BCP October 2019 Newsletter
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In this issue:
- TEACHER FEATURE: Frederick Elementary's Shondrea McCargo
- Notre Dame of Maryland University Says YES to Govans Elementary
- Legg Mason Supports Patterson Park Audubon Center Programming for Hampstead Hill Academy
- Wolfe Street Academy Builds Community with the Virtues Project
- City Springs Pilots College and Career Readiness Program
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TEACHER FEATURE: Frederick Elementary's Shondrea McCargo
Interview by Jon McGill, Director of Academic Affairs, Baltimore Curriculum Project
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Jon McGill: Can you tell us a little about your background prior to teaching at Wolfe Street Academy?
Shondrea McCargo: I graduated from Morgan State University with a Bachelor of Science Degree in Elementary Education. I have spent a great deal of my professional career working in academic settings as an instructor of some sort (after-school, academic, enrichment, etc.). I must thank Susan Lattimore (former BCP Reading Coach) for recruiting me across her garden fence to join this beautiful network of educators and professionals.
JM: What did you learn about teaching and yourself while at Wolfe Street Academy?
SM: Wolfe Street Academy was my very first experience as a certified elementary education teacher. Although I was there only for a short period of time, I learned so much. Wolfe Street Academy was the first professional setting to show me the importance of valuing the culture of others - especially learners! It was so incredible to celebrate traditional holidays with my students and learn about their heritage. It challenged me to step outside of my own views and comfort zones regarding best practices for educating students.
This was also the first professional environment to teach me the value of collaboration and teamwork! At Wolfe, we did everything in and as teams and I constantly felt encouraged and supported.
JM: Tell us about the Fulbright experience?
SM: I spent a year in Malaysia as a Fulbright Scholarship recipient teaching English to middle school students. My Fulbright experience in Malaysia was my most transformative and memorable life experience thus far. Every aspect of Malaysia’s culture, food, and way of living challenged my previous frame of reference, causing me to leave Malaysia with a broader and more compassionate understanding of others.
My Fulbright experience developed and refined my professional skills and stretched the conviction I had in my capabilities. My Fulbright network, which included my Fulbright cohort, U.S. and Malaysian mentors, and the Malaysian community was extremely welcoming, and I have made connections and friendships that will last a lifetime.
I returned from my Fulbright experience in Malaysia bringing a wealth of insight and expertise which I have applied in just about every aspect of my life back home; if only I could have brought back the recipe for the perfect Roti Canai!
JM: What made you decide to come back to a Baltimore Curriculum Project school?
SM: When I returned to the states, it was without question that if I was to return to the school system, it had to be in a Baltimore Curriculum Project school. I felt that BCP not only cared about the students, but also about the teachers and administrators that worked with them.
I have always felt that my voice, input, and presence mattered in BCP schools - and that sense of mattering has fueled the effort that I give each day. Also, each BCP school that I have been connected with has felt less like a place of work and more like a family. The connections I have made with my coworkers and bosses have been indescribable and I couldn't imagine a more nurturing and respectful work environment.
JM: How has life been at Frederick Elementary School (FES) now that you are in year three there?
SM: The transformation in this community of learners has been remarkable to see. When we began, it was clear that we had challenges ahead of us, but we have proved that we have a spirit of perseverance and teamwork!
The students have shown unequivocally what can be done with a quality staff and willingness to work from the heart. Not only has the leadership at FES been impeccable - offering ample opportunities for reflection, collaboration, and professional development, but I simply adore my coworkers! The effort in the building is palpable. The interactions within the building are genuine and the students are proving that they have what it takes to be successful!
JM: What does the future hold for you?
I am currently studying at the University of Pennsylvania earning my Master's in Applied Positive Psychology. I plan to pursue a PhD in Clinical Psychology following this degree. It is my hope to further understand and develop protocols and interventions for working with students in marginalized communities with complex academic and emotional needs. It is my hope to contribute to the effectiveness of developing teachers who are culturally and social-emotionally prepared to work with students in diverse communities.
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Notre Dame of Maryland University Says YES to Govans Elementary
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Notre Dame of Maryland University (NDMU), with the support of the Campus Compact Mid-Atlantic AmeriCorps VISTA program, introduced the York Road Education and Service (YES) Program to Govans Elementary last school year. The YES program aims to support college preparation and increased academic achievement for Baltimore youth.
During school year 2018-2019, Hannah Cook, a CCMA AmeriCorps VISTA and YES Program Coordinator, worked closely with Sandi McFadden, the Strong City Baltimore Community School Coordinator at Govans Elementary, to expand the school’s tutoring program. Over the next two years Ms. Cook will continue to work with Ms. McFadden to develop the YES program. Plans are to add a mentoring program this school year and a health program next school year.
Ongoing assessment is a critical piece of the tutoring program’s success. Last fall, Ms. Cook developed a tutoring assessment tool, which NDMU tutors use to monitor student progress and gather student feedback after every session. Ms. McFadden reviews the assessment data and checks-in with tutors on a regular basis.
The assessment tool has been so helpful that Ms. McFadden is using it with all tutors, including students from the Towson University TUTORS Program and retired teachers from Church of the Redeemer. Ms. McFadden and Ms. Cook also developed a Tutorial Handbook for the program.
Tutoring referrals come from teachers, the school’s guidance counselor Kara Silber, the Individual Education Program (IEP) Team and the Student Support Team (SST). Ms. McFadden matches every student with a tutor suitable to his or her needs. For example, there are several Hispanic tutors who work with Spanish-speaking English Language Learners. One such student spoke very little English at the beginning of last school year. After participating in the tutoring program, her English skills improved dramatically.
“It’s amazing to see her in this environment now compared with last year,” said Ms. McFadden. Before, she didn’t want to be here. Now she’s having fun with her friends and her English is amazing.”
Govans Elementary and BCP would like to thank Notre Dame of Maryland University for bringing the YES program to Govans Elementary.
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Legg Mason Supports Patterson Park Audubon Center Programming for Hampstead Hill Academy
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Thanks to the generous support of Legg Mason, thousands of Hampstead Hill Academy (HHA) students have benefited from Patterson Park Audubon Center (PPAC) programming since 2002.
PPAC offers science-based programs to schools, engaging a multicultural community in educational adventures and environmental stewardship.
Last year over 400 HHA students in grades PreK through five engaged in a series of hands-on immersive lessons on the life, earth, and physical sciences, as well as engineering, technology, and applications of science.
Students experienced 90-minute outdoor lessons in the fall and spring, plus a one-hour winter indoor lesson to bridge the two field experiences. In addition, teachers were provided with two extension lessons designed to deepen students’ understanding beyond the field trip and take what they’ve learned into their homes, schools, and communities.
All Audubon lessons are developed to meet teachers’ needs; follow a theme for each grade; and include opportunities for solution-oriented action in the real world. For example, third graders plant native plants for birds in Audubon’s gardens in the park.
This year students have already begun their nature studies with PPAC. First graders enjoyed their visit to Patterson Park for their first Audubon lesson on September 27th. They learned about adaptations and insects by catching and observing them close up. Second graders will visit the park in late October to learn about the "World Wide Web."
Patterson Park Audubon Center programming is an important component of HHA's overall Nature Exploration program, which is taught by Melissa Riorda.
In addition to Patterson Park, students explore the school's organic garden to learn about the natural world. In September, elementary students made observations in the school garden using their five senses. They had the opportunity to look, smell, touch and taste many of the plants in the garden. They even heard the crickets and the buzz of bumble bees.
Middle school students have been exploring the pond ecosystem and making observations about the plant and animal life there.
HHA and BCP would like to thank Legg Mason for supporting PPAC programming for HHA.
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Wolfe Street Academy Builds Community with the Virtues Project
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Wolfe Street Academy’s (WSA) rollout of the Virtues Project is in full swing this school year. The Virtues Project is a global grassroots initiative to inspire the practice of virtues in everyday life, sparking a global revolution of kindness, justice, and integrity in more than 100 countries through Facilitators, Master Facilitators, Champions and Virtues Connections.
There are over 50 virtues such as compassion, trust, commitment and tolerance. The Five Strategies of The Virtues Project are practices that bring virtues to life in every relationship. Schools adopt the strategies and resources in The Virtues Project Educator's Guide to foster academic excellence while creating a culture of caring, as well as trust and unity among staff.
On August 27, 2019 WSA staff engaged in a Virtues training presented by Dara Feldman, CEO of Virtues Matter. Both this training and a follow up training in October were made possible by the Positive Schools Center at the University of Maryland School of Social Work.
After the training, Ms. Feldman tweeted that she was “grateful for the purposeful engagement by the deeply committed staff from Wolfe Street Academy as they stepped into a deeper understanding of what it truly means to be restorative, the difference between punishment and consequences and the power of virtues language!”
In September, teachers began using “Virtues Picks” with their students, which involves selecting a virtue from a pack of Virtues cards, reading it as a group, and then reflecting on that virtue as part of a community-building circle.
Principal Gaither introduces a virtue every Monday during the daily morning meeting with students, teachers, and 30-40 parents. He then highlights parts of the virtue throughout the rest of the week. Posters listing the Virtues are displayed in each classroom and in the shared spaces throughout the building.
Principal Gaither also includes a “Virtues Pick” in his weekly memo to teachers. He encourages teachers to “reflect on what that virtue means to you, what it could mean in your role, in your classroom, and in the decisions you make each day.”
WSA uses a “Wolfe Pups” system to celebrate use of the Virtues. When teachers observe a student demonstrating a virtue, they fill out a Wolfe Pup nomination form. At the end of the week, each teacher selects two students to be entered in the school-wide drawing on Monday. Photos of the winners, known as “Star Wolfe Pups”, are displayed in the cafeteria. “Wolfe Pups” who are not selected have their photos displayed in their classrooms.
Ms. Feldman returned on October 17, 2019 to offer a second teacher training session. This session focused on continuing and deepening WSA’s work with Restorative Practices, Mindfulness and Virtues Language.
One teacher wrote about the training: “This training introduced new ways to interact with students in day-to-day, real interactions. I plan to check myself when I use “traditional language” and incorporate virtues in my week as a way to show positive reinforcement or to correct/guide behavior.”
Many teachers report that they use Virtues Language with their students, with other staff, and at home with their own children/families.
WSA and BCP would like to thank Dara Feldman and the Positive Schools Center at the University of Maryland School of Social Work for bringing the Virtues Project to WSA.
Learn more about:
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City Springs Pilots College and Career Readiness Program
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This fall, City Springs Elementary/Middle School launched a new College and Career Readiness (CCR) Program, made possible by a generous grant from the Abell Foundation.
The CCR Program will prepare City Springs students to graduate high school, and to successfully pursue their careers of choice via successful completion of college or a career training program.
The CCR Program is managed by Program Director, Shaquayah McKenzie. She leads a collaborative team including the School Guidance Counselor, Erica Fernandez, and Child First Community School Coordinator, Ahmad Collick, to provide rich CCR opportunities for students.
The first year of the program will focus on middle school and will include planning for a later high school piece. Middle school support includes individualized academic counseling; targeted math instruction for high performers; CCR resource classes; CCR parent workshops; an honors English Language Arts program; rigorous science instruction; career talks, and high school/college tours.
Splash Scores
An important part of the program is an academic goal setting model for sixth and seventh graders in which students receive a quarterly "real-time" high school choice analysis (or Splash Score) using current grades, attendance, and test scores. This gives students and families the opportunity to understand student eligibility for high schools based on their current performance. Ms. McKenzie, and school Guidance Counselor, Erica Fernandez are meeting with all middle school students individually to help them set and accomplish short- and long-term goals for high school and beyond.
Academic Programming
The program also includes intensive academic programming. City Springs is focusing on individualized instruction for students with higher math skills in order to help them increase their PARCC math scores and prepare them to take Algebra in eighth grade. Low PARCC math scores represent the greatest barrier to gaining acceptance into selective high schools for City Springs students.
City Springs has developed and is implementing an ELA Honors curriculum for high achievers. The honors program will prepare higher performing students for the demands placed on them by entrance-criteria high schools and will also place these students on a more level playing field regarding their GPAs, as honors courses are weighted more heavily than non-honors courses in generating composite scores.
City Springs is also using the IQWST (Investigating and Questioning our World through Science and Technology) program, which transforms adolescents into scientists. Students investigate questions relevant to their lives by conducting investigations; collecting and analyzing data; developing and using models to explain phenomena, and engaging in argument from evidence, all in a literacy and discourse-rich environment.
Highlights So Far
Ms. McKenzie hit the ground running when the program launched in September. Below are a few program highlights:
- Ms. McKenzie is teaching weekly resource classes for middle grades students using the Baltimore City Public Schools CCR curriculum.
- Ms. McKenzie and Ms. Fernandez are meeting with all seventh and eighth graders individually to review Splash Scores and set academic goals.
- Eighth graders attended the Baltimore National College Fair on October 22, 2019. They had the opportunity to interact with admissions representatives from a wide-range of post-secondary institutions. By the end of the event, students had identified three colleges they are interested in pursuing in the future.
- Omari Pearson, CEO of Passion to Purpose, facilitated two sessions for seventh and eighth graders on October 24, 2019 and will return on December 4th. Passion to Purpose is a career-driven life skills and mentoring company that equips students with the necessary life skills to prepare them to succeed in high school, college, and their careers.
- University of Baltimore is providing a college readiness course for sixth, seventh and eighth graders. Ahmad Collick, Child First Community School Coordinator at City Springs, brought this partnership to City Springs last school year. Each class will compete for a chance to win a full campus tour in the Spring.
Program Year Two
Year two of the CCR Program will add support for City Springs alumni including: an after-school resource center, regular check-ins with students and families, college trips, college and career planning, student workshops, and summer academies.
City Springs and BCP would like to thank the Abell Foundation for supporting this program.
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