Designing Education, Becky Slogeris, MASD '12

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DESIGNING EDUCATION

Becky Slogeris

Masters of Art in Social DesignMaryland Institute College of ArtBaltimore, MarylandSPRING 2012

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DESIGNING EDUCATION

Becky Slogeris

Masters of Art in Social DesignMaryland Institute College of ArtBaltimore, MarylandSPRING 2012

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TABLE OF CONTENTS

PREFACE

INTRODUCTION

RESEARCHTeacher Interviews

INTERVENTIONBMore Fit Teacher ToolkitBaltimore CARES

IMPLEMENTATION

BIBLIOGRAPHY

APPENDIX

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PREFACE


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ABOUT ME

The daughter of a preschool teacher and a digital networking engineer, I fall somewhere in between, hoping to use design to address education reform. I couldn’t get enough of Baltimore during my four years as an undergraduate at MICA, so I decided to stay and be a part of the inaugural year of MICA’s Masters of Art in Social Design.

During my time in Bolton Hill, I interned at Pentagram, worked with the Center for Design Practice on the Real Food Farm and Cares Mobile Safety Center projects, was a Community Arts Partnership (CAP) Intern and France Merrick Fellow, spent my summers as a MICA Pre-College Teacher’s Assistant/Resident Councelor (TARC), and acted as co-curator and designer of the “Baltimore: Open City” exhibition in the North Avenue market.

Now living in East Baltimore, I work for Elev8 at Collington Square Elementary and teach a social design class aimed at fixing the bus system at Digital Harbor High School.

10 DESIGNING EDUCATION PREFACE

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The Baltimore Textbook, Undergraduate Senior ThesisSpring 2011


Color Theory workshop at the St. Francis Neighborhood Center in Reservoir Hill, Fall 2009

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Morning Harambee during Freedom Schools at Collington Square Elementary, Summer 2011


Rebranding of Commodore John Rodgers Elementary with James Anderson, Summer 2010

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“From the standpoint of the child, the great waste in school comes from his inability to utilize experiences he gets outside school in any complete and free way within school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of school, its isolation from life. When the child gets into the schoolroom he has to put out of his mind a large part of the ideas, interests, and activities that predominate in his home and neighborhood. So the school, being unable to utilize this everyday experience, sets painfully to work, on another tack and by a variety of means, to arouse in the child an interest in school studies.”John Dewey

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INTRODUCTION


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THESIS TOPIC

The obstacles to creating meaningful learning experiences are obvious. For a teacher overwhelmed with benchmarks and testing standards, taking the time to conceive of ways to engage students is daunting and time-consuming.

How can design make supplemental curriculums desirable and easy for teachers to implement in classrooms, so that students aren’t merely being taught to a test?

I will be working with select non-profits and Baltimore City agencies to pilot teaching tools and alternative curriculums in Baltimore City Public Schools. ‘Designing Education’ will prove the role graphic design can play within classrooms and the larger dialogue of education reform.

20 DESIGNING EDUCATION INTRODUCTION

PHENOMENON

A public school education does not allow curriculum to address the holistic child because of high-stakes testing requirements. School is disconnected from life, learning has lost its purpose. Attendance is low and students act out in class because there is no visible purpose to what they are doing or connection to their daily life. At a certain age, the excitement of going to school wears off and it becomes a chore.

Education can either reinforce existing oppression or help to lift someone up. Education impacts job opportunities, life expectancy, income, civic identity/involvement. Where do we intervene to make sure that best practices are surrounding the student throughout their entire educational journey?

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HOW I AM CONNECTED TO THIS PHENOMENONI currently work for Elev8 at Collington Square Elementary and for Wide Angle Youth Media at Digital Harbor High School. I also come from a family of teachers, and am a product of both public and private school.

Working at Baltimore City Public Schools I see first hand how students struggle to relate to the content they are learning. This often results in acting out or resignation. When students are excited about what they are doing, they have an unbelievable capacity to engage and take learning into their own


“The development of a widespread policy of compensatory education led to what Herbert Ginsburg so rightly called “the myth of the deprived child.” We, quite mistakenly, institutionalized a heretofore personalized racism. No one indented to do that; we simply paid attention to one side of the dialectic as opposed to the other. We forgot that just because these children could benefit from direct instruction in the content of middle-class knowledge, it did not mean that they did not already have a great deal of knowledge and skill. We allowed ourselves to be content to show a statistical gain on achievement test scores without bothering to ask if that meant real success in school or in the world.

-Julian RappaportIn Praise Of Paradox: A Social Policy Of Empowerment Over Prevention

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RESEARCH


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REASONS WHY PHENOMENON HAPPENSPossible reasons this phenomenon occurs:

• High stakes testing (MSA)• Competition among nations• Teacher’s unions• Classroom management barriers• Standardization (equality/freedom

paradox)*• Burden of teachers (overwhelming)*• Lack of established, open-sourced

examples/models of successful teaching tools *

• Cost of curriculum resources

Areas I’ve targeted for further research:

Burden of teachers (overwhelming)Design can help make things easier to digest. (a dense 300 page curriculum manual vs. a small, easy-to-read, well designed booklet.)

Lack of established, open-sourced examples/models of successful teaching tools These models already exist, but are inaccessible because of price or availability. Design can aid in democratization.

Standardization (equality/freedom paradox) Designers are masters at working within constraints. There is great freedom in what gets taught as long as (1) teachers can prove that it ties back to benchmarks and state standards and (2) it shows measurable results (student test scores are raised, attendance goes up.

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6. Sesame Street & PNC Bank,Saving, Spending, Sharing

Sesame Street themed Parent Toolkit to help families develop financial basics.

7. Future City

A project-based learning experience where students design cities of the future.

8. US Census & Scholastic, Everybody Counts!

Teaching guide with lesson plans that connect the 2010 census to national standards.

9. Studio H

A design and building high school public education program in Bertie County, North Carolina.

10. RULER

An evidence-based social and emotional learning program developed by researchers at Yale.

1. Middle School Students tell LAUSD: No More Styrofoam!

A student created gesture to encourage LAUSD to ditch styrofoam.

2. Prototype: Real World Problems for Young Creatives

A camp for young creatives using design methodology to solve real world problems.

3. Teen Design Heroes

A design-build, rapid prototype workshop on vacant lots with teens in Philadelphia.

4. BOX City Curriculum

A city-planning curriculum to teach students the value of the built environment.

5. The School of Life

A London storefront with programming that focuses on how to lead a better life.

28 DESIGNING EDUCATION RESEARCH

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INTERVIEWS

During my thesis research, I spoke to Baltimore City Public School teachers at Commodore John Rodgers Elementary, Collington Square Elementary, Digital Harbor High School, and Ben Franklin High School about the challenges they face in the classroom and their hopes for their students.

Half of the teachers noted student behavior as their biggest barrier to successful teaching. More than half noted the influence of outside factors like poverty on student performance, and the inability to address those issues within the classroom. Every single teacher noted lack of time, exhaustion, and sacrifice of personal life as a barrier to successful teaching.


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Mr. MurfreeBenjamin Franklin High SchoolSpanish Teacher

Explain your school’s structure and vision.It’s my first year here. I chose it because it’s a turn around school and a smaller school. It’s also a social issue. People who live in Brooklyn don’t ever leave Brooklyn. We’re in a unique situation. Because this is a 3 year plan, there are lots of eyes on the building & people in the building. Our vision is to embrace being a local school and meet kids where they are.

What is the best part about teaching?That you can never settle, everyday is practice. You can never be perfect. Everyday something reveals itself – forces growth.

What is the worst part about teaching?The staff is phenomenal, but we’re young. We don’t have a discipline policy set in stone. The worst part is not having a backbone to rely on.

What is you lesson planning process?Treading water – next day, the night of. Wake up at 3 am. The 1st 3 months, I slept three hours a night. Now it’s better, I’m up to like five. Looking at what the unit has to offer & what daily needs are. Mostly engagement pieces. Have students play games, compete. A lot of my planning is how to control that.

What would make your lesson planning process easier?We have a curriculum, but not a book. A textbook would help. The city curriculum isn’t great. I skip some units. Like learning how to say Jupiter & Pluto.

They’re never going to use that. We’re still working on “como estas?” Publishers make textbooks & that’s why they’re not aligned. If all the veteran teachers got together to create a textbook – it would be much more dynamic, and that’s what we need. There are plenty of places to upload lesson plans, but teachers are not the people you want designing. The interfaces are ugly & not user friendly, and that raises the bar to get in. Grading PTG is the same thing, it’s hideous. Like old Microsoft. It’s number driven.

How would you define successful teaching? I have two answers. 1. Do kids master their content? (that is what’s drilled into us) 2. But the real reason – school is too much about content. What we should be teaching is how to be good & productive citizens. They’ll never need to use calculus. It shapes their mind, but the math/science hierarchy is disturbing. We should be focusing on real world things and shaping people.

What is your biggest barrier to successful teaching?Day in and day out, it boils down to time. I would be much better with a day off – a day without kids to clean room, call parents, etc. Also, it’s a lot to do with what happens outside of schools. Schools are tasked with solving far more societal issues than they should. & that’s the stuff that gets left behind. Most kid’s parents didn’t graduate High School. We’re dealing with all kinds of skewed priorities, different from what our system is set up to deliver to.


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Mr. AltBenjamin Franklin High School10 -12th grade math (geometry & pre-calc)

Explain your school’s structure and vision.Local. Most schools are magnet or charter at the high school level, so being local is unique. Our school day is extended, with regular classes M- Th 9-3:45, and Friday 10-2 varied for each student, internships, enrichments, etc.Whether they’re supposed to or not, schools are functioning as a place where students learn how to act in society. Originally it was to teach information, now it is to prepare for the next step in life.

What is the best part about teaching?Interacting with students is fun. Anything in the classroom.

What is the worst part about teaching?Planning sucks. Grading sucks. Anything that happens out side of the classroom.

What is you lesson planning process?1st figure out what I want them to know. Then best way to get that through to them. With a definition, I always have them figure it out themselves, instead of me giving it to them. They remember it a lot better.

What would make your lesson planning process easier?It would be easier if someone else did it. If online, you had a “this is what you want to teach search bar,” with associated activities. Yesterday I taught mid sections of trapezoids and had the students build

Mayan temples.

How would you define successful teaching? My job is to put knowledge into their brain. To me that’s success.

What is your biggest barrier to successful teaching?Finding a way to engage them, finding a way to manage them. BCTR taught me that as long as your lessons are engaging, and you have systems in place for managing, you should be fine. Little things make a big different, like separating kids.

What are your hopes for your students?At the simplest level, leave knowing more about geometry. At more advanced level, understand how to function in social setting. But you need the second before the 1st to have successful teaching.


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Ms. JohnsonBenjamin Franklin High SchoolScience Teacher

Explain your school’s structure and vision.As I understand it to be – individualize learning (address needs).

Tell me about your most memorable teaching moment.When I student told me that I was tough but fair, that I kept everyone in line. You can’t learn in chaos. if I can get rid of the chaos, at least it gives learning a fighting chance.

What is the best part about teaching?When they get it. learn a new concept. Something brand new.

What is the worst part about teaching?Paperwork & behavioral problems.

What is you lesson planning process?As required, we plan Fridays as a group (8-3) but it’s more difficult because I’m not in my room, not with the meat & potatoes for science (chemicals) etc. But it depends on structure, time is a tool. I used to meet collaboratively for 20-40 with teachers at my old school. It was the perfect amount of time to identify behavior problems, strategize & connect to other classes & subjects (cross-subject).

What would make your lesson planning process easier?Having equipment for course (chemicals, tools) & time to do it. I’m so busy with paperwork, I don’t have

time to set the stage (very important) or to grade & see what needs to be re-taught. PD should look different, include software programs, make sure teachers can use the attendance program. I spent so much time trying to work the software.

How would you define successful teaching? Set goal/objective & have students meet it. Show you that they know (formal/informal assessment)

What is your biggest barrier to successful teaching?Attendance & behavior problems. Students aren’t consistently here, there’s a different group every day.

What are your hopes for your students?For them to feel like they have enough confidence to move to high-ed. Because I’ve armed them academically with the correct tools for college level science. So many are insecure about what they know, it stops them from feeling like they can move on.

What are your fears?That they won’t understand the value of education until it’s too late.


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Ms. HeidCommodore John Rodgers7th grade Science Teacher

Explain your school’s structure and vision.To get all kids on a path to go to college & be successful no matter what. This is my first year at Commodore, and I see it in the staff. We do what’s best for the kids, even if it’s not good for us. (time wise, money wise)

What is the best part about teaching?Seeing students grow, academically and as people. Seeing them make good, responsible decisions.

What is the worst part about teaching?Planning an awesome lesson that doesn’t happen because of something unpredictable, like an assembly or a student’s misbehavior.

How would you define successful teaching? By student achievement and the relationships built with kids.

What is your biggest barrier to successful teaching?Student behaviors are disappointing, because the kids who want to learn have distractions.Calling homes of kids who have had problems during the day takes away time from helping and praising the kids who have done well. What are your hopes for your students?That they go on to college and become influential citizens.

What are your fears?That even the best kids in my class right now couldn’t handle college level freshman biology.The rigor is not there, they don’t know how to study or take notes. I worry that they won’t be able to make a life for themselves


“Canada is an extraordinary person. So is David Levin. And Wendy Kopp. And Jessica Reid. So are thousands of spectacular, equally driven teachers in traditional public schools across the country. We can be led and inspired by extraordinary men and women in these charter or public schools. But they will lead us to the right place only if we can figure out a realistic way to motivate and enable the less than extraordinary in the rank and file to respond to this emergency. We can’t do that by requiring them either to sprint or stand aside.”

- Steven BrillClass Warfare: Inside the Fight to Fix America’s Schools

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INTERVENTION


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EXPLANATION

Designing Education is two different supplementary curriculum programs for Baltimore City Public School teachers that are easy and enticing to use and engage students in learning beyond being taught to a test.

1. BMore Fit Teacher ToolkitBMore Fit is a local non-profit with the goal of reducing childhood obesity in Baltimore by educating and mentoring urban youth with targeted programs around improved health, fitness and nutrition. The teacher toolkit is a deck of exercise cards and instructions for teachers to use in their classroom to keep students engaged through movement.

2. Baltimore CARES Service-Learning CurriculumBaltimore CARES (Change Agents Reaching Empowerment through Service Learning) is part of Mayor Stephanie Rawlings-Blake’s new Step Up Baltimore! initiative. It engages High School students in the process of revitalizing a vacant lot around their school through a service-learning curriculum.


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Baltimore CARESService-Learning Curriculum

44 DESIGNING EDUCATION BALTIMORE CARES

“Instead of simply focusing more closely on practices that we know are ineffective for large numbers of students — an unfortunate consequence of the standards movement — place-based education has the potential to transform the very nature of schools.”

-Gregory A. SmithPlace-Based Education: Learning to Be Where We Are

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ABOUT BENJAMIN FRANKLIN HIGH SCHOOL

Benjamin Franklin High School at Masonville Cove, located in the Brooklyn neighborhood of Baltimore, MD, is a 9-12 public school with a recent history of low student achievement. In the hopes of bolstering the other turnaround efforts currently happening, this service-learning curriculum will provide a much needed resource.

BALTIMORE CARESA Service-learning curriculum for High School Students

Baltimore CARES (Change Agents Reaching Empowerment through Service-Learning) is a service-learning curriculum that engages High School students over the course of the school term to learn about and make an impact on the challenge of vacant lots.

Maryland is the only state in the nation that requires its students to engage in 75 hours of service-learning – which may begin in middle school – in order to graduate.

Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

A vacant lot can be used to tell the story of the community and city. It can be used to apply writing, math, science, and other skills learned in the classroom. It can be used to uncover health and environmental effects.. In other words, a vacant lot can be a rich learning laboratory.

After piloting the program at Benjamin Franklin High School the curriculum will be made available to schools across Baltimore interested in replicating Baltimore CARES.

46 DESIGNING EDUCATION BALTIMORE CARES

Vacant lots surrounding East Baltimore Community School

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Vacant lots surrounding Collington Square Elementary. The area surrounding Collington Square has the 3rd highest percentage of the population under 18, and the 15th highest level of vacant lots and buildings.


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BMore FitTeacher Toolkit

52 DESIGNING EDUCATION BMORE FIT TEACHER TOOLKIT

“Kids pay better attention to their subjects when they’ve been active. Kids are less likely to be disruptive in terms of their classroom behavior when they’re active. Kids feel better about themselves, have higher self-esteem, less depression, less anxiety – all of those things can impair academic performance and attentiveness.”

-Dr. Antronette YanceyDirector, Center to Eliminate Health Disparities

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ABOUT GREEN STREET ACADEMY

Green Street Academy is a public middle-high school in Baltimore that embraces the green movement and the new career paths it will generate. It opened in September, 2010 for 6th and 7th grade students. The school will grow one grade each year through the 2015-16 school year, when students will attend continuously from 6th through 12th grade.

BMORE FIT TEACHER TOOLKIT

In Baltimore City Public Schools today, students and teachers struggle with long class periods and strict curriculum. Lack of focus and disruptive classroom behavior make it difficult for teachers to teach and students to learn.

Research has found that brain activity and development are enhanced by physical exercise. Students pay better attention to their subjects and are less likely to be disruptive in class when they’re active.

The BMore Fit Teacher Toolkit is a deck of exercise cards and instructions for teachers to use in their classroom to help students focus and improve their academic performance.When teachers notice that students are losing focus, they can pull out their deck of cards and pause the class for “BMore Fit Time,” five minutes of quick and fun exercises to reset classroom dynamics with relaxed and energized students. The toolkit is currently in development with students and teachers at Green Street Academy in Baltimore. The ultimate goal is to provide every teacher in Baltimore with the toolkit and training to use exercise as a tactic for classroom management and productivity.


BMore Fit Time launches at Green Street Academy.

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"It helps you wake up in the morning” – Kyle McCoy

"It’s fun, active, & we don’t have a lot of things that let us get out our frustration”

–Tionay Johnson

"A good way to end the class, it get me excited to go into the classroom knowing that I get to do it everyday.”

– Brianna Dailey


6th grade students in Mr. Goodstien’s class

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6th grade students in Ms. Bovill’s class


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1. Extend arms straight out to sides (parallel to the floor)

2. Rotate arms in circles while keeping fists extended

3. Switch direction of circles

DIFFICULTY

Benefits: • Strengthens your arms

For added variety:Change the size and speed of the circles.

1. Place your hands together at your heart.

2. Bow your head and say “Namaste”

DIFFICULTY

Benefits: • Gets you focused and ready to

get back to class!

Namaste is done at the end of an exercise. It means: “I honor you and you honor me.”

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THEORY OF CHANGE

Is the intervention ameliorative or transformative?

Ameliorative. Instead of waiting for policy change or opening more charter schools, how can we work with what we have in public schools to create change?

Who or what do you expect to change?

Learning environments, scope of curriculum, academic performance, interest in learning.

Teachers, and in turn students.

Teachers will integrate supplemental teaching tools and methods into their existing lesson plans, creating a more holistic and engaging classroom experience for students.

I envision a classroom where these barriers are removed; where misbehaving students become actively engaged in learning because the content is exciting and relevant; where school connects directly to the rest of a student’s life because classroom lessons use the surrounding neighborhood as a think tank for creative problem solving; where teachers no longer waste time creating lessons from scratch, while simultaneously trying to align student objectives to benchmarks, because they have well-designed tools and curriculums to help them succeed.


“Social Design is about injecting new protocols into institutions.”

-Teddy Cruz

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IMPLEMENTATION


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EVALUATION

1. Teacher enthusiasm to use tools, reporting positive experience, eager to use again and share with other teachers

2. Student outcomes based on piloted curriculum, increased interest in school and attendance

3. Support from school system, city-wide promotion of tools through professional development workshops.

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NEXT STEPS

What is needed to make this happen?Interest from teachers and schools, support from Baltimore City Public Schools.

What is your plan for implementation/evaluation?1. Pilot the BMore Fit Teacher Tool Kit

at Green Street Academy and work with teachers and students to evaluate effectiveness.

2. Work with Baltimore CARES Americorps VISA at Benjamin Franklin High School in Brooklyn to design and produce first edition copies of the Baltimore CARES Teacher Guide & Student Workbook. User-test both products along the way with teachers and students.

What are your next steps for this intervention (2 months)?1. Work with teachers to design and

produce the BMore Fit Teacher Tool Kit using photos of students and staff.

2. Continue meeting with the Baltimore CARES Americorps VISA to fully flesh out missing components of the curriculum and fine tweak design before moving into production.

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LONG TERM PLAN

What is long term plan for this intervention (post graduation)? Work with Baltimore City Public Schools through the Office of Teaching and Learning to roll out the programs to teachers.

1. Work with BMore Fit to integrate the teacher toolkit into Teach for America summer training.

2. Work with Baltimore CARES Americorps VISA at Benjamin Franklin High School in Brooklyn to present books to both the Office of the Mayor, Parks and People BCPS’ Chief Academic Officer for funding and implementation next steps.

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BUDGET

* Top level discussion about funding

** The BMore Fit Board of Directors has made the teacher toolkit the main focus for the next year of fundraising. It will be featured on GiveCorps starting May 1st, and Executive Director, Jon Kaplan, will be applying for an OSI Fellow Project Continuation Grant to support implementation.

BALTIMORE CARES*80 Teacher Guidebooks1600 Student Workbooks80 Baltimore CARES Tote Bags

BMORE FIT TEACHER TOOLKIT**200 Teacher Toolkits200 Classroom Posters200 BMore Fit Waterbottles (Student Incentive)200 BMore Fit T-Shirts (Student Incentive)200 BMore Fit Wristbands (Student Incentive)

TOTAL

2,4009,600200

8001,0001501,000200

15,550


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Isaacs Lowe, Jane. “To Boost Learning, Start With Emotional Health.” edweek.org. December, 2011.

Bloom, Nancy. “We Need Problem Solvers, Not Test Takers.” colabradio.mit.edu. February, 2012.

“The 2012 Brown Report on American Education.” brookings.edu. February, 2012

Hall, Peter. “Game Changers: Katie Salen.” metropolismag.org. January 25, 2012.

Smith, Gregory A. “Place-Based Education: Learning to Be Where We Are.” Phi Delta Kappan, v83 n8 p584-94 April, 2002.

BIBLIOGRAPHY

Brill, Steven. Class Warfare: Inside the Fight to Fix America’s Schools. New York, NY: Simon and Schuster, 2011.

Thomas, Martha. “Walking in Someone Else’s Shoes.” urbanitebaltimore.com. January 31, 2012.

Ladd, Helen and Edward Fiske. “Class Matters, Why Won’t We Admit It?” nytimes.com. December 11, 2011.

Carey, Benedict. “Font Size May Not Aid Learning, but Its Style Can, Researchers Find” nytimes.com. April 18, 2011.

Phillips, Anna. “Calming Schools Through A Sociological Approach To Troubled Students” nytimes.com. November 14, 2011.

Billig, Shelley H. Ph.D. (2010) “Why Service Learning is Such a Good Idea,” Colleagues: Vol. 5: Iss. 1, Article 6.

Tough, Paul. “What if the Secret to Success is Failure?” nytimes.com. September 14, 2011.

Partanen, Anu. “What Americans Keep Ignoring About Finland’s School Success.” theatlantic.com. December 14, 2011.

Ruben, Beth C. “”There’s Still Not Justice”: Youth Identity Development Amid School and Community Contexts.” Rutgers, the State University of New Jersey. (2007)

Atkins, Robert, and Daniel Hart. “Neighborhoods, Adults, and the Development of Civic Identity in Urban Youth .” Applied Developmental Science. 7.3 (2003): 156-164.


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APPENDIX1.Map of Baltimore City Public Schools by Neighborhood

2Sample standards and benchmarks

3.Maryland’s Seven Best Practices for Service Learning


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Frankford

Fairfield Area

Glen

Hawkins Point

Canton Industrial Area

Cherry Hill

Morrell Park

Irvington

Brooklyn

Pulaski Industrial Area

Howard Park

Roland Park

Cheswolde

Canton

Druid Hill Park

Mount Washington

Guilford

Hampden

Belair-Edison

Homeland

Violetville

Lauraville

Lakeland

Coldspring

Waltherson

Berea

Westport

Curtis Bay

Loch Raven

Woodberry

Clifton Park

Franklintown

Westfield

Glenham-Belford

Allendale

Upton

Montebello

Oliver

Cedmont

Downtown

Overlea

Ten Hills

Beechfield

Cross Country

Fallstaff

Locust Point Industrial Area

Westgate

West Hills

Cedonia

Ashburton

Orangeville

Mondawmin

Kresson

Riverside

Grove Park

Millhill

Gwynns Falls/Leakin Park

Harford-Echodale/Perring Parkway

Medfield

Carroll Park

Park Circle

Arcadia

Inner Harbor

Woodring

Wyndhurst

Wakefield

Hillen

Fells Point

Cylburn

Glen Oaks

Harlem Park

Armistead Gardens

Carroll-South Hilton

Holabird Industrial Park

Hopkins Bayview

Hanlon-Longwood

Middle East

Cross Keys

Woodmere

Broadway East

SBIC

Uplands

Carroll - Camden Industrial Area

Reservoir Hill

Reisterstown Station

West Forest Park

Idlewood

Port Covington

Remington

Central Park Heights

North Roland Park/Poplar Hill

Charles Village

Bolton Hill

Ednor Gardens-Lakeside

Dolfield

Graceland Park

Walbrook

Greektown

New Northwood

Better Waverly

Dickeyville

Seton Business Park

Mid-Govans

Oldtown

Sandtown-Winchester

North Harford Road

Arlington

West Arlington

Waverly

Hunting Ridge

Dundalk Marine Terminal

Pen Lucy

Fairmont

Medford

Loyola/Notre Dame

Barclay

Windsor Hills

Poppleton

Washington Village

Orangeville Industrial Area

Jones Falls Area

Dorchester

Perring Loch

Rosemont East

Rosemont

Lake Walker

Mount Vernon

Shipley Hill

The Orchards

Patterson Park

Coldstream Homestead Montebello

Yale Heights

Mt Pleasant Park

Edmondson Village

Levindale

Mayfield

Seton Hill

Mosher

Claremont-Freedom

Herring Run Park

Greenspring

Carrollton Ridge

Parklane

East Baltimore Midway

Christopher

Taylor Heights

Forest Park

Gwynns Falls

Federal Hill

Bridgeview/Greenlawn

Parkside

Abell

Pimlico Good Neighbors

Cedarcroft

Stadium Area

Jonestown

Ramblewood

Penn North

Morgan State University

Penrose/Fayette Street Outreach

Mid-Town Belvedere

Rognel Heights

Franklin Square

Otterbein

Callaway-Garrison

Locust Point

Highlandtown

Mount Holly

Gay Street

Broening Manor

Bellona-Gittings

Wilson Park

Johnston Square

Washington Hill

Charles North

Saint Paul

Saint Josephs

Garwyn Oaks

Dunbar-Broadway

Penn-Fallsway

Keswick

East Arlington

Baltimore-Linwood

Original Northwood

O'Donnell Heights

Lucille Park

Wyman Park

Biddle Street

McElderry Park

Beverly Hills

Moravia-Walther

Liberty Square

Joseph Lee

Central Forest Park

Towanda-Grantley

Harwood

Baltimore Highlands

Upper Fells PointHollins Market

Tuscany-Canterbury

Brewers Hill

Winchester

Chinquapin Park-Belvedere

Coppin Heights/Ash-Co-East

Hawkins Point

Winston-Govans

Saint Agnes

Druid Heights

Rosebank

Easterwood

Cameron Village

Blythewood

Kernewood

Madison-Eastend

Ellwood Park/Monument

Butcher's Hill

Morgan Park

Oaklee

Evergreen

Mount Winans

Four By Four

Purnell

Little Italy

Lake Evesham

Radnor-Winston

Oakenshawe

Darley Park

Woodbourne-McCabe

Booth-Boyd

Curtis Bay Industrial Area

Madison Park

Middle Branch/Reedbird Parks

Johns Hopkins Homewood

Spring Garden Industrial Area

Kenilworth Park

Sabina-Mattfeldt

Midtown-Edmondson

Franklintown Road

Woodbourne Heights

Hoes Heights

Greenmount West

Wilson Heights

South Clifton Park

Burleith-Leighton

Greenmount Cemetery

Union Square

Heritage Crossing

Parkview/Woodbrook

Saint Helena

Forest Park Golf Course

New Southwest/Mount Clare

Northwest Community Action

Tremont

Sharp-Leadenhall

Lower Herring Run Park

Milton-Montford

University Of Maryland

Langston Hughes

Evergreen Lawn

Panway/Braddish Avenue

Stonewood-Pentwood-Winston

Ridgely's Delight

Eastwood

Perkins Homes

Patterson Place

Concerned Citizens Of Forest Park

Belair-Parkside

Richnor Springs

Pleasant View Gardens

Middle Branch/Reedbird Parks

Rosemont Homeowners/Tenants

Barre Circle

Villages Of Homeland

Baltimore CityPublic Schools

With Neighborhoods

0 1 2Miles

Produced By:Department of Facilities Planning

Baltimore City Public Schools.July 1, 2009

Data on this map is subject to change.

Building # School Label School Name Grades Address4 4 004 Steuart Hill PK-8 Pre-K - 8. 30 S. Gilmor Street5 5 005 Langston Hughes Elementary Pre-K - 5. 5011 Arbutus Avenue7 7 007 Cecil Elementary Pre-K - 5. 2000 Cecil Avenue8 8 008 City Springs PK-8 Pre-K - 8. 100 S. Caroline Street10 10 010 James McHenry Elementary Pre-K - 5. 31 S. Schroeder Street11 11 011 Eutaw-Marshburn Elementary Pre-K - 5. 1624 Eutaw Place12 12 012 Lakeland PK-8 Pre-K - 8. 2921 Stranden Road13 13 013 Tench Tilghman PK-8 Pre-K - 8. 600 N. Patterson Park Avenue50 15 015 Stadium School @ #50 6 - 8. 1300 Gorsuch Avenue16 16 016 Johnston Square Elementary Pre-K - 5. 1101 Valley Street21 21 021 Hilton Elementary Pre-K - 5. 3301 Carlisle Avenue22 22 022 George Washington Elementary Pre-K - 5. 800 Scott Street23 23 023 Wolfe Street Academy Elementary Pre-K - 5. 245 S. Wolfe Street24 24 024 Westside Elementary Pre-K - 5. 2235 N. Fulton Avenue25 25 025 Dr Rayner Browne PK-8 Pre-K - 8. 1000 N. Montford Avenue27 27 027 Commodore John Rogers PK-8 Pre-K - 8. 100 N. Chester Street

157 28 028 William Pinderhughes PK-8 @ #157 Pre-K - 8. 701 Gold Street29 29 029 Matthew A. Henson Elementary Pre-K - 5. 1600 N. Payson Street31 31 031 Coldstream Park Elementary Pre-K - 5. 1400 Exeter Hall Avenue34 34 034 Charles Carroll Barrister Elementary Pre-K - 5. 1327 Washington Boulevard35 35 035 Harlem Park PK-8 Pre-K - 8. 1401 W. Lafayette Avenue37 37 037 Harford Heights Elementary Pre-K - 5. 1919 N. Broadway39 39 039 Dallas Nicholas Sr. Elementary Pre-K - 5. 201 E. 21St. Street42 42 042 Garrison Middle 6 - 8. 3910 Barrington Road44 44 044 Montebello PK-8 (Edison) Pre-K - 8. 2040 E. 32nd St45 45 045 Federal Hill PK-8 Pre-K - 8. 1040 William Street46 46 046 Chinquapin Middle 6 - 8. 900 Woodbourne Avenue47 47 047 Hampstead Hill PK-8 Pre-K - 8. 500 S. Linwood Avenue49 49 049 Northeast Middle 6 - 8. 5001 Moravia Road50 50 050 Abbottston Elementary Pre-K - 5. 1300 Gorsuch Avenue51 51 051 Waverly PK-8 Pre-K - 8. 3400 Ellerslie Avenue53 53 053 Margaret Brent PK-8 Pre-K - 8. 100 E. 26Th Street54 54 054 Barclay PK-8 Pre-K - 8. 2900 Barclay Street55 55 055 Hampden PK-8 Pre-K - 8. 3608 Chestnut Avenue58 58 058 Dr. Nathan A. Pitts-Ashburton PK-8 Pre-K - 8. 3935 Hilton Rd60 60 060 Gwynns Falls Elementary Pre-K - 5. 2700 Gwynns Falls Parkway61 61 061 John Eager Howard Elementary Pre-K - 5. 2011 Linden Avenue62 62 062 Edgecombe Circle PK-8 Pre-K - 8. 2835 Virginia Avenue63 63 063 Rosemont PK-8 Pre-K - 8. 2777 Prestman Street64 64 064 Liberty Elementary Pre-K - 5. 3901 Maine Avenue66 66 066 Mt. Royal Elementary/Middle K - 8. 121 McMechen Street67 67 067 Edgewood Elementary Pre-K - 5. 1900 Edgewood Street73 73 073 Sarah M. Roach Elementary Pre-K - 5. 3434 Old Frederick Road75 75 075 Calverton Elementary/Middle Pre-K - 8. 1100 Whitmore Avenue76 76 076 Francis Scott Key Elementary/Middle Pre-K - 8. 1425 E. Fort Avenue80 80 080 West Baltimore Middle 6 - 8. 201 North Bend Road81 81 081 North Bend PK-8 Pre-K - 8. 181 North Bend Road83 83 083 William Paca Elementary Pre-K - 5. 200 N. Lakewood Ave.84 84 084 Thomas Johnson PK-8 Pre-K - 8. 100 E. Heath Street85 85 085 Fort Worthington Elementary 1 - 5. 2701 E. Oliver Street86 86 086 Lakewood Primary (ELC) Pre-K - K. 2625 Federal Street87 87 087 Windsor Hills PK-8 Pre-K - 8. 4001 Alto Road88 88 088 Lyndhurst Elementary Pre-K - 5. 621 Wildwood Parkway89 89 089 Rognel Heights PK-8 Pre-K - 8. 4300 Sidehill Road95 95 095 Franklin Square PK-8 Pre-K - 8. 1400 W. Lexington Street97 97 097 Collington Square PK-8 Pre-K - 8. 1409 N. Collington Ave.98 98 098 Samuel F.B. Morse Elementary Pre-K - 5. 424 S. Pulaski Street

105 105 105 Moravia Park PK-8 Pre-K - 8. 6201 Frankford Avenue107 107 107 Gilmor Elementary Pre-K - 5. 1311 N. Gilmor Street122 122 122 Samuel Coleridge Taylor Elementary Pre-K - 5. 507 W. Preston Street124 124 124 Bay Brook PK-8 Pre-K - 8. 4301 Tenth Street125 125 125 Furman L Templeton Elementary Pre-K - 5. 1200 N. Pennsylvania Ave.130 130 130 Booker T Washington Middle 6 - 8. 1301 Mcculloh Street133 133 133 Paul Laurence Dunbar Middle 6 - 8. 500 N. Caroline Street134 134 134 Walter P. Carter PK-8 Pre-K - 8. 820 E. 43Rd Street142 142 142 Robert W. Coleman Elementary Pre-K - 5. 2400 Windsor Avenue144 144 144 James Mosher Elementary Pre-K - 5. 2400 W. Mosher Street145 145 145 Alexander Hamilton Elementary Pre-K - 5. 800 Poplar Grove Street150 150 150 Bentalou Elementary Pre-K - 5. 220 N. Bentalou Street159 159 159 Cherry Hill PK-8 Pre-K - 8. 801 Bridgeview Road160 160 160 Carter G. Woodson PK-8 Pre-K - 8. 2501 Seabury Road162 162 162 Diggs-Johnson Middle 6 - 8. 1300 Herkimer Street163 163 163 Patapsco PK-8 Pre-K - 8. 844 Roundview Road164 164 164 Arundel PK-8 Pre-K - 8. 2400 Round Road177 177 177 George W.F. McMechen Middle/High 9 - 12. 4411 Garrison Boulevard413 178 178 Excel Academy @ 413W 9 - 12. 1001 W. Saratoga Street181 181 181 Southside Academy 9 - 12. 2700 Seamon Avenue201 201 201 Dickey Hill PK-8 Pre-K - 8. 5025 Dickey Hill Road203 203 203 Maree Garnett Farring PK-8 Pre-K - 7. 300 Pontiac Avenue204 204 204 Mary E. Rodman Elementary Pre-K - 5. 3510 W. Mulberry Street205 205 205 Woodhome PK-8 Pre-K - 8. 7300 Moyer Avenue206 206 206 Furley Elementary K - 5. 4633 Furley Avenue207 207 207 Curtis Bay PK-8 Pre-K - 7. 4301 West Bay Avenue209 209 209 Winston Middle 6 - 8. 1101 Winston Avenue210 210 210 Hazelwood K-8 K - 8. 4517 Hazelwood Avenue211 211 211 Gardenville Elementary K - 5. 5300 Belair Road212 212 212 Garrett Heights PK-8 Pre-K - 8. 2800 Ailsa Avenue213 213 213 Govans Elementary Pre-K - 5. 5801 York Road214 214 214 Guilford PK-8 Pre-K - 8. 4520 York Road215 215 215 Highlandtown PK-8 Pre-K - 8. 3223 E. Pratt Street217 217 217 Belmont Elementary Pre-K - 5. 1406 N. Ellamont Street219 219 219 Yorkwood Elementary Pre-K - 5. 5931 Yorkwood Road220 220 220 Morrell Park PK-8 Pre-K - 8. 2601 Tolley Street221 221 221 Mount Washington Elementary Pre-K - 5. 1801 Sulgrave Avenue223 223 223 Pimlico PK-8 Pre-K - 8. 4849 Pimlico Road224 224 224 Grove Park PK-8 Pre-K - 8. 5545 Kennison Avenue

Building # School Label School Name Grades Address225 225 225 Westport PK-8 Pre-K - 8. 2401 Nevada Street226 226 226 Violetville PK-8 Pre-K - 8. 1207 Pine Heights Avenue228 228 228 John Ruhrah PK-8 Pre-K - 8. 701 S. Rappolla Street229 229 229 Holabird PK-8 Pre-K - 8. 1500 Imla Street231 231 231 Brehms Lane Elementary Pre-K - 5. 3536 Brehms Lane232 232 232 Thomas Jefferson PK-8 Pre-K - 8. 605 Dryden Drive233 233 233 Roland Park Elementary/Middle K - 8. 5207 Roland Avenue234 234 234 Arlington PK-8 Pre-K - 8. 3705 W. Rogers Avenue235 235 235 Glenmount PK-8 Pre-K - 8. 6211 Walther Avenue236 236 236 Hamilton PK-8 Pre-K - 8. 6101 Old Harford Road237 237 237 Highlandtown PK-8 Pre-K - 8 231 S. Eaton Street239 239 239 Masonville Cove Community Academy 8 - 10. 1201 Cambria Street240 240 240 Graceland Park / O'Donnell Heights PK-8 Pre-K - 8. 6300 O'Donnell Street241 241 241 Fallstaff PK-8 Pre-K - 8. 3801 Fallstaff Road242 242 242 Northwood Elementary Pre-K - 5. 5201 Loch Raven Boulevard243 243 243 Armistead Garden Pre-K - 8. 5001 E. Eager Street245 245 245 Leith Walk Elementary Pre-K - 5. 1235 Sherwood Avenue246 246 246 Beechfield PK-8 Pre-K - 8. 301 S. Beechfield Avenue247 247 247 Cross Country PK-8 Pre-K - 8. 6100 Cross Country Boulevard248 248 248 Sinclair Lane Elementary Pre-K - 5. 3880 Sinclair Lane249 249 249 Medfield Heights Pre-K - 5. 4300 Buchanan Avenue250 250 250 Dr. Bernard Harris Elementary Pre-K - 5. 1400 N. Caroline Street251 251 251 Callaway Elementary Pre-K - 5. 3701 Fernhill Avenue254 254 254 Dr. Martin Luther King Jr PK-8 Pre-K - 8. 3750 Greenspring Avenue256 256 256 Calvin Rodwell Elementary Pre-K - 5. 3501 Hillsdale Road260 260 260 Frederick Elementary Pre-K - 5. 2501 Frederick Avenue261 261 261 Lockerman Bundy Elementary (ELC) Pre-K - 5. 301 N. Pulaski Street262 262 262 Empowerment Academy Pre-K - 8. 851 Braddish Avenue37 263 263 William C March Middle 6 - 8. 2050 N. Wolfe st

301 301 301 William S. Baer School Pre-K - 12. 2001 N. Warwick Avenue307 307 307 Claremont School 9 - 12. 5301 Erdman Avenue313 313 313 Lois T. Murray Elementary Pre-K - 8. 1600 Arlington Avenue314 314 314 Sharp Leadenhall Elementary K - 5. 150 W. West Street321 321 321 Midtown Academy K - 8. 1398 Mount Royal Ave322 322 322 New Song Academy Pre-K - 8. 1530 Presstman Street323 323 323 The Crossroads School 6 - 8. 802 South Caroline Street82 324 324 Kipp Ujima Village Academy 5 - 8. 4701 Greenspring Avenue79 325 325 ConneXions Community Leadership Acad 6 - 12 2801 N. Dukeland St.

326 326 326 City Neighborhood Charter School K - 8. 4301 Raspe Avenue327 327 327 Patterson Park Public Charter School K - 8. 27 North Lakewood Avenue10 328 328 Southwest Baltimore Charter School K - 4 31 S. Schroeder Street

329 329 329 Inner Harbor East Academy Pre-K - 7 200 N. Central Avenue330 330 330 Northwood Appold Community Academy K - 6. 4417 Loch Raven Boulevard82 331 331 MATHS (MD Academy of Technology & Health Sciences) 6 - 11. 4701 Greenspring Avenue

332 332 332 The Green School K - 5. 2800 Brendan Ave56 333 333 Independence School 9 - 12. 1250 W. 36th Street

334 334 334 Bluford Drew Jemison 6 - 8 1130 N. Caroline Street335 335 335 Baltimore International Academy K - 7. 3515 Taylor Ave336 336 336 Baltimore Montessori Public Charter School Pre-K - 5. 1600 Guilford Ave332 337 337 Afya Public Chater School 6 - 7 2800 Brendan Ave230 338 338 Friendship Academy of Math, Science and Technology @ #230 6, 7, 9, & 10 801 S Highland Ave93 339 339 Friendship Academy of Engineering & Technology @ # 93 6, 7, 9, & 10 2500 E. Northern Pkwy40 341 341 The Reach School @ # 40 6, 7, 9, & 10. 2801 St Lo Drive80 342 342 KASA Knowledge, Achievment, Success Acad @ # 80 6, 7, 9, & 10. 201 North Bend Rd82 343 343 Baltimore Civitas School 6, 7, 9, & 10 4701 Greenspring Ave

457 344 344 Baltimore Rising Star Academy 6-12 2200 Sinclair Lane451 345 345 New Hope Academy @ #451 Briscoe 6 - 12. 900 Druid Hill Avenue41 346 346 City Neighbors Charter K-3 5609 Sefton Ave38 347 347 KIPP Harmony K 2810 Shirley Ave

Building # School Label School Name Grades Address407 348 348 Baltimore Leadership School for Young Women 6 4600 Falls Road93 349 349 NACA Freedom and Democracy Academy II 6 & 9 2500 E Northern Pkwy

162 364 364 Bluford Drew Jemison STEM Academy West 6 1300 Herkimer St79 365 365 Baltimore Liberation Diploma Plus High 9 & 10 2801 N. Dukeland Street

456 366 366 Baltimore Antioch Diploma Plus High 9 & 10 2555 Harford Rd255 367 367 Baltimore Community High School 6 - 10 6820 Fait Ave101 368 368 East Baltimore Community School K, 1, & 5 1101 N Wolfe St.370 370 370 Eager Street Academy 9 - 12 401 E. Eager Street400 400 400 Edmondson Westside High 9 - 12. 501 Athol Ave401 401 401 Northwestern High 9 - 12. 6900 Park Heights Avenue403 403 403 Baltimore Polytechnic Institute 9 - 12. 1400 W Cold Spring Lane405 405 405 Patterson High 9 - 12. 100 Kane Street406 406 406 Forest Park High 9 - 12. 3701 Eldorado Avenue407 407 407 Western High 9 - 12. 4600 Falls Road410 410 410 Mergenthaler Vocactional Technical High 9 - 12. 3500 Hillen Road456 413 413 Achievenment Academy @ Harbor City High 9 - 12. 2555 Harford Road414 414 414 Paul Laurence Dunbar High 9 - 12. 1400 Orleans St415 415 415 Baltimore School For The Arts 9 - 12. 712 Cathedral Street416 416 416 Digital Harbor High 9 - 12. 1100 Covington St.402 418 418 W.E.B. DuBois High @ # 402 9 - 12. 2201 Pinewood Avenue402 419 419 Reginald F. Lewis School of Business and Law @ # 402 9 - 12. 6401 Pioneer Drive133 421 421 The National Academy Foundation @ # 133 9 - 12. 500 N. Caroline Street181 422 422 New Era Academy @ # 181 6, 9 - 12. 2700 Seamon Avenue57 423 423 Baltimore Freedom Academy @ # 57 6 - 12 1601 E. Lombard Street40 425 425 Heritage High @ # 40 (ELC) Pre-K, 9 - 12 2801 Saint Lo Drive40 426 426 Doris M Johnson @ # 40 9 - 12. 2801 Saint Lo Drive56 427 427 Academy For College and Career Exploration @ # 56 9 - 12. 1300 W. 36th Street78 428 428 Baltimore Talent Development @ # 78 9 - 12. 1500 Harlem Avenue

178 429 429 Vivien Thomas Medical Arts Academy @ # 178 9 - 12. 100 N. Calhoun Street78 430 430 Augusta Fells Savage Institute of Visual Arts @ #78 9 - 12. 1500 Harlem Avenue

170 431 431 Maritime Academy @ #170 9 - 12. 5001 Sinclair Lane432 432 432 Coppin Academy High 9 - 12. 2500 W. North Avenue130 433 433 Renaissance Academy @ # 130 9 - 12. 1301 McCulloh Street79 435 435 Institute of Business and Entrepreneurship HS @ # 79 9 - 12. 2801 N. Dukeland Street

450 450 450 Frederick Douglass High 9 - 12. 2301 Gwynns Falls Parkway454 454 454 Carver Vocational Technical High 9 - 12. 2201 W Presstman Street480 480 480 Baltimore City College High 9 - 12. 3220 The Alameda


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Documents

Designing Education, Becky Slogeris, MASD '12