# Archived Information

# Title: Successful Plans and Practices 

# Second Annual National High School Leadership Summit

December 2, 2004 (year two thousand and four)

# 

# Doctor Joe A, Hairston, Superintendent, Baltimore County Public Schools

# 

# 

# \[Slide 1\]

# 

# Title: Successful Plans and Practices 

# Second Annual National High School Leadership Summit

# 

# December 2, 2004 (year two thousand and four)

# 

# Doctor Joe A. Hairston, Superintendent, Baltimore County Public Schools

# 

# \[Slide 2\]

# 

# Our Future World

## 

## Our future sits in our classrooms today -- 

## A world of -- 

### High wage, high skills employment

### Economy dependent on research and development

## 

\[Slide 3\]

# Cognitive and Technological Knowledge

## "The Leaders in our most successful high schools today ... recognize that students and adults must continually learn new things and that some of the skills we teach and use today will soon be as outdated as the skills needed to operate a typewriter and a slide rule."

## 

## Quote from Willard R. Daggett

#  

# \[Slide 4\] 

# Variables That Influence Public Education in America

Figure 1: Concentric oval rings that indicate hierarchical levels of
social, political, legal, and economic influences over public education
in America: closest are school officials and then the local school board
and then the community, and then the state, and then the nation, and
chiefly, the Secretary of Education, then the President, Congress,
Federal courts including the Supreme Court, and the world market and
economy.

Outside the National circle: Federal officials and world economic trends

-   Executive branch: President

-   Secretary of Education

-   Legislative branch: Congress

-   Judicial branch: Federal Courts, including the Supreme Court

-   International market

National Influences:

-   Public confidence

-   National defense

-   Employment needs

-   Social trends

-   Economic forecast

-   Global economy

-   Global society

State Influences:

-   Equity issue

-   Courts

-   Special interests

-   State economy

-   Higher education (listed twice in the circle)

-   Future work force

-   Tax issues

Community Influences:

-   Family values

-   Community and local economy

-   Business support

-   Community values

Local School Board

-   Local government

-   Local school board

-   Superintendent

-   Central office

-   Principals

-   Schools

End of Figure 1.

#  

# \[Slide 5\]

# Variables in Baltimore County, Maryland 

## [*Seismic Shifts*:]{.underline}

## Baltimore County

## Our Communities and Families

## Our Public Schools

# 

# \[Slide 6\]

# 

# COUNTY POPULATION

# 

Table 1: This is a three by three table (first row is column header, but
no row header column) that compares Baltimore County's total and
minority populations in the years of (rows 1 and 2) and indicates the
percentage change (column 3) between the years of 1990 (nineteen ninety)
(column 1) and 2000 (two thousand) (column 2).

In the year nineteen ninety (1990), Baltimore County had a total
population of six hundred and ninety two thousand, one hundred and
thirty four (692,134) of whom eighty four thousand five hundred and
forty one (84,541) were minority residents.

In the year two thousand (2000), Baltimore County had a total population
of seven hundred and fifty four thousand, two hundred and ninety two
(754,292), of whom one hundred and fifty one thousand, six hundred
(151,600) were minority residents.

Over the ten (10) years in between, the total population increased about
nine percent (9%) but the minority resident population increased about
seventy nine percent (79%) (almost doubled).

Source: Year two thousand (2000) U.S. Census data. Source not given for
year nineteen ninety (1990) data.

End of Table 1.

\[Slide 7\]

INCOME LEVEL

**[From:]{.underline}** A median household income of \$44,502 (forty
four thousand, five hundred and two dollars) in year 1990 (nineteen
ninety)

**[To:]{.underline}** A median household income of \$52,868 (fifty two
thousand, eight hundred and sixty eight dollars) in year 2000 (two
thousand), an increase of nineteen percent (19%).

Source: Not given.

\[Slide 8\]

BALTIMORE COUNTY PUBLIC SCHOOLS OPERATING BUDGET

Fiscal Year 2005 (two thousand and five) Revenue and Expenditures:
\$1,067,015,417 (one billon, sixty seven million, fifteen thousand, four
hundred and seventeen dollars).

\[Slide 9\]

STUDENT ENROLLMENT

Table 2: This is a three by three table (first row is column header, but
no row header column) that compares Baltimore County's total and
minority student enrollment in the years of (rows 1 and 2) and indicates
the percentage change (column 3) between the years of 1990 (nineteen
ninety) (column 1) and 2000 (two thousand) (column 2).

In the year nineteen ninety (1990), Baltimore County had a student
enrollment of eighty six thousand, eight hundred and forty one (86,841)
of whom eighteen thousand and sixty nine (18,069) were minority
students.

In the year two thousand (2000), Baltimore County had a student
enrollment of one hundred and eight thousand, seven hundred and ninety
two (108,792), of whom forty two thousand, nine hundred and twenty eight
(42,928) were minority students.

Over the ten (10) years in between, student enrollment increased about
twenty five percent (25%) (one fourth) but the minority student
enrollment increased about one hundred and sixty five percent (165%) (or
increased two and a half times).

Source: Not given.

End of Table 2.

\[Slide 10\]

English for Speakers of Other Languages Enrollment

**[From:]{.underline}** An English for Speakers of Other Languages
enrollment of eight hundred and seventy three (873) students in the year
nineteen ninety (1990).

**[To:]{.underline}** An English for Speakers of Other Languages
enrollment of two thousand, two hundred and seventy two (2,272) students
in year two thousand and four (2004), an increase of one hundred and
sixty percent (160%) (increased over two and a half times).

\[Slide 11\]

FREE OR REDUCED PRICED MEALS

**[From:]{.underline}** 12.6% (twelve point six percent) of students
receiving free or reduced priced meals in 1990 (the year nineteen
ninety).

**[To:]{.underline}** 28.3% (twenty eight point three percent) of
students receiving free or reduced priced meals in 2003 (the year two
thousand and three).

\[Slide 12\]

PUBLIC SCHOOLS

**[From:]{.underline}** One hundred and forty six (146) schools in
Baltimore County in the year 1990 (nineteen ninety).

**[To:]{.underline}** One hundred and sixty two (162) schools in
Baltimore County in the year 2004 (two thousand and four).

\[Slide 13\]

TEACHERS

**[From]{.underline}**: A total of 5,300 (five thousand, three hundred)
full-time equivalent teachers in 1990 (year nineteen ninety).

**[To:]{.underline}** A total of 7,058 (seven thousand and fifty eight)
full-time equivalent teachers in 2004 (year two thousand and four) (an
increase of 33% (thirty three percent)).

\[Slide 14\]

Responding to the Variables: Articulating a Plan

-   Envision and share the vision of effective instruction

-   Put in place -- and continue to refine -- management based on
    accountability and decision making at the closest level of
    participation.

\[Slide 15\]

SMART Goals (each letter of SMART stands for an adjective of how the
goals are supposed to be)

## S stands for Specific 

## M stands for Measurable

## A stands for Attainable

## R stands for Results oriented

## T stands for Time-bound

## 

## \[Slide 16\]

Baltimore County Public Schools

Blueprint for Progress outlines the vision, mission, belief statements,
performance goals, performance indicators and key strategies of the
Baltimore County Public Schools.

\[Photo: an edition of The Baltimore County Public Schools: Focused on
Quality, Committed to Excellence, Blueprint for Progress. Cover text
reads:\] "Blueprint for Progress, Realizing the Vision, Adopted by the
Board of Education on January 14, 2003" (year two thousand and three).
There is also a decoration-only photo on the cover above the "Adopted"
phrase. \[End of Photo\]

# \[Slide 17\]

# Blueprint Goal 1: Student Achievement

## By 2012 (the year two thousand and twelve) all students will reach high standards, as established by the Baltimore County Public Schools and State performance level standards, in reading and language arts, mathematics, science, and social studies.

\[Slide 18\]

# Blueprint Goal 1: Student Achievement

## [Indicator 1.1:]{.underline}

##  

## All diploma-bound students grades 3 to 8 and 10 (three to eight and ten) will meet or exceed Maryland School Assessment standards.

#  

# \[Slide 19\]

# 

# Blueprint Goal 1: Student Achievement

## [Key Strategies:]{.underline}

### Implementing consistent reading programs at the elementary, middle, and high school levels

### Review of Math and Science Program K-12 (Kindergarten to grade 12)

\[Slide 20\]

Title: Maryland School Assessment READING

Figure 2. This grouped vertical bar graph compares the percent (Y axis,
from zero to one hundred percent in increments of twenty percent,
0%-100% in increments of 20%, with percentage figures accompanying each
bar) of students (presumably those in Baltimore County although county
is not mentioned) in the third, fifth, eighth, and tenth grades (3^rd^,
5^th^, 8^th^, and 10^th^ grades) (X axis, groups, from left to right)
who passed the Maryland School Assessment reading tests in the years two
thousand and three (red bars) and two thousand and four (yellow bars)
(2003 and 2004) (X axis, within each group, from left to right, and in
the same left to right order as the legend at bottom).

Results: There was definite improvement between the two years for all
four grade levels.

In 2003 (year two thousand and three), sixty three point three percent
(63.3%) of third (3^rd^ ) graders, sixty nine point six percent (69.6%)
of fifth (5^th^) graders, fifty nine point eight percent (59.8%) of
eighth (8^th^) graders, and sixty two point seven percent (62.7%) of
tenth (10^th^) graders passed the Maryland School Assessment Reading
tests.

In 2004 (year two thousand and four), seventy five point four percent
(75.4%) of third (3^rd^) graders, seventy three point one percent
(73.1%) of fifth (5^th^) graders, sixty six point two percent (66.2%) of
eighth (8^th^) graders, and sixty seven point five percent (67.5%) of
tenth (10^th^) graders passed the Maryland School Assessment Reading
tests.

End of Figure 2.

\[Slide 21\]

Title: M.S.A. MATHEMATICS

Figure 3. This grouped vertical bar graph compares the percent (Y axis,
from zero to one hundred percent in increments of twenty percent,
0%-100% in increments of 20%, with percentage figures accompanying each
bar) of students (presumably those in Baltimore County although county
is not mentioned) in the third, fifth, eighth, and tenth grades (3^rd^,
5^th^, 8^th^, and 10^th^ grades) (X axis, groups, from left to right)
who passed the Maryland School Assessment mathematics tests in the years
two thousand and three (red bars) and two thousand and four (yellow
bars) (2003 and 2004) (X axis, within each group, from left to right,
and in the same left to right order as the legend at bottom).

Results: There was improvement between the two years for all four grade
levels.

In 2003 (year two thousand and three), sixty six point two percent
(66.2%) of third (3^rd^ ) graders, fifty two point two percent (52.2%)
of fifth (5^th^) graders, thirty nine point five percent (39.5%) of
eighth (8^th^) graders, and forty two point zero percent (42.0%) of
tenth (10^th^) graders passed the Maryland School Assessment Reading
tests.

In 2004 (year two thousand and four), seventy three point one percent
(73.1%) of third (3^rd^) graders, sixty one point six percent (61.6%) of
fifth (5^th^) graders, forty seven point eight percent (47.8%) of eighth
(8^th^) graders, and forty two point nine percent (42.9%) of tenth
(10^th^) graders passed the Maryland School Assessment Reading tests.

End of Figure 3.

\[Slide 22\]

Blueprint Goal 1: Student Achievement

[Indicator 1.2:]{.underline} All diploma-bound students will participate
in the Preliminary Scholastic Assessment Test

[Indicator 1.3:]{.underline} All students scoring 55 or above on the
verbal or math Preliminary Scholastic Assessment Test will counseled
into honors or gifted and talented level courses

\[Slide 23\]

# Blueprint Goal 1: Student Achievement

## Key Strategies:

#### College Board Partnership

#### 10^th^ (tenth) grade Preliminary Scholastic Assessment Test Participation

#### Advanced Placement Potential

\[Slide 24\]

Title: P.S.A.T. Participation Grade 10

Sub-Title: P.S.A.T. Participation Rate Grade 10

Figure 4. This is a simple vertical bar graph comparing percent (Y axis:
from zero percent to one hundred percent in increments of twenty
percent, 0%-100% in increments of 20%, with percentage figures
accompanying each bar) of Baltimore County tenth-grade students in each
year (X axis: from left to right, the years two thousand and two (green
bar) (2002), two thousand and three (yellow bar) (2003), and two
thousand and four (blue bar) (2004), and in the same left to right order
as the legend at bottom) who took the Preliminary Scholastic Assessment
Test; versus the Baltimore County standard of one hundred percent (100%)
participation (red bar, right most bar on X axis, same color and place
as in the legend at bottom).

Results: Every year saw about a one percent (1%) increase toward the
county standard of total (one hundred percent, 100%) participation.

Eight one point one percent (81.1%) of tenth (10^th^) graders took the
Preliminary Scholastic Test in the year two thousand and two (2002).

Eighty two point zero percent of tenth (10^th^) graders took the
Preliminary Scholastic Achievement Test in the year two thousand and
three (2003).

Finally, eighty three point five percent (83.5%) of tenth (10^th^)
graders took the Preliminary Scholastic Achievement Test in the year two
thousand and four (2004).

Source: Baltimore County Public School System RESULTS

End of Figure 4.

\[Slide 25\]

Title: P.S.A.T. Participation Grade 10 Dis-Aggregated by Ethnic Group

Sub-Title: P.S.A.T. Participation Rate Grade 10 By Race and Ethnicity

Figure 5. This is a grouped (on race and ethnicity, groups on the X
axis, from left to right, American Indian, Asian, African American,
White, and Hispanic) vertical bar graph comparing the percentage (Y
axis, from zero percent to one hundred percent in increments of twenty
percent, 0% - 100% in increments of 20%, with percentage figures
accompanying each bar) of Baltimore County tenth (10^th^) graders who
took the Preliminary Scholastic Achievement Test in the years two
thousand and two (green bars) (2002), two thousand and three (yellow
bars) (2003), and two thousand and four (blue bars) (2004) (X axis,
within groups, from left to right, and in the same left to right order
as the legend at bottom).

Results: All groups, and especially the American Indian and Hispanic
tenth (10^th^) graders, had greater participation in the year two
thousand and four (2004) than the year two thousand and two (2002).

Moreover, Whites and Hispanics had the same participation rate in the
years two thousand and three (2003) and two thousand and two (2002).

Four percentage points fewer American Indian tenth (10^th^) graders took
the test in the year two thousand and three (2003) than in the year two
thousand and two (2002).

However, four percentage points more Asian tenth (10^th^) graders and
two percentage points more African-American tenth (10^th^) graders took
the test in the year two thousand and three (2003) than in the year two
thousand and two (2002).

Also, year two thousand three and year two thousand and four (2003 and
2004) participation rates for both the Asian and African American tenth
(10^th^) graders were identical.

By the numbers, sixty eight percent (68%) of American Indian tenth
(10^th^) graders in the year two thousand and two (2002) took the test.
Sixty four percent (64%) of American Indian tenth (10^th^) graders in
the year two thousand and three (2003) took the test. Eighty percent
(80%) of American Indian tenth graders in the year two thousand and four
(2004) took the test.

Eighty percent (80%) of Asian tenth (10^th^) graders in the year two
thousand and two (2002) took the test. Eighty four percent (84%) of
Asian tenth (10^th^) graders in the years two thousand and three and two
thousand and four (2003 and 2004) took the test.

Seventy seven percent (77%) of African American tenth (10%) graders in
the year two thousand and two (2002) took the test. Seventy nine percent
(79%) of African American tenth (10^th^) graders in the years two
thousand and three and two thousand and four (2003 and 2004) took the
test.

Eighty four percent (84%) of White tenth (10^th^) graders in the years
two thousand and two and two thousand and three (2002 and 2003) took the
test. Eighty seven percent (87%) of White tenth (10^th^) graders in the
year two thousand and four (2004) took the test.

Sixty percent (60%) of Hispanic tenth (10^th^) graders in the years two
thousand and two and two thousand and three (2002 and 2003) took the
test. Seventy percent (70%) of Hispanic tenth (10^th^) graders in the
year two thousand and four (2004) took the test.

Source: Baltimore County Public Schools System RESULTS

End of Figure 5.

\[Slide 26\]

# Blueprint Goal 1: Student Achievement

## [Indicator 1.9:]{.underline} Each middle school will meet or exceed the State average student participation rate in Algebra One

## [Indicator 1.10:]{.underline} All students will pass the Algebra One Maryland High School Assessment by the end of grade 9

\[Slide 27\]

# Blueprint Goal 1: Student Achievement

## Key Strategies: Elimination of low level courses at the middle and high school levels

\[Slide 28\]

Title: H.S.A. Algebra One Grade 9

Sub-Title: H.S.A. ALGEBRA 1 GRADE 09 PASS RATE

Figure 6. This is a simple vertical bar graph comparing the percentage
rates (Y axis, from zero percent to one hundred percent in increments of
twenty percent, 0% - 100% in increments of 20%, with percentage figures
accompanying the bars) of Baltimore County ninth (9^th^) graders who
passed the Maryland High School Assessment in Algebra One in the years
(X axis, from left to right, in the same left to right order as the
legend at bottom) two thousand and two (green bar) (2002), two thousand
and three (yellow bar) (2003), and two thousand and four (blue bar)
(2004).

Results: More and more Baltimore County ninth (9^th^) graders passed the
Maryland High School Assessment in Algebra One every year.

Thirty-three point nine percent (33.9%) of Baltimore County ninth
(9^th^) graders in the year two thousand and two (2002) passed the test.

Fifty point one percent (50.1%) of Baltimore County ninth (9^th^)
graders in the year two thousand and three (2003) passed the test.

Fifty four point three (54.3%) of Baltimore County ninth (9^th^) graders
in the year two thousand and four (2004) passed the test.

Source: Baltimore County Public Schools System RESULTS.

End of Figure 6.

\[Slide 29\]

# Blueprint Goal 1: Student Achievement

## [Indicator 1.13:]{.underline} All high schools will meet or exceed national average of a 7% (seven percent) participation rate on the Advanced Placement examination

## [Indicator 1.14:]{.underline} All high schools will have at least 70% (seventy percent) of their students who take Advanced Placement examinations achieving passing scores

\[Slide 30\]

# 

Blueprint Goal 1: Student Achievement

[Key Strategies:]{.underline}

#### College Ed for all in seventh (7^th^) grade students

#### Advancement via Individual Determination

#### Smaller learning communities

#### Vertical teams (clusters)

#### SpringBoard

#### Advanced Placement Teacher Conferences

\[Slide 31\]

Title: Advanced Placement Participation Rate, Grade Twelve (12)

Figure 7. This is a simple vertical bar graph comparing the percentages
(Y axis, from zero percent to ten percent in increments of five percent,
0% - 10% in increments of 5%, with percentage figures accompanying the
bars) of Baltimore County twelfth (12^th^) graders who participated in
Advanced Placement classes between the years (X axis, from left to
right, yellow bars, same color and left to right order as in the legend
at bottom) nineteen ninety nine (1999) and two thousand and four (2004),
inclusive. The graph features a horizontal magenta line (same color and
left to right order as in legend at bottom) at the seven percent (7%)
mark to indicate Baltimore County's goal of seven percent (7%) of high
school seniors enrolled in Advanced Placement classes.

Results: More and more Baltimore County high school seniors participated
in Advanced Placement classes between the years nineteen ninety nine
(1999) and two thousand and four (2004).

Six point zero percent (6.0%) of seniors in the year nineteen ninety
nine (1999), six point four percent (6.4%) of seniors in the year two
thousand (2000), and six point eight percent (6.8%) in the year two
thousand and one (2001) took Advanced Placement courses.

After 2001 Baltimore County realized its goal. Seven point four percent
(7.4%) of seniors in the year two thousand and two (2002), eight point
four percent (8.4%) of seniors in the year two thousand and three
(2003), and nine point three percent (9.3%) of seniors in the year two
thousand and four (2004) took Advanced Placement classes.

Source: Baltimore County Public Schools System RESULTS.

End of Figure 7.

\[Slide 32\] Title: A.P. Pass Rate Grade 12.

Figure 8. This is a grouped (X axis groups, from left to right, on years
nineteen ninety nine to two thousand and four, 1999 -- 2004) vertical
bar graph comparing the percentages (Y axis, from zero percent to one
hundred percent in increments of twenty percent, 0% - 100% in increments
of 20%, with percentage figures accompanying each bar) of Baltimore
County (yellow bars) and Maryland (magenta bars) (X axis, within groups,
from left to right, same order as in legend at bottom) high school
seniors who take and pass Advanced Placement courses.

Results: Baltimore County's student passing rate in its Advanced
Placement courses increased almost every year and starting in the year
two thousand and one (2001) and after surpassed the state's student
passing rate in Advanced Placement courses.

In the year nineteen ninety nine (1999), sixty seven point zero percent
(67.0%) of Baltimore and seventy-one point zero percent (71.0%) of
Maryland Advanced Placement students passed their courses.

In the year two thousand (2000), sixty nine point zero percent (69.0 %)
of Baltimore and the same seventy one point zero percent (71.0%) of
Maryland Advanced Placement students passed their courses.

In the year two thousand and one (2001), seventy one point four percent
(71.4%) of Baltimore and only sixty eight point nine percent (68.9 %) of
Maryland Advanced Placement students passed their courses.

In the year two thousand and two (2002), seventy one point seven percent
(71.7%) of Baltimore and a familiar seventy one point zero percent
(71.0%) of Maryland Advanced Placement students passed their courses.

In the year two thousand and three (2003), seventy point six percent
(70.6%) of Baltimore and sixty eight point zero percent (68.0%) of
Maryland Advanced Placement students passed their courses.

In the year two thousand and four (2004), seventy one point two percent
(71.2%) of Baltimore and sixty six point eight percent (66.8%) of
Maryland Advanced Placement students passed their courses.

Source not given.

End of Figure 8.

\[Slide 33\]

# Blueprint Goal 1: Student Achievement

## [Indicator 1.17:]{.underline} All high schools will meet or exceed the national average for participation in the Scholastic Assessment Test or the American College Test.

## [Indicator 1.18:]{.underline} All high schools will meet or exceed the national average for critical reading, mathematics, and writing scores on the Scholastic Assessment Test or the American College Test.

\[Slide 34\]

# Blueprint Goal 1: Student Achievement

### [Key Strategies:]{.underline}

#### New Scholastic Assessment Test Online

#### Scholastic Assessment Test Readiness Programs

#### ScoreWrite

\[Slide 35\]

Title: S.A.T. Participation Rate, Grade Twelve

Figure 9. This is a grouped (X axis groups, from left to right,
Baltimore County high school seniors (yellow bars) and high school
seniors nationwide (magenta bars), same order as in legend at bottom)
vertical bar graph comparing the percentages (Y axis, from zero to one
hundred percent, in increments of twenty percent, 0% - 100% in
increments of 20%, with percentage figures accompanying each bar) of
Baltimore County and nationwide high school seniors who took the
Scholastic Achievement Test (since named the Scholastic Assessment Test)
in the year nineteen ninety eight (1998) and the years two thousand to
two thousand and four (2000 -- 2004) (X axis, groups, from left to
right).

Results: More Baltimore County high school seniors than high school
seniors nationwide, as percentages of all County seniors and of seniors
nationwide, took the Scholastic Achievement Test in every year. The
nationwide percentages of high school seniors taking the Scholastic
Achievement Test rose almost every year, and the County percentages of
its seniors taking the Scholastic Achievement Test did too, but only in
general and with considerable fluctuation.

In the year nineteen ninety eight (1998), forty nine point zero percent
(49.0%) of Baltimore County high school seniors and forty three point
zero percent (43.0%) of high school seniors nationwide took the
Scholastic Achievement Test.

In the year two thousand (2000), fifty five point zero percent (55.0%)
of Baltimore County high school seniors and forty four point zero
percent (44.0%) of high school seniors nationwide took the Scholastic
Achievement Test.

Then, the Baltimore County rates started to fall. In the year two
thousand and one (2001), fifty two point zero percent (52.0%) of
Baltimore County high school seniors and the same forty four point zero
percent (44.0%) of high school seniors nationwide took the Scholastic
Achievement Test.

Then, the nationwide rate recovered and started to rise again. In the
year two thousand and two (2002), fifty point zero percent (50.0%) of
Baltimore County high school seniors and forty six point zero percent
(46.0%) of high school seniors nationwide took the Scholastic
Achievement Test.

Then, the Baltimore County rate recovered and started to rise again. In
the year two thousand and three (2003), fifty point five percent (50.5%)
of Baltimore County high school seniors and forty eight point zero
percent (48.0%) of high school seniors nationwide took the Scholastic
Achievement Test.

Finally, in the year two thousand and four (2004), fifty two point two
percent (52.2%) of Baltimore County high school seniors but, again, the
same forty eight point zero percent (48.0%) of high school seniors
nationwide took the Scholastic Achievement Test.

Source: not given.

End of Figure 9.

\[Slide 36\]

Title: Baltimore County Public Schools High School 2004 SAT Grade 12
Participation

Figure 10: This is a map of twenty four (24) of Baltimore County's
twenty eight (28) high school districts, indicating by color (dark
purple, light purple, pink, gray, white, and green) each district's
percentage category (dark purple is seventy five percent to ninety
percent; 75%-90%; light purple is sixty percent to seventy five percent,
60% - 75%; pink is fifty percent to sixty percent, 50% - 60%; gray is
thirty percent to fifty percent, 30% - 50%; white is zero percent to
thirty percent; and green corresponds to the New Town High School
district, which has no twelfth (12^th^) grade students) of participating
in the Scholastic Achievement Test (before it was named the Scholastic
Assessment Test) in 2004.

Results: Note: The New Town High School district (green) in west central
Baltimore County does not contribute data to this comparison because it
has no twelfth (12^th^) grade students.

The school districts with the most Scholastic Achievement Test
participation (dark purple: seventy five percent to ninety percent,
75% - 90%) are the Dulaney and Hereford high school districts in
northern Baltimore County and the Carver Center, Pikeside, and Towson
high school districts in central Baltimore County.

The school districts with less Scholastic Achievement Test participation
(light purple: sixty percent to seventy five percent, 60% - 75%) are the
Franklin and Owings Mills high school districts in west central
Baltimore County and the Western Tech high school district in
southwestern Baltimore County.

School districts with even less Scholastic Achievement Test
participation (pink: fifty percent to sixty percent, 50% - 60%) are the
Catonsville high school district in southwestern Baltimore County, the
Loch Raven and Perry Hall high school districts in east central
Baltimore County, and the Eastern Tech high school district in
southeastern Baltimore County.

School districts with even less Scholastic Achievement Test
participation (gray: thirty percent to fifty percent, 30% - 50%) are the
Millford Mill Academy and the Randallstown and Woodlawn high school
districts in southwestern Baltimore County, the Parkville high school
district in central Baltimore County, and the Patapsco and Sparrows
Point high school districts in southeastern Baltimore County.

Finally, school districts with the least Scholastic Achievement Test
participation (white: zero percent to thirty percent, 0% - 30%) are the
Lansdowne high school district in southern Baltimore County and the
Cheaspeake, Dundalk, Kenwood, and Overlea high school districts in
southeastern Baltimore County.

Source: Prepared by the Baltimore County Public Schools Office of
Strategic Planning, August 2004 (year two thousand and four).

Note: The Bridge Center, the Catonsville Center for Alternative Studies,
Rosedale Center High, and Sollers Point Southeastern Technical High
School, although listed on the Baltimore County schools Web site, have
no attendance boundaries and do not appear on the map in slide 36.

End of Figure 10.

\[Slide 37\]

Title: Baltimore County Public Schools High School 2004 SAT Grade 12
Combined Mean Scores

Figure 11: This is a map of twenty four (24) of Baltimore County's
twenty eight (28) high school districts, indicating by color (dark red,
medium red, orange, yellow, peach, white, and green) each district's
combined mean average Scholastic Achievement Test verbal and math scores
(dark red is eleven hundred to eleven hundred and fifty; 1100 -- 1150;
medium red is one thousand and fifty to eleven hundred, 1050 -- 1100;
orange is one thousand to one thousand and fifty, 1000 -- 1050; yellow
is nine hundred and fifty to one thousand, 950 -- 1000; peach is nine
hundred to nine hundred and fifty, 900 -- 950; white is seven hundred
and ninety nine to nine hundred, 799 -- 900; and green corresponds to
the New Town High School district, which has no twelfth (12^th^) grade
students) of participating in the Scholastic Achievement Test in 2004.
Later, the test was named the Scholastic Assessment Test.

Results: Note: The New Town High School district (green) in west central
Baltimore County does not contribute data to this comparison because it
has no twelfth (12^th^) grade students.

The districts with the highest combined average Scholastic Achievement
Test scores (dark red: eleven hundred to eleven hundred and fifty, 1100
-- 1150) are the Dulaney and Hereford high school districts in northern
Baltimore County and the Pikesville and Towson high school districts in
central Baltimore County.

The districts with lower combined average Scholastic Achievement Test
scores (medium red: one thousand and fifty to eleven hundred, 1050 --
1100) are the Carver Center high school district in central Baltimore
County; the Catonsville high school district in southwestern Baltimore
County; and the Loch Raven and Perry Hill high school districts in east
central Baltimore County.

The districts with lower combined average Scholastic Achievement Test
scores (orange: one thousand to one thousand and fifty, 1000 -- 1050)
are the Franklin high school district in west central Baltimore County;
the Parkville high school district in central Baltimore County; and the
Eastern Tech and Sparrows Point high school districts in southeastern
Baltimore County.

The districts with lower combined average Scholastic Achievement Test
scores (yellow: nine hundred and fifty to one thousand, 950 -- 1000) are
the Owings Mill high school district in west central Baltimore County;
the Western Tech high school district in southwestern Baltimore County;
the Lansdowne school district in southern Baltimore County; and the
Dundalk, Kenwood and Patapsco high school districts in southeastern
Baltimore County.

The district with even lower combined average Scholastic Achievement
Test scores (peach: nine hundred to nine hundred and fifty, 900 -- 950)
is the Overlea high school district in southeastern Baltimore County.

Finally, the districts with the lowest combined average Scholastic
Achievement Test scores (white: seven hundred and ninety nine to nine
hundred, 799 -- 900) are the Millford Mill Academy, Randallstown, and
Woodlawn high school districts in southwestern Baltimore County and the
Chesapeake high school district in southeastern Baltimore County.

Source: Prepared by the Baltimore County Public Schools Office of
Strategic Planning, August 2004 (year two thousand and four).

Note: The Bridge Center, the Catonsville Center for Alternative Studies,
Rosedale Center High, and Sollers Point Southeastern Technical High
School, although listed on the Baltimore County schools Web site, have
no attendance boundaries and do not appear on the map in slide 37.

End of Figure 11.

\[Slide 38\]

Title: SAT Combined Score Grade 12

Figure 12. This is a grouped (X axis groups, years, two thousand to two
thousand and four, 2000 -- 2004, inclusive) vertical bar graph comparing
(X axis, within groups, from left to right, same order as in legend at
bottom) Baltimore County (yellow bars) and national (pink bars) high
school seniors' combined mean Scholastic Achievement Test verbal and
math scores (Y axis, from nine hundred and fifty to one thousand and
thirty in increments of twenty, 950 -- 1030 in increments of 20,
numerical figures accompany each bar) for the years two thousand through
two thousand and four (2000 -- 2004), inclusive.

Results: In the first year, Baltimore County's combined mean verbal and
math scores lagged behind nationwide combined mean verbal and math
scores. However, in all four subsequent years, Baltimore County combined
mean scores exceeded nationwide combined mean scores. Nationwide and
Baltimore County combined mean scores increased in general but
fluctuated somewhat: Baltimore County averages fluctuating worse than
the national averages.

In the year two thousand (2000), Baltimore County high school seniors
averaged a combined score of nine hundred and ninety seven (997),
whereas high school seniors nationwide averaged a combined score of one
thousand and nineteen (1019).

In the year two thousand and one (2001), Baltimore County high school
seniors averaged a combined score of one thousand and twenty one (1021)
whereas high school seniors nationwide averaged a combined score of one
thousand and twenty (1020).

In the year two thousand and two (2002), Baltimore County high school
seniors averaged a combined score of one thousand and thirty seven
(1037) whereas high school seniors nationwide averaged a combined score,
again, of one thousand and twenty (1020).

In the year two thousand and three (2003), Baltimore County high school
seniors averaged a combined score of one thousand and thirty four
(1034), down three (3) points, whereas high school seniors nationwide
averaged a combined score of one thousand and twenty six (1026).

In the year two thousand and four (2004), Baltimore County high school
seniors averaged a combined score of one thousand and twenty seven
(1027), down seven (7) more points, whereas high school seniors
nationwide averaged a combined score, yet again, of one thousand and
twenty six (1026).

Source: not specified.

End of Figure 12.

\[Slide 39\]

# Blueprint Goal 5: Student Advancement

## 

## All Students will Graduate from High School

\[Slide 40\]

# Blueprint Goal 5: Student Advancement

## [Indicator 5.3:]{.underline} All graduates will meet the college course entrance requirements for the University System of Maryland or the Maryland career and technology education career completer requirements or both

\[Slide 41\]

# Blueprint Goal 5: Student Advancement

## Key Strategies:

### Rigorous Graduation Requirements

### Quality Course Offerings (elimination of low level courses)

### Increasing Advanced Placement Offerings 

### Expansion of International Baccalaureate Programs and Advancement via Individual Determination

\[Slide 42\]

Title: Graduates Meeting The University of Maryland Requirements

Figure 13. This is a simple vertical bar graph (all bars in magenta)
comparing the percentages (Y axis, from zero percent to seventy percent
in increments of ten percent, 0% - 70% in increments of 10%, with
percentage figures accompanying each bar) of high school graduates,
presumably those from Baltimore County, who met University of Maryland
requirements (presumably for admission), between the years (X axis, from
left to right) two thousand through two thousand and four (2000 --
2004), inclusive.

In the year two thousand (2000), sixty two point six percent (62.6 %) of
Baltimore County high school graduates met University of Maryland
requirements.

In the year two thousand and one (2001), sixty point nine percent (60.9
%) of Baltimore County high school graduates met University of Maryland
requirements.

In the year two thousand and two (2002), fifty nine point seven percent
(59.7%) of Baltimore County high school graduates met University of
Maryland requirements.

In the year two thousand and three (2003), fifty seven point seven
percent (57.7%) of Baltimore County high school graduates met University
of Maryland requirements.

Finally, in the year two thousand and four (2004), fifty nine point nine
percent (59.9%) of Baltimore County high school graduates met University
of Maryland requirements.

Source: not specified

End of Figure 13.

\[Slide 43\]

Title: Graduates Meeting The Maryland Career and Technology Education
Career Completer

Figure 14. This is a simple vertical bar graph (all bars in magenta)
comparing the percentages (Y axis, from zero percent to fifty percent in
increments of ten percent, 0% - 50% in increments of 10%, with
percentage figures accompanying each bar) of high school graduates,
presumably those from Baltimore County, who met Maryland Career and
Technology Education Career Completer requirements between the years (X
axis, from left to right) two thousand through two thousand and four
(2000 -- 2004), inclusive.

Results: Percentages increased between the years two thousand and two
thousand and three (2000 -- 2003) but decreased sharply in the year two
thousand and four (2004).

In the year two thousand (2000), twenty nine point zero percent (29.0%)
of Baltimore County high school graduates met Maryland Career and
Technology Education Career Completer requirements.

In the year two thousand and one (2001), forty point six percent (40.6%)
of Baltimore County high school graduates met Maryland Career and
Technology Education Career Completer requirements.

In the year two thousand and two (2002), forty six point six percent
(46.6%) of Baltimore County high school graduates met Maryland Career
and Technology Education Career Completer requirements.

In the year two thousand and three (2003), forty eight point three
percent (48.3%) of Baltimore County high school graduates met Maryland
Career and Technology Education Career Completer requirements.

In the year two thousand and four (2004), thirty point three percent
(30.3%) of Baltimore County high school graduates met Maryland Career
and Technology Education Career Completer requirements.

Source: not specified

End of Figure 14.

\[Slide 44\]

# Effective Leadership: The Goal and Plan in Motion

To be effective, a leader must own the results and all behavior must be
aligned with the goal and plan.

\[Slide 45\]

# Leadership Behaviors

## Visionary

## Purposeful

## Directive

## Collaborative

## Evaluative

## Supportive of Continued Improvement and Growth

\[Slide 46\]

# Powerful School Structures

## Strong master schedule

## Effective personnel decisions

## Understanding of student strengths and weaknesses

## Ensuring curriculum is aligned with assessment

## Assessment supported by effective use of technology

\[Slide 47\]

Title: Service for the Schools

Figure 15. Diagram of inter-connected two-way relationships show how the
county superintendent of education, school principals, the executive
director of schools, the county board of education, and business
services serve one another to contribute to student achievement results.

School principals serve, and are served by, teachers' curriculum and
instruction, the county superintendent of education, the executive
director of schools, and business services.

The superintendent serves, and is served by, teachers' curriculum and
instruction, the county board of education, school principals, and
business services.

The county board of education only serves, and is only served by, the
county superintendent of education.

Business services serve, and are served by, the superintendent, the
executive director of schools, and school principals.

The executive director of schools serves, and is served by, teachers'
curriculum and instruction, school principals, and business services.

Teachers' curriculum and instruction serves, and is served by, the
county superintendent of education, the executive director of schools,
and the school principal.

End of Figure 15.

\[Slide 48\]

Title: THE MATRIX:

Figure 16. There are three dimensions of how to work to improve schools:

1.  Actors and Agencies (which educational, commercial, or political
    population or populations to target for change)

2.  Areas of Intervention (what aspect or aspects of teaching to target
    for change)

3.  Areas of Effect (how broad the change is)

Actors and Agencies:

-   Students

-   Parents and Parent-Teacher Associations

-   Teachers and Teachers' Unions

-   Local Administrators

-   State and Local Boards of Education

-   Universities

-   Business Community

-   Legislators

-   Others

Areas of Intervention

-   High Quality Teaching

-   Access to Rigorous Curriculum

-   Data-Based Decision-Making

-   Quality Pre-School

-   Identification and Intervention

-   Commitment to Achievement

Areas of Effect

1.  Among students within class

2.  Among classes within school

3.  Among schools in a system

4.  Among systems in a state

Source: Advanced Interactive Mathematical Modeling Software (AIMMS),
Maryland State Department of Education (M.S.D.E.), 2001 (year two
thousand and one)

End of Figure 16.

\[Slide 49\]

\[Photo: Seven people at a panel table collaborating with one man
standing off to the right of the photograph. On an easel is a chart,
behind the four people in the left of the photograph, which reports
improved student achievement in Prince George's County Schools. A
decorative banner above the chart with white letters on a red background
lists some words from the title of the conference: "...of Choices" and
"High School". End of Photo.\]

\[Slide 50\]

# 

The Baltimore County Public Schools.

Thank you!

#