully and
effectively in Maryland’s Tier I and Tier II schools. Both PGCPS and BCPSS must submit to MSDE a quarterly summary report of the
LEA monitoring/oversight that has been completed and the progress the Tier I or Tier II schools have made towards achieving their goals. In
addition, MSDE will perform onsite visits to these same schools. The primary function of the onsite visits is to review and analyze all facets
of a school’s implementation of the identified approved intervention model and collaborate with leadership, staff, and other stakeholders
pertinent to goal attainment. MSDE’s School Improvement Grant Monitoring Teams (SIG Teams) will conduct three onsite monitoring
visits annually (Introductory/Start Up One Day Visit; Interim Midyear Two Day Visit; and End of Year One Day Visit) with the school
leadership team and district level team composed of staff responsible for the technical assistance, administrative support, and monitoring.
SIG II Monitoring Team’s First Onsite Visit Purpose:
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 1
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
The Introductory Start-up Onsite Visit is the first opportunity for the SIG Monitoring Team to discuss BCPSS’ approved SIG Plan for
Cherry Hill Elementary/Middle School with school and district staff to ensure that all school system stakeholders are familiar with and
understand the approved SIG Plan. In addition, BCPSS was required to present an update on the system’s progress in the implementation of
its approved plan for Cherry Hill Elementary Middle School. During this update, LEA and School Staff shared what has been implemented;
what has been partially implemented; and what has not been implemented at this time. BCPSS also discussed potential changes it needs to
make in the school’s approved plan for the first year of SIG. MSDE toured the building.
BCPSS Intervention models for SIG II Schools:
School
Benjamin Franklin @ Masonville Cove High School
Frederick Douglass High School
Cherry Hill Elementary/Middle School
Intervention Model
Turnaround Model
Turnaround Model
Restart Model
The following individuals participated in the SIG Team’s Visit on September 27, 2010:
 SIG MSDE Monitoring Team Leader:
Mozelle Mickens
 SIG MSDE Monitoring Team Members:
Lynne Muller, Mary Jo Harris, Michelle Goady
 Principal:
Tracey Garrett
 Assistant Principal:
Valencia Hernandez Porter
 Restart Partners:
Chris Maher, Katherine Reed
 BCPSS Title I Coordinator
Debbie Holley
 BCPSS Executive Director
Roseann Armes
SIG Monitoring Team’s First Onsite Visit Feedback for Cherry Hill Elementary/Middle School:
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 2
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School

TABLE 1: Based on its first monitoring onsite visit, the SIG Monitoring Team determined overarching issues on BCPSS’
Approved SIG Plan. BCPSS must submit required responses to MSDE by the identified timeline.
Special Note: All required responses submitted to MSDE on or before December 30, 2011 must be submitted at the same time.

TABLE 2: MSDE required each SIG Monitoring Team to ask the LEA and school specific questions related to its SIG approved
plan. This table reflects what BCPSS shared verbally with the SIG Monitoring Team. The SIG Monitoring Team compiled
information that was shared by the LEA and school in this table. This information will be reviewed and used by the SIG Monitoring
Team during its second onsite visit.

TABLE 3: MSDE developed a SIG Monitoring Tool based on the LEA’s approved plan for a specific school. This tool was used
by the SIG Monitoring Team to determine the school system’s implementation of the approved plan. The SIG Monitoring Team
compiled information that was shared by the LEA and school in this table. This information will be reviewed and used by the SIG
Monitoring Team during its second onsite visit.
Cherry Hill Elementary/ Middle School
(from the Baltimore City Public Schools SIG Executive Summary)
Cherry Hill Elementary /Middle is partnered with Friendship Schools, which brings extensive experience in school management in
Washington, D.C. & Baltimore, with a focus on Science, Technology, Engineering & Mathematics (STEM) & academic rigor.
Teachers will be asked to reapply for their jobs & one third of the teachers have been replaced with new staff. Friendship will focus
on the professional development of staff, student supports & climate, & the academic offerings of the school, making Cherry Hill into
a STEM themed school in which kids are challenged & thrive. Finally, Friendship has established a partnership with the Urban
Teacher Center, to create a pathway that brings only highly effective teachers into the school system.
Table 1
SIG Monitoring Team First Onsite Visit’s Overarching Issues on
BCPSS’ Approved SIG Plan for Cherry Hill Elementary/Middle School
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 3
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
Issues
1. The plan calls for a Director of
Instruction position at the school which
seems critical to the success of the
proposed plan.
2. The Needs Assessment indicated
serious attendance and behavioral
issues at the school last year. However
during this visit, the principal indicated
only 2 students had attendance issues
and only 1 student had a behavioral
issue – all students moved out of the
attendance area during the summer
which eliminated the need for proactive
implementation of attendance and
behavior plans.
Required Response from BCPSS
Provide an update on the resolution of the
Director of Instruction position in writing.
Request to see first quarter documentation of
attendance records.
Timeline
December 30, 2011
January 15, 2012
Table 2
Overarching Questions for the District
Central Support Team and the School
Staff
1. How have the LEA and the school
ensured that all school stakeholders
have been informed about the SIG
approved plan for the school?
What future activities are planned to
inform all stakeholders as the plan is
being implemented?
2. What future activities are planned to
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education

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SIG Monitoring Team Consensus Feedback
On Overarching Questions from the 1st Onsite Visit at
Cherry Hill Elementary/ Middle School
There were community forums.
Parent liaisons were provided information about the School Improvement Grant
to share with constituents.
Information on the grant was included in literature that was sent home to
parents.
The Cherry Hill Coalition became involved in the school. It involves local
churches and the University of Maryland. As they conduct parent
meetings and Cherry Hill Coalition Meetings the principal will share
information. As a partner there is discussion about building a
community center in the area.
Teachers have increased communication with parents.
There are plans to hold an open house.
Page 4
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
Overarching Questions for the District
Central Support Team and the School
Staff
inform all stakeholders as the plan is
being implemented?
3. What documentation is being kept?


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4. Describe the plans for the LEA to
provide a rapid response to address
immediate needs of the school.

5. Describe some visible improvements
(quick wins) early in the school
turnaround process.
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6. Describe any changes as of today
that address culture and climate
issues that impact teaching and
learning.
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Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
SIG Monitoring Team Consensus Feedback
On Overarching Questions from the 1st Onsite Visit at
Cherry Hill Elementary/ Middle School
As parent meetings, Cherry Hill Coalition meetings and school counselor
meetings are held, the principal will share information about the grant.
Information about the grant will be shared in the monthly newsletter.
Sign in sheets, attendance records, evaluation forms, meeting agendas, notes
and notifications.
LEA has a newly organized Network model citywide. As part of the school
reform initiative implemented this year principals should get immediate
support. It consists of two turnaround networks. One is for K – 5 schools and
one is for schools 6 – 12. Every principal is in a network. LEA, principals and
operators have all been trained on the new approach.
Selection, reselection, and hiring of staff.
Higher expectations demonstrated to staff.
More consistency throughout the building (For example– college focus, themes
in classrooms, class rules, centers, etc.).
Facility has been improved.
Teachers learning to work with small groups of students.
Physical layout of materials in the schools (Ex.: library books, books, supplies,
etc.).
There is a College bound environment. Each teacher represents the college
they attended at their classroom entrance. Guidance counselor provides college
literature to students.
The introduction of consistent student management has changed the culture.
High expectations are communicated to students. The Restoration Center
provides a space for students to take a short time out help correct inappropriate
behavior.
The consistent enforcement of the dress code has supported a positive climate.
The front loading of the curriculum and other professional development created
a greater sense of purpose.
The full time karate teacher brings a positive influence and helps students with
Page 5
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
Overarching Questions for the District
Central Support Team and the School
Staff

7. What are the LEA’s and school’s
plans to ensure that there will be a
consistent focus on improving
instruction?
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8. Discuss the early lessons learned in
implementing the Restart
Intervention Model through School
Improvement Grant.
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Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
SIG Monitoring Team Consensus Feedback
On Overarching Questions from the 1st Onsite Visit at
Cherry Hill Elementary/ Middle School
learning personal discipline.
The physical changes in the building have helped the climate. For example, all
the lavatories have been updated, there is a new gymnasium floor, the cafeteria
has a new colorful entrance, there is a new SMART lab, and the science lab has
been upgraded.
There has been great collaboration with Baltimore City Public Schools.
Classroom walk-throughs keep track of instructional focus.
Professional development every other Wednesday has an instructional focus led
by an instructional coach.
Collaborative planning time is spent looking at student work and data. There is
a standard way for teachers to review data.
Teachers are talking to students about their data and students keep a daily data
tracker.
School system is implementing Data Links and is training principals regularly
on its implementation and use.
A collaborative leadership model is being implemented and administrators
receive professional development on a regular basis.
The network model provides direct support to the principal. The network
liaison activates support throughout the system.
Title I support looks at the school wide plan and ensures it is moving students
in the right direction.
DICE (Friendship School’s Instructional Framework) is being implemented.
It is to be noted that human capital presents a special challenge. Although
teachers were approved for three weeks of professional development, they were
not paid in a timely manner.
The timeline for implementation is very tight and can be overwhelming.
Getting access to the funds has been difficult because it has been delayed. The
operator floats the funds up front. Aggressive goals that are set can be hindered
because of the budget timeline.
The district has done this for a year so it has gone more smoothly.
Page 6
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
Overarching Questions for the District
Central Support Team and the School
Staff
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9. Discuss how the LEA has supported
school leaders in their ability to
make mission driven decisions
regarding time and programs.
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10. Describe how the LEA has
monitored the Restart Partner for
this school up to this date.
What documentation is available of
the monitoring?
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education

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
SIG Monitoring Team Consensus Feedback
On Overarching Questions from the 1st Onsite Visit at
Cherry Hill Elementary/ Middle School
Principal leadership does not have to change at the school. The Restart
Operator gives the leader a lot of autonomy because the principal has to lead the
building.
Look at every school as an individual school. Every school has strengths. Find
out what is working and build on it.
Complete transparency is essential between the operator and the leader.
The principal must build the capacity of the assistant principal and other school
leaders.
Baltimore City provided training for the new instructional framework; the Chief
Academic Officer’s Leadership Academy and MSDE RTTT provided the
Education Effectiveness Academy which discussed the new common core
standards.
The network support has assisted school leaders. There is new autonomy to
work with the vendor to do things differently. For example, they have provided
staffing, tracking, and monitoring data. The school has the flexibility to be
exempt from some district activities when they are in conflict with the needs of
the vendor and the school.
The Operator and the district co-supervise the principal.
Fair student funding supports principal decision making.
Baltimore City empowers principal leadership as part of their commitment to
the school.
It is noted that the Executive Director would like to have more communication
with the Turnaround Office at the District.
Baltimore City completed a Pre-implementation Survey for MSDE articulating
the activities conducted prior to the school opening.
Meetings are held with the Turnaround Director and the BCPSS budget director
in Baltimore City.
The Turnaround Director will make monthly visits although it has not started
yet.
Page 7
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
Overarching Questions for the District
Central Support Team and the School
Staff

What is the process for ongoing
monitoring in the future?
11. Walk us through the process for
ongoing monitoring in the future.
12. What documentation is being kept?

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SIG Monitoring Team Consensus Feedback
On Overarching Questions from the 1st Onsite Visit at
Cherry Hill Elementary/ Middle School
Every turnaround school has a turnaround team that includes the Turnaround
Director, a Network Director, a Title I Specialist, and school and community
partners. A schedule for regular meetings has been set and a protocol has been
developed. Cherry Hill will receive regular feedback from the team which will
be reflective of the school plan and its priorities.
BCPSS Turnaround department holds regular meetings with the operators.
Monthly monitoring from the LEA Turnaround Team.
Monthly meetings with the principal and the Executive Director.
BCPSS leadership academy.
Triad meetings in which the Executive Director, principal and Network Lead
are present.
Title I will be monitoring as well on Title I components.
Sign in sheets, meeting agendas, pre-implementation surveys, Title I
compliance documentation, and regular program notes.
Table 3
The information in this table will be supplied at a later date.
LEA: Baltimore City Public Schools
Central Support Team Lead:
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Name of Tier I School: Cherry Hill Elementary/Middle School
Principal:
Page 8
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
PreImplementa
tion Activity
Leadership
Team
Professional
Development
Staffing
Professional
Development
Student
Engagement
Instructional
Programs
Community
Engagement
Description
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 1 (from Needs Analysis): Student Profile
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
SIG Monitoring Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG Onsite Monitoring visit)
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Page 9
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
Schools Needs Assessment
Enrollment: 2010 – 342;
2009 – 391; 2008 – 396.
*see school plan for more
detailed information that
could not be formatted in
this form
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Needs Assessment #1:
All students in Cherry Hill will be returning to
Cherry Hill.
Students with Special Needs: The primary
strategy for special education will be inclusion,
although Friendship has significant experience in
Baltimore working with students who’s IEPs
require more restrictive environments.
Attendance: Any students who have significant
attendance concerns and who do not meet
adequate attendance rates will be placed on an
intervention plan, such as: regularly scheduled
home visits, phone calls to parents, and/or
coordination with social service agencies.
Transition: Over the summer, the
operator will work with the
Turnaround Office to get the names of students
who are at risk (chronic absenteeism, course
failure, behavior concerns) and plan interventions
for these students when the school year begins.
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Documentation
that can be
used as
evidence of
Successful
Competition
Phone log and
home
Visit
documentation,
SST notes, IEP
Meeting
documentation
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
 Cherry Hill has more students than they
planned with a current enrollment of
315. This represents 21 more students
than expected.
 The principal reported that only two
students with chronic attendance issues
were identified and both of them have
moved out of the school area.
 The principal also reported that the
Attendance Monitor has conducted
home visits for the other family with
attendance issues and determined that
this family had also moved. Four to five
kids are now demonstrating attendance
issues.
 The operator reported that they did not
work with families over the summer
because the families with attendance
problems moved.
 The principal has reminded new parents
to forward absence documentation.
 The principal reported that they only had
one student with disciplinary issues.
 The school tried to recruit the students
with behavior issues for summer school.
Few students attended and attendance
was sporadic due to renovations that
impeded students’ ability to be in
Page 10
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 1 (from Needs Analysis): Student Profile
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Documentation
that can be
used as
evidence of
Successful
Competition
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
classrooms that were not air conditioned.
 The principal reported that they are
starting the Student Support Team
process to begin referring students for
attendance, behavior, and academic
concerns. The social worker will lead
the SST Team.
 Seven special education students are in
self contained classrooms. The majority
of students are in general education. A
Special Educator provides services in the
classrooms.
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 11
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 2 (from Needs Analysis): Staff Profile
Schools Needs Assessment
More than 50% of the
teaching staff has less than 5
years experience, and
instructional leadership is
new in the last year. This
requires a significant
investment in professional
development, especially in
the first year of the re-start
grant.
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Needs Assessment #2:
Zero-base staff.
Conduct classroom visits and personal interviews
with all members of instructional staff in the
building.
Engage in partnership with the Urban Teacher
Center to create a pipeline of student teachers
who will be prepared to fill vacancies in the Fall
of 2011.
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
At least 33% of
the instructional
staff in the
school will not
be renewed. A
contract with the
Urban Teacher
Center will be
signed and four
student teachers
will work at
Cherry Hill.
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
 The operator and principal observed
every teacher. Every teacher had the
ability to choose if they wanted to
return. Interviews with consistent
questions were employed. Most
teachers were in agreement with the
teacher selections. Half of the staff
opted not to come back. The operator
and the principal recruited at turnaround
teacher fairs.
 Cherry Hill utilizes the Urban Teacher
Center – an Alternative Certification
Center partner which can certify teachers
in special education through Leslie
University in Massachusetts. During the
first year the teachers work at the school.
During the second year they become a
teacher of record. Nationally the Urban
Teacher Center recruits future teachers.
Resident teachers attend professional
development along with contractual
teachers.
 There are five first year teachers.
Page 12
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 3 (from Needs Analysis): Student Achievement
Schools Needs Assessment
The school is far from AYP
in most tested subject areas,
with declines at most grade
levels demonstrated in the
last available year of data.
Upper Elementary and
Middle school grades
generally are significantly
farther from AYP than early
elementary school grades.
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Needs Assessment #3:
Director of Instruction - to rapidly
improve the academic achievement of the
students of Cherry Hill and to create a culture of
learning that lasts beyond our initial three-year
commitment. The primary role of this individual
will be to work as a member of the principal’s
Instructional Leadership Team to ensure that the
Friendship model is driving instruction in every
classroom, and that there are consistent practices
throughout the school that are driven by DICE.
*see school plan for more
detailed information that
could not be formatted in
this form
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
Specific state
testing targets
will be
established in
the MOU with
Baltimore City
Schools.
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
 Friendship Schools and the principal
hired a Director of Instruction. She was
here over the summer however she had to
leave before school started. During the
summer she took the lead in professional
development, developing a template for
learning. Friendship Schools will
probably move an employee to this role
from another Friendship School. The
identified candidate is a former Baltimore
administrator.
 Cherry Hill has implemented the DICE
framework – Data, Instruction, Culture &
Environment. The DICE I.Q. Tracker is
a tool for conducting formal observations.
It gives teachers feedback and an
opportunity for teachers to ask questions.
There are 20 elements. Every teacher is
evaluated each month. The principal
utilizes a whole school tracker that is a
weekly reflector tool that she forwards to
Friendship Schools.
 DICE is aligned with the Performance
Based Evaluation System
Page 13
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 3 (from Needs Analysis): Student Achievement
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Documentation
that can be
used as
evidence of
Successful
Competition
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
 The school is developing Individual
Learning Plans for every student.
 Cherry Hill will eventually begin an after
school program.
 Collaborative planning is held each week.
During this time they have had learning
sessions on the Common Core Standards.
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 14
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 4 (from Needs Analysis): Rigorous Curriculum
Schools Needs Assessment
The curricula are in
compliance with state
standards, however
the school data indicates that
there may be ineffective
implementation of the
curriculum
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Needs Assessment #4:
The Understanding By Design framework will be
used with quality materials.
Building on research on highly
Effective, high achieving schools that serve high
percentages of children in poverty, Friendship
does not disseminate prescriptive curriculum
maps, unit plans, and lesson plans from its central
office. Instead, it promulgates a clear set of
pacing guides, standards, and rubrics to develop
and evaluate the effectiveness of such tools.
Curriculum mapping and unit planning are a
substantial component of Friendship’s preopening professional development for every
campus. Cherry Hill will be no exception.
While curriculum maps and the first several unit
plans will be developed prior to the beginning of
school, the development process will continue in
an iterative fashion on a timeline aligned to the
overarching Friendship data cycle
For example, the first week of each data cycle has
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
Annual
Curriculum
maps for the
entire school
year in every
subject area.
These maps will
reflect state
standards and
serve as the
framework for
unit and lesson
plans.
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
 The Open Court and Scott Foresman
Reading Programs are used for students.
Some reading interventions are also
coming from district. Assessments in
use include the use of DiBLES, RISE
and the Wireless Generation tool.
Cherry Hill is looking at math
assessments, but is not sure of the
current budget amount. Teachers have
been trained in Common Core.
 The Common Core is also used in
developing IEP’s.
 Professional Development on
Understanding by Design was
completed during the summer. Unit
planning and essential questions were
taught as well.
 Teachers developed curriculum maps
during the summer. They are preparing
to build a Professional Learning
Community for staff on curriculum
mapping.
 Only three classrooms lack white
boards. In addition, there are two laptop
Page 15
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 4 (from Needs Analysis): Rigorous Curriculum
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
as its focus a data-driven evaluation of the
curriculum maps and the unit plans based on the
results of both interims and teacher-created
assessments deployed during the prior data cycle.
In summary, the intensive, collaborative process
of curriculum development which begins during
pre-opening professional development carries
through into the weekly data conversations and
collaborative planning of increasingly proficient
and reflective practitioners.
Friendship’s academic program is technologically
rich. Essential questions and themes frame unit
plans and push students to solve tough problems.
Typical implementations have included
Smart Labs (designed by Creative Learning
Systems, Inc.), extensive use of interactive white
boards, and significant investments in
instructional software and hardware. These tools
are essential to effective differentiation of
instruction. In
addition, Friendship teachers and leadership have
developed a wealth of electronic curriculum
resources over the past decade.
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)




carts with 40 computers.
The school does not have the capacity
for 230 computers as proposed in the
grant. This item will be discussed with
the district and an amendment will likely
follow.
A fully functioning Smart Lab will be
available in SY 2012. It is partially
equipped now.
The school is planning to become
wireless.
The principal reported that first year
teachers submit lesson plans a week in
advance. Tenured teachers submit a
lesson overview.
Page 16
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 4 (from Needs Analysis): Rigorous Curriculum
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Documentation
that can be
used as
evidence of
Successful
Competition
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
These rich tools and resources can only be
deployed in an environment which has sufficient
technology.
Therefore, City Schools is requesting 230 student
computers to increase use of these materials. In
addition, there is a significant technology
component to teachers planning work. For
example, well before to the first day of school,
teachers will utilize computers to engage in a
rigorous introduction to Friendship’s data
analysis methodology, our proprietary pacing
guides and curriculum resources, and aligned
assessment tools.
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 17
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 5 (from Needs Analysis): Instructional Program
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Schools Needs Assessment
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Some teachers differentiate
instruction based on class
data. While training has
been provided, it is not clear
that this is not a practice
used effectively by all
teachers. Assessments are
used in alignment with the
district calendar. The link
between assessment data and
adjustment of classroom
instruction does not appear
to be a pervasive school
wide practice.
Needs Assessment #5:
DICE – All classrooms should reflect the nonnegotiable outlined in Friendships instructional
model, DICE (Data, Instruction, and Culture
Environment).
• Inquiry based approach for sciences.
• Gradual release model used for humanities
courses.
• Focus on balanced literacy and numeracy
approach that includes readers and writers
workshop across the curriculum.
• Elementary grades focuses on using centers to
meet needs of diverse learners.
The hallmark of the Friendship classroom is the
effective differentiation of instruction to meet the
ongoing needs of both advanced and struggling
learners. Friendship recognizes that effective
differentiation is a demanding practice for many
teachers and has dedicated significant resources
to developing trainings and implementation
protocols to support teachers in achieving
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
The Friendship
Instructional
Model with
accompanying
documents:
(teacher
checklist,
teacher feedback
form,
performance
design review)
will be
completed.
These will be
used throughout
the year to
provide formal
and informal
feedback to
teachers.
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
 Teachers are using a balanced literacy
approach. They have centers such as
listening stations.
 Writing is the biggest challenge for
students. A lead teacher is involved in
training and coaching teachers in writing
processes.
 Professional development on rigor and
differentiation has begun.
 Teachers are using DICE.
 Instruction is being differentiated and
regular assessments are being given.
Page 18
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 5 (from Needs Analysis): Instructional Program
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Documentation
that can be
used as
evidence of
Successful
Competition
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
proficiency in data-driven differentiation.
Friendship supports teachers through
the use of a variety of formative,
summative, standardized, and
performance-based assessments to ensure that
teachers have adequate information for
differentiation of instruction. These tools are
utilized in the Friendship data cycle. During week
two of the data cycle, teachers who are trained in
the methodology begin grouping, differentiating,
and intervening with students to ensure that
instruction is individualized to meet the needs of
the learner. Key questions that drive this work
are:
• What do we do when students have not
learned?
• What do we do when students have learned?
Teachers utilizing this approach group students
into intervention groups and brainstorm
opportunities for each group in a bi-weekly
report. Sample Bi-Weekly Report: (See Page 39)
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 19
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 5 (from Needs Analysis): Instructional Program
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Documentation
that can be
used as
evidence of
Successful
Competition
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
Reflection – A key component of the Friendship
design is reflection. Teachers are encouraged to
regularly reflect on practices to determine their
effectiveness in reaching the learners that they
serve. The following reflection protocol is
designed to help teachers reflect on their
practices:
Reflect and Improve Protocol
• Materials: lesson plans (action plans), evidence
from reassessment.
• Protocol Goal: All teachers will report out on
their actions following guiding questions.
o Did we follow through on our actions? Did
they make a difference? How do you know?
o What do we need to improve? How do you
know?
o What did we do well through the first data
meeting analysis, action and follow
through?
o What skills do people need?
o What additional support do people need?
o What is our plan for improvement?
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 20
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 5 (from Needs Analysis): Instructional Program
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
Page 21
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Data Point 6 (from Needs Analysis): Assessments
Schools Needs Assessment
Teachers must be capable of
accessing the district
systems to access their
benchmark data and use
software to analyze the data.
It is not apparent that a
coordinated school wide
effort ensures all teachers
are using formative, interim
and summative assessments
to inform their teaching.
Evidence of effective
informal assessment to
gauge mastery of objectives
e.g. daily exit slips, is
limited. Increased
professional development
must be provided to teachers
to facilitate this.
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Needs Assessment #6:
Balanced assessment system that looks at
formative interim assessments on a 4 week cycle
aligned to district created benchmark assessments
back mapped from state assessment.
Dedicated Staff for Data Support
The Baltimore Friendship Director of Data and
Assessment will spend a portion of her time at
Cherry Hill in order to:
• Create benchmark assessments in all tested
grades and subjects for the three schools.
• Oversee the administration of grade level
equivalent examinations at beginning and end
of academic year to determine growth in
reading and math.
• Oversee implementation of quarterly
benchmarks to measure student growth in tested
subject areas, including the Maryland State
Assessment areas (math, reading, science).
• Train school leadership teams on quality data
talks, and monitor the quality and frequency of
these talks throughout the school year.
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
SIG Monitoring /Individual Comments
that can be
and Team Consensus Feedback
used as
(must identify all documentation reviewed
evidence of
during the 1st SIG II, Year 1 Onsite
Successful
Monitoring visit)
Competition
A data cycle will  There is a Coordinator of Data and
be established.
Assessment that follows a data cycle.
Common midInterim assessments will help triangulate
unit assessments
data. There was professional
will be
development provided to help teachers to
developed.
analyze data.
Benchmark
 No official benchmark system has been
assessments
provided this quarter. The school
across subject
created their own benchmark tests for the
areas will be
first quarter, based on mastery of
utilized.
standards.
 Grades 6 – 8 are looking at benchmark
scores from other Baltimore Friendship
Schools and comparing student
performance.
 ILP’s will be revised based upon a
review of the MSA data.
 The school is looking at standards based
instruction. Teachers take the 3 weakest
standards in reading and math for each
student and place the standards on an
ILP. Interventions for these skills will be
reinforced and taught. ILP’s will be
updated quarterly.
Page 22
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 7 (from Needs Analysis): School Climate and Culture
Schools Needs Assessment
There is a lack of school and
community partnerships. A
coordinated effort involving
community partners would
be beneficial to students.
Classroom management
strategies across grade levels
are inconsistent. PBIS is not
fully integrated into the
culture. There is no common
language in place to
encourage high expectations
and there is only limited
positive teacher student
interaction. Students with atrisk indicators (over age,
low achievement, truancy,
behavior) must be identified
over the summer and plans
should be put in place to
address these students'
needs. A school wide safety
plan must be implemented to
improve the school climate.
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Needs Assessment #7:
School-wide culture plans created with Lee
Canter focused on PBIS when possible and
directly connected to the school SST. Friendship
will engage with community partners specializing
in conflict resolution.
A successful implementation of the Friendship
school design is predicated on the clear\
communication and consistent enforcement of
behavioral expectations for students and for
adults, including a school-wide uniform policy.
In turnaround schools, which are plagued by long
term academic and cultural challenges, the
positive, asset based approach to student behavior
management articulated by the PBIS framework
is a necessary, but not sufficient element.
In such environments, it is crucial to focus
significant attention on the underlying behavioral
inputs of leadership, faculty, and staff.
Friendship’s comprehensive approach to both
adult behavioral inputs and student behavioral
outcomes integrates all academic and support
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
School Behavior
Management
Plan will be
written. Positive
Behavior
Incentive
System and
Hierarchy of
Consequences
will be posted
and utilized in
every classroom.
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
• Staff developed a school wide behavior
plan over the summer and parents were
involved in the process. All students
received a copy and teachers reviewed
them with students.
• The school uses Positive Behavior
Instructional Support and Lee Canter
behavior strategies. “Behavior Sticks”
are used as a visual/tangible tool so that
students know how they are performing
behaviorally throughout the day.
• Friendship Schools hired Lee Canter to
develop a behavior plan. The model
uses a hierarchy of consequences. There
is a process for behavior management.
In the classrooms the first step is to go to
a reflection center located in the
classroom. If the misbehavior continues,
the grade level Administrator makes the
decision on whether the child should go
to the Restoration Center. Children may
not be in the Restoration Center over an
hour and parents are informed if their
Page 23
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 7 (from Needs Analysis): School Climate and Culture
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
services as part of a single comprehensive
framework.
As part of the overall change within the building,
the school will empower students. As part of the
overall effort to help students make positive short
and long-term choices, the school will help
students increase their perception of control over
their environment by showing them how to better
manage their own stress levels. Instead of telling
students to act differently, teachers and other
adults will take the time to teach them how to act
differently by:
• Introducing conflict resolution skills, e.g. teach
students a multistep process for handling
upsets, starting with step 1: "Take a deep
breath and count to five.”
• Teaching students how to deal with anger and
frustration (e.g., counting to 10 and taking
slow, deep breaths).
• Introducing responsibilities and the value of
giving restitution. In schools that embrace
restitution, students understand that if they
disrupt class, they need to “make it right” by
doing something positive for the class. For
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
•
•
•
•
child accesses the Center.
There is an incentive program that
includes events such as Field Day and
Eagle Bucks which may be earned for
wearing their uniform, good attendance,
etc. There are also grade level activities
such as Fun Friday if students reach set
goals.
There are consistent expectations across
the classroom.
Friendship Schools reports that Cherry
Hill has a lot of students with significant
emotional issues and partners with the
University of Maryland for a mental
health facilitator.
Safe Streets partners with Cherry Hill
for conflict resolution training. They
come to the school and support families.
A parent liaison will be available as
well.
Page 24
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 7 (from Needs Analysis): School Climate and Culture
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
•
•
•
•
•
Documentation
that can be
used as
evidence of
Successful
Competition
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
example, a student who throws objects in the
classroom may be assigned a cleaning or
beautification project for the room.
Teaching students to set goals to focus on what
they want.
Role-modeling how to solve real-world
problems by sharing an actual or hypothetical
situation and talking through potential
solutions to the problem--such examples show
students how to take responsibility for and
resolve the challenges they face in life.
Giving students a weekly life problem to solve
collectively.
Teaching social skills, e.g. before each social
interaction (e.g., pair-share or buddy teaching),
asking students to make eye contact, shake
hands, and give a greeting and then having
students thank their partners at the end of each
interaction.
Introducing stress reduction techniques, both
physical (e.g., dance or yoga) and mental (e.g.,
guided periods of relaxation or meditation).
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 25
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Page 26
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
LEA: Baltimore City Public Schools
Name of Tier I School: Cherry Hill Elementary & Middle School
Central Support Team Lead: Sonja Brookins Santelises
Principal: Tracey Y. Garrett
Data Point 8 (from Needs Analysis): Student, Family, Community Support
Documentation
SIG Monitoring /Individual Comments
Strategy to Address
that can be
and Team Consensus Feedback
(Note: See the school plan document for the
used as
(must identify all documentation reviewed
Schools Needs Assessment
“Persons Responsible” and “Estimated Time of
evidence of
during the 1st SIG II, Year 1 Onsite
Completion” for each strategy.)
Successful
Monitoring visit)
Competition
At least 200
The school has a base level
Needs Assessment #8:
 A family and community engagement
members
of
of parent participation but
specialist position was divided into three

A part-time Community Engagement
different families
this
Director will conduct monthly parent and
different parent liaison positions.
will visit one of
needs to be further expanded
community meetings.
 There will be an academic night, a
the monthly
in order to ensure parental
parent night, and a math night.
parent nights. At
support of the school’s code Friendship has an exemplary track record
 Cherry Hill is planning to have parents
least 1 0
of conduct and all efforts to
engaging the communities in which it has
in the building meet to discuss the
representatives of
increase student
operated schools over the last twelve years.
purpose of school improvement and
community-based
achievement.
Friendship intends to leverage its existing
organizations will
rationale for the school interventions
community engagement staff and infrastructure to attend.
being taken. This “Chat and Chew” will
maximize community support of its partnership
discuss the school improvement grant.
with City Schools to turn around Cherry Hill.
 They desire to change the narrative of
their school and plan to utilize outside
Friendship Public Charter School has served
consultants to support this work. Press
children and families throughout the metro area
releases and other communications will
since 1998. It is evident that the success of
follow.
current campuses in the community has led to a
 Friendship schools conducted a Principal
great deal of student and family interest in
Meet and Greet for the community.
Friendship schools, and it is trivial to say that the
 Information is sent home to parents
cornerstone of Friendship’s outreach strategy will
weekly. Posters, fliers, and other
be to tout the success of the programs it currently
materials were shared with the
operates.
community. A Q & A session was held
for parents. Education related events
It is well known that students and families are
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 27
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
LEA: Baltimore City Public Schools
Name of Tier I School: Cherry Hill Elementary & Middle School
Central Support Team Lead: Sonja Brookins Santelises
Principal: Tracey Y. Garrett
Data Point 8 (from Needs Analysis): Student, Family, Community Support
Documentation
SIG Monitoring /Individual Comments
Strategy to Address
that can be
and Team Consensus Feedback
(Note: See the school plan document for the
used as
(must identify all documentation reviewed
Schools Needs Assessment
“Persons Responsible” and “Estimated Time of
evidence of
during the 1st SIG II, Year 1 Onsite
Completion” for each strategy.)
Successful
Monitoring visit)
Competition
interested in the existing campuses, and
and fairs are planned. Events at the
Friendship will utilize this interest as a means of
school during the summer were limited
building support for its work at Cherry Hill.
because of construction at the site.
Friendship is confident that it will be able to
attract community support for the transformation
of the school. Friendship will employ the
following outreach strategy which will involve
three stages (though stages 2 and 3 will be
concurrent):
1) Produce all relevant materials (in English and
Spanish), including:
a) Posters outlining the new program, our
mission, philosophy on education,
curriculum highlights, open enrollment
eligibility for all local students, and
registration information for new students
b) Fliers outlining the new program, our
mission, philosophy on education,
curriculum highlights, open enrollment
eligibility for all local students, and
registration for new students
2) Disseminate marketing materials by:
a) Canvassing homes in the surrounding
neighborhoods with fliers
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 28
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
LEA: Baltimore City Public Schools
Name of Tier I School: Cherry Hill Elementary & Middle School
Central Support Team Lead: Sonja Brookins Santelises
Principal: Tracey Y. Garrett
Data Point 8 (from Needs Analysis): Student, Family, Community Support
Documentation
SIG Monitoring /Individual Comments
Strategy to Address
that can be
and Team Consensus Feedback
(Note: See the school plan document for the
used as
(must identify all documentation reviewed
Schools Needs Assessment
“Persons Responsible” and “Estimated Time of
evidence of
during the 1st SIG II, Year 1 Onsite
Completion” for each strategy.)
Successful
Monitoring visit)
Competition
b) Posting posters and leaving fliers at local
businesses, libraries, doctor offices, social
service agencies, etc.
c) Mailing letters to local residents
3) Communicate with local residents and their
children at:
a) Parent Meetings
b) Community events hosted by a variety of
community groups.
Through these channels of Media and Grassroots
Marketing, Friendship will successfully reach out
to the community. Moreover, the following
strategies provide a more detailed account of our
marketing strategies and how we will work with
both the community and our partners to engage
the community.
Press Releases and Marketing
Communications: Friendship will
capture key information about the
new program and address common questions
parents or members of the community have about
the partnership. Key information will be shaped
into messages that can be communicated in all
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 29
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
LEA: Baltimore City Public Schools
Name of Tier I School: Cherry Hill Elementary & Middle School
Central Support Team Lead: Sonja Brookins Santelises
Principal: Tracey Y. Garrett
Data Point 8 (from Needs Analysis): Student, Family, Community Support
Documentation
SIG Monitoring /Individual Comments
Strategy to Address
that can be
and Team Consensus Feedback
(Note: See the school plan document for the
used as
(must identify all documentation reviewed
Schools Needs Assessment
“Persons Responsible” and “Estimated Time of
evidence of
during the 1st SIG II, Year 1 Onsite
Completion” for each strategy.)
Successful
Monitoring visit)
Competition
subsequent media operations.
Q & A Session With Parents and
Students: Friendship will hold Q & A sessions
with parents and students to address any
questions or concerns parents may have. The
Friendship Baltimore team will provide guidance
and support as needed. Grassroots outreach is the
best vehicle for cultivating relationships with
parents and the larger community, especially
when dealing with a local audience. It is,
however, labor intensive, and below are the
strategies we will employ to maximize the impact
of grassroots marketing.
Door- to-Door Campaign: Friendship will
organize teams consisting of two or more people
to conduct targeted door-to-door visits in the
neighborhood and attendance zone to inform
community members, parents and potential new
students of the new program at Cherry Hill.
Friendship will ensure that each team is well
stocked with materials, including a fact sheet,
information about the new program, handouts,
and giveaways. Samples of door-to-door scripts
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 30
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
LEA: Baltimore City Public Schools
Name of Tier I School: Cherry Hill Elementary & Middle School
Central Support Team Lead: Sonja Brookins Santelises
Principal: Tracey Y. Garrett
Data Point 8 (from Needs Analysis): Student, Family, Community Support
Documentation
SIG Monitoring /Individual Comments
Strategy to Address
that can be
and Team Consensus Feedback
(Note: See the school plan document for the
used as
(must identify all documentation reviewed
Schools Needs Assessment
“Persons Responsible” and “Estimated Time of
evidence of
during the 1st SIG II, Year 1 Onsite
Completion” for each strategy.)
Successful
Monitoring visit)
Competition
will be made available prior to the campaign to
ensure that the teams are well informed and can
address all questions
Information Sessions: As with any change, an
abundance of questions and concerns will emerge
from parents’ minds. It is very important to
respond to those immediately. For that reason,
information sessions are necessary. This gives
Friendship the opportunity to immediately inform
parents, students, and other members of the
community about the change before any concerns
surface. Depending on the timing of any
contemplated changes to the school’s physical
plant, these events will either be held at the
school or at local libraries and other appropriate
venues.
Distribution of Marketing Material: We will
blanket surrounding neighborhoods and nearby
community organizations with flyers, door
hangers, brochures and as much marketing
materials to inform the community of the new
program. Specifically, we will distribute those
materials in local businesses, preschools, boys &
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 31
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
LEA: Baltimore City Public Schools
Name of Tier I School: Cherry Hill Elementary & Middle School
Central Support Team Lead: Sonja Brookins Santelises
Principal: Tracey Y. Garrett
Data Point 8 (from Needs Analysis): Student, Family, Community Support
Documentation
SIG Monitoring /Individual Comments
Strategy to Address
that can be
and Team Consensus Feedback
(Note: See the school plan document for the
used as
(must identify all documentation reviewed
Schools Needs Assessment
“Persons Responsible” and “Estimated Time of
evidence of
during the 1st SIG II, Year 1 Onsite
Completion” for each strategy.)
Successful
Monitoring visit)
Competition
girls clubs, day care centers, libraries, grocery
stores, beauty salons, churches, and Laundromats
in the area.
Another way to advertise the new
campus is by placing posters throughout the
community. All posters will include information
on the partnership, contact information, and
upcoming events. Over the summer, we will hang
a banner in front of the school announcing the
transformation.
Community Events and Education
Fairs: A very effective way to build relationships
with families and the surrounding community is
to participate in education-related community
events and fairs. We will create teams of at least
two people to be present at booths during such
community events. We will create a schedule
well in advance to cover different shifts during
each event. It is important that there are enough
materials to distribute during the event. Each
booth will have a school fact sheet, literature
about FPCS, sign-in sheets, materials that
showcase the school and giveaways for parents
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 32
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
LEA: Baltimore City Public Schools
Name of Tier I School: Cherry Hill Elementary & Middle School
Central Support Team Lead: Sonja Brookins Santelises
Principal: Tracey Y. Garrett
Data Point 8 (from Needs Analysis): Student, Family, Community Support
Documentation
SIG Monitoring /Individual Comments
Strategy to Address
that can be
and Team Consensus Feedback
(Note: See the school plan document for the
used as
(must identify all documentation reviewed
Schools Needs Assessment
“Persons Responsible” and “Estimated Time of
evidence of
during the 1st SIG II, Year 1 Onsite
Completion” for each strategy.)
Successful
Monitoring visit)
Competition
and potential students.
We will also hold raffles to ensure that we draw a
crowd and we leave the event with families’
contact information.
Principal Meet & Greet with Parents: Friendship
will schedule a “meet and greet” event for parents
and students in the late spring or early summer,
contingent upon execution of an agreement with
City Schools. Ideally, this will take place at the
school and Friendship will be in a position to
inform them of scheduled changes to the facility
so that parents and students can get a clear sense
of what the transformed school will look like
both physically as well as culturally and
academically. Allowing parents the opportunity
to ask questions directly is essential.
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 33
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead Sonja Brookins Santelises
Data Point 9 (from Needs Analysis): Professional Development
Schools Needs Assessment
Professional development
must provide teachers with
instructional methods,
technology utilization in the
classroom and for data
analysis, and behavior
management. The school’s
professional development
plan must include a method
for assessing the
professional development to
ensure that it is effective
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Needs Assessment #9:
•
Summer Professional Development –
Provide an additional eight days of professional
development beyond the Baltimore Teachers’
Union Contract in summer 2011 to all teachers on
the use of data, high-impact instructional
practices, creating a college-going culture, and a
classroom environment conducive to learning.
This professional development will be delivered
by Friendship team members, in addition to
national experts such as Lee Canter. For
professional development throughout the year,
two Friendship Instructional Performance
coaches will work with teachers identified as in
need of assistance.
Documentation
that can be
used as
evidence of
Successful
Competition
Professional
Development
sign-in sheets
will be provided.
Evidence of the
implementation
of the content of
these
professional
development
sessions will be
available on
practices in
teacher
classrooms
throughout the
year.
This will lay the
foundation for
classroom
expectations.
Administrators
will be trained
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
 3 weeks of professional development
occurred over the summer. There are 8
additional days of professional
development planned during the course
of the year.
 There is a Common Core Standards
consultant for staff. Principal receives
professional development in advance of
the staff.
 The principal reviews data from
classroom observations with staff to
determine professional development
needs.
 The professional development focus for
the year includes Understanding by
Design, DICE , the Instructional
Framework, Common Core Math and
Reading Standards, Behavior
Management, lesson planning,
curriculum mapping, and teambuilding
activities. Real time coaching will also
be provided to classroom teachers.
Page 34
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead Sonja Brookins Santelises
Data Point 9 (from Needs Analysis): Professional Development
Schools Needs Assessment
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
on how to look
for these
practices
throughout the
year, and
informal teacher
feedback forms
will be designed
for use
throughout the
year
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG II, Year 1 Onsite
Monitoring visit)
Page 35
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
LEA: Baltimore City Public Schools
Name of Tier I School: Cherry Hill Elementary & Middle School
Central Support Team Lead: Sonja Brookins Santelises
Principal: Tracey Y. Garrett
Data Point 10 (from Needs Analysis): Organizational Structure and Resources
Documentation
SIG Monitoring /Individual Comments
Strategy to Address
that can be
and Team Consensus Feedback
(Note: See the school plan document for the
used as
(must identify all documentation reviewed
Schools Needs Assessment
“Persons Responsible” and “Estimated Time of
evidence of
during the 1st SIG I, Year 2 Onsite
Completion” for each strategy.)
Successful
Monitoring visit)
Competition
The school budget must be
Needs Assessment #10:
Master Schedule  Collaborative time is built into the
aligned to programs that will  Collaborative Planning Time and Data Talks –
Documents for
schedule.
facilitate the
Schoolwide
 The master schedule was approved by
accomplishment of the
Processes
The school budget will reflect collaborative
Friendship Schools.
school's goals planning time and data talks for teachers, staff
 Data talks occur weekly and are lead by
increasing student
and structures for the new behavior management
the site coordinator.
achievement, attendance,
model, and incentives and programs to increase
and school safety.
student attendance
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 36
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
LEA: Baltimore City Public Schools
Name of Tier I School: Cherry Hill Elementary & Middle School
Central Support Team Lead: Sonja Brookins Santelises
Principal: Tracey Y. Garrett
Data Point 11 (from Needs Analysis): Comprehensive and Effective Planning
Documentation
SIG Monitoring /Individual Comments
Strategy to Address
that can be
and Team Consensus Feedback
(Note: See the school plan document for the
used as
(must identify all documentation reviewed
Schools Needs Assessment
“Persons Responsible” and “Estimated Time of
evidence of
during the 1st SIG II, Year 1 Onsite
Completion” for each strategy.)
Successful
Monitoring visit)
Competition
The restart school must
Needs Assessment #11:
Strategic plan
 A school performance plan (SPP) has
establish a strategic plan that  Strategic Plan –
will be finalized.
been written.
includes evaluation of the
A Year 1 strategic plan that is aligned with
 There is a behavior management plan, a
strategies, and redistrict needs assessments and resources will be
parent plan, a Common Core
strategizing to ensure
created with input from Friendship, City Schools,
implementation plan and an academic
attainment of the goals and Cherry Hill leadership.
intervention plan.
increasing student
achievement, attendance,
and school safety.
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Page 37
SIG Monitoring Team’s First Onsite Visit Feedback
Title I School Improvement Grant (SIG 2) Tier I School
Cherry Hill Elementary/Middle School
Baltimore City Public School System (BCPSS)
LEA: Baltimore City Public Schools
Central Support Team Lead: Sonja Brookins Santelises
Data Point 12 (from Needs Analysis): Effective Leadership
Schools Needs Assessment
Baltimore City Schools staff
found that current leadership
has improved instructional
practices, but student
achievement, attendance and
safety data have not
improved.
Name of Tier I School: Cherry Hill Elementary & Middle School
Principal: Tracey Y. Garrett
Strategy to Address
(Note: See the school plan document for the
“Persons Responsible” and “Estimated Time of
Completion” for each strategy.)
Needs Assessment #12:
Leadership Development
(Professional Development) – Send Cherry Hill
leadership team to Harvard Graduate School of
Education's National Institute for Urban School
Leaders.
Leadership Development (Capacity Building) Provide a summer Professional Learning
Community retreat for the instructional
leadership team of Cherry Hill to meet with the
ILTs of other campuses in order to establish a
network of support and create common best
practices
Program Improvement and Family Support Branch
Division of Student, Family, and School Support
Maryland State Department of Education
Documentation
that can be
used as
evidence of
Successful
Competition
The leadership
team will
receive
certificates from
Harvard in
Urban
Leadership.
They will use
the knowledge
and skills they
gain to inform
the revisions of
their School
Improvement
Plan so that the
plan reflects the
new school
model being
implemented in
the school year
SIG Monitoring /Individual Comments
and Team Consensus Feedback
(must identify all documentation reviewed
during the 1st SIG I, Year 2 Onsite
Monitoring visit)

The administrative team attended
The Harvard Leadership Center
along with 7 – 8 staff members.

Friendship brought all four schools
together for a Professional Learning
Community Retreat. All staff
learned about the school design and
how the school would be managed.
Each school presented their school
plans to each other for critique and
received feedback from peers. It
was a collaborative process.
Page 38