Agenda for the day Transformed by Literacy: the Brockton High Literacy Initiative Strategies to Prepare the Students AND the Teachers for the Common Core.

Agenda for the day Transformed by Literacy: the Brockton High Literacy Initiative Strategies to Prepare the Students AND the Teachers for the Common Core and Next Generation Assessments: PD to Improve Instruction and Increase Student Achievement Strategies to Empower the Faculty: Often the BEST experts are right in our own “house” Safety Nets: ALL MEANS ALL (SpEd, ELL, 9th) For What It’s Worth: Final Leadership Advice

What you will hear throughout this session:
Brockton and ICLE philosophy Rigor Relevance Relationships ALL students-and ALL means ALL!!! 2

Who are We??? Our Demographics
Comprehensive 9 – 12 Enrollment: 4,218 Poverty Level: 75% Minority population: 73% 50 different languages 50% speak another language in the home Approximately 12% in Transitional Bilingual Ed. Approximately 11% receive Special Educ. Services

Meet our Students 57% Black - includes African American, Cape Verdean, Haitian, Jamaican, and others 26% White 14% Hispanic 2.5% Asian .5% Native American

You MUST pass the MCAS to graduate!!!
And remember… You MUST pass the MCAS to graduate!!! NO EXCEPTIONS! 5 5

“To ensure a fair selection, you all get the same test
“To ensure a fair selection, you all get the same test. You must all climb that tree.”

So, what did we do??? Our turnaround: 4 Steps Empowered a Team
Focused on Literacy – Literacy for ALL, no exceptions- all means all Implemented with fidelity and according to a plan Monitored like crazy!

OUR MOST IMPORTANT SAFETY NET: LITERACY!
We defined LITERACY and detailed the literacy skills ALL students at Brockton High would demonstrate. 8

ACTIVE READING STRATEGIES:
OUR MOST IMPORTANT SAFETY NET: LITERACY- We all do it THIS way! BROCKTON HIGH SCHOOL ACTIVE READING STRATEGIES: Read the question. 2. a. Circle key direction verbs. For Example- write, draw, explain, compare, show, copy b. Underline important information. Often there is information in a question that is irrelevant to finding the answer. 3. In your own words, write what the question is asking you to do. 4. Develop your plan/Answer the question.

Success by design, not by chance!
We didn’t leave it to chance! Success by design, not by chance! Everyone was trained to teach the targeted Literacy Skill. The implementation was according to a specific timeline NO EXCEPTIONS!!!

What gets monitored is what gets done!
Monitoring the work of the students AND Monitoring the implementation by the faculty

A decade of Consistent Practice BHS Literacy Workshops
Open Response Tovani Reading Question Analysis/ Active Reading Summarizing Previewing and Prereading a text Using Visuals to Preview Teaching the Text Last Vocabulary in Context Graphing Multiple Choice Strategies Speaking Skills Assessment Problem Solving Thinking Routines Openers and Closers Reading Visuals

We were making great progress but…
all that was still not enough for ALL students We needed to do more!

Looking beyond the test scores…
Who did not pass? Why aren’t they passing? What are we missing? What else do we notice?

1. Literacy skills for ALL – NO EXCEPTIONS!!!
We looked at the aggregate scores AND all the subgroups Two pronged approach: 1. Literacy skills for ALL – NO EXCEPTIONS!!! 2. Safety nets and interventions for struggling learners

ELA Failure rate - 78% Math Failure rate - 98%
FOR SPECIAL EDUCATION ELA Failure rate - 78% Math Failure rate - 98% So, do you think what we’re doing is working??? We needed help here!!! Model Schools. Larry…

Brockton High’s Special Education Case Study: The Situation
Everyone was failing Special Education students taught in separate classrooms Teachers often not certified in subject area Lower student expectations 18

We had to do something, AND FAST!
At MSC that year we attended the sessions offered by Larry Gloeckler and began to rethink what we were doing. He challenged us by asking hard questions in key areas: 19

Key areas to think about for special education
OWNERSHIP HIGH EXPECTATIONS INTERVENTION SYSTEMS INCLUSION/CO-TEACHING ORGANIZATION 20

Questions on OWNERSHIP
Do the general education teachers take ownership of the performance of students receiving special education services? Do building administrators take ownership of the performance of students receiving special education services? Is there a separation between general ed and special ed faculty? Is there a “my kids/your kids” attitude?

We had Empires: Our own Medieval Feudal System
What we did: Structured Interdisciplinary Faculty Discussion Groups Facilitated by Restructuring members Guided questions provided 22

1. What do you see as the major obstacle our special education students face in your class?
2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our students with disabilities in your classes? 3. What do you think you need to help your students with disabilities be successful in your class? 23

Faculty Meetings became Literacy Workshops
Our Literacy Initiative addressed the issue of OWNERSHIP – We ALL do it THIS way Faculty Meetings became Literacy Workshops to train us all to teach literacy skills 24

We went back to our Literacy Initiative:
We ALL do it THIS way! We reviewed Teach Like A Champion and selected two strategies that would help teachers include ALL students (It’s about instruction!!!) 25

Remember, it’s not about the kids… it’s about the adults!!!
We looked for a couple of strategies that were aimed at success for struggling students. Our first two: Everybody Writes and No Opt Out 26

BHS Interdisciplinary Workshop
Teach Like a Champion

Teach Like a Champion “Techniques that enhance instruction and student outcomes”
Objective To actively read and discuss effective instructional techniques that can be used school wide. Agenda -Opener/Activator -Technique #1 No Opt Out -(Actively read and discuss technique) -Technique #26 Everybody Writes -Closer – Ticket to Leave

Teach Like a Champion Techniques that can enhance what we are
already doing.

The Art of Teaching Actively Read pages 4-5 How to Use This Book As you read, think about: - Techniques you use effectively - An area that you want to continue to develop

The Art of Teaching We chose techniques that:
- can be incorporated in classrooms school wide - “operate in synergy” with our literacy strategies - may take what is already being done well to the next level

Technique #1 NO OPT OUT What do you do when a student doesn’t know the answer or does not want to answer a question? Actively Read pages No Opt Out

NO OPT OUT “It’s not okay not to try”
- Ensures that all students take responsibility for learning - Establishes a tone of student accountability “The sequence that begins with a student unable to answer a question should end with the student answering that question as often as possible.”

NO OPT OUT “It’s not okay not to try”
Discussion questions (Think, Write, Share): What were the most important points you pulled from this section? Of the four formats on pages , which would you most likely use in your classroom? Describe the No Opt Out strategies you already use.

Technique #26 EVERYBODY WRITES
“Writing is Thinking” Everybody Writes is a great technique that prevents students from opting out

EVERYBODY WRITES “Writing is Thinking”
Actively Read pages Everybody Writes As you read think about - how you use writing in your classes

EVERYBODY WRITES “Writing is Thinking”
Discussion questions (Think, Write, Share): What were the most important points you pulled from this section? Share some Everybody Writes techniques that you use in your classes How can Everybody Writes link to No Opt Out?

CHALLENGE: Put Into Practice
NO OPT OUT AND EVERYBODY WRITES 1. We all use the same language “There is No Opt Out” 2. Try one of the 4 No Opt Out formats on pages 32-33 3. Include Everybody Writes as a way to provide wait time; giving students an opportunity to process your questions before answering Supply participants w/“Good Teachers DO List

Scan Teach Like a Champion
TICKET TO LEAVE Scan Teach Like a Champion Choose 2 techniques that you would be willing to lead a discussion about in an interdisciplinary group

“Nothing is as important as a teacher and what goes on between the teacher and the children, minute to minute, lesson to lesson, day to day.” Jon Saphier, Research for Better Teaching THANK YOU

Rate yourself: OWNERSHIP
Do the general education teachers take ownership of the performance of students receiving special education services? Do building administrators take ownership of the performance of students receiving special education services? Is there a separation between general ed and special ed faculty? Is there a “my kids/your kids” attitude?

Key areas to think about
OWNERSHIP HIGH EXPECTATIONS INTERVENTION SYSTEMS INCLUSION/CO-TEACHING 42

Questions on HIGH EXPECTATIONS:
Have academic and behavioral expectations been clearly defined to ensure consistency for ALL? Does the faculty and administration believe they are collectively responsible for the learning for ALL students? Can the students articulate the high expectations held for them? Is the issue of high expectations part of the supervision and evaluation process? Can you feel it when you walk into the building?

We had a flawed belief system:
“Students have a right to fail.” Former BHS Principal Clearly defined tracks with separate curriculum – and NOT equal!!! In ELA: Different selections In Math: Different courses 44

We attacked this! Some strategies:
Had everyone review the test – “What do you notice” “What do your students need to succeed?” “What do you need to help your students succeed?” Aligned curriculum to standards Aligned rigor of work – We ALL do this! 45

A roadmap for success at Brockton High
Changing students’ beliefs: Project Diploma A roadmap for success at Brockton High AND, more importantly, for life AFTER Brockton High

Never say “kids can’t…”
Remember, if they can’t, it is because we haven’t taught them how. If we’re not teaching them how, we must ask ourselves is it because we don’t have the strategies? Or the desire? Sharon Wolder, Associate Principal

Rate yourself: HIGH EXPECTATIONS:
Have academic and behavioral expectations been clearly defined to ensure consistency for ALL? Does the faculty and administration believe they are collectively responsible for the learning for ALL students? Can the students articulate the high expectations held for them? Is the issue of high expectations part of the supervision and evaluation process? Can you feel it when you walk into the building?

OWNERSHIP HIGH EXPECTATIONS INTERVENTION SYSTEMS INCLUSION/CO-TEACHING 50

INTERVENTION SYSTEMS:
Is there an intervention system in place to help struggling learners meet academic/behavioral expectations? Is your intervention system owned by general ed? Do you have an intervention team trained in a problem solving approach? Are there policies and protocol for implementing interventions with fidelity? Does your intervention system monitor school wide data and individual student data to drive instructional decisions? Do you collect data to monitor the effectiveness of the interventions?

And in “regular ed” classes…
Our reality LEARNED DEPENDENCE We had to get to INDEPENDENCE!!! And in “regular ed” classes… SINK OR SWIM!! 52

EPT process through regular ed Academic Support Contracts
53

Brockton High School Academic Success Plan
Brockton High School seeks to teach our students in a safe, supportive environment the knowledge, skills, values, and behaviors necessary to become responsible and productive members of a diverse society. Instruction focuses on enabling students to demonstrate the literacy skills of reading, writing, speaking, and reasoning and preparing them to participate actively as citizens in a technologically advanced society. In order to provide such a place for our students, we require you, in turn, to agree to the terms of the contract prescribed below. I will agree to the following academic goals: * To attend school daily and on time. I have read and understand the school attendance policy. * To attend all classes regularly and on time. I have read and understand the school disciplinary policy. * To give my best effort in all my classes. To achieve the following specific academic goals: (Check all that apply) * To meet with peer mediators and academic tutors available in the Access Center. * To meet with my guidance and/or adjustment counselor regularly. * To demonstrate consistent acceptable behavior throughout the school day. * To attend Anger Management classes. * To submit a completed weekly progress notice to the Housemaster. ___________________ * To attend meetings each term with my Student Support Team. * Other ______________________________________________________________________________ Additional Academic Supports Peer tutoring - available during the school day in the Access Center, G121. Homework assistance - available daily in R331, 2:30-4:00 PM. Club Boxer - academic support Monday and Wednesday in A324 2:30-3:15 PM. Student Signature _____________________________________________________________ Parent/Guardian Statement of Support I understand that I must support and cooperate with the school staff to reinforce provisions outlined. I will also reinforce and encourage my child to uphold the contract and to strive to succeed academically. ____________________________ Parent's Signature Date School Official's Signature Date 54 54 54

Brockton High School Academic Success Plan
Brockton High School seeks to teach our students in a safe, supportive environment the knowledge, skills, values, and behaviors necessary to become responsible and productive members of a diverse society. Instruction focuses on enabling students to demonstrate the literacy skills of reading, writing, speaking, and reasoning and preparing them to participate actively as citizens in a technologically advanced society. In order to provide such a place for our students, we require you, in turn, to agree to the terms of the contract prescribed below. I will agree to the following academic goals: * To attend school daily and on time. I have read and understand the school attendance policy. * To attend all classes regularly and on time. I have read and understand the school disciplinary policy. * To give my best effort in all my classes. To achieve the following specific academic goals: (Check all that apply) * To meet with peer mediators and academic tutors available in the Access Center. * To meet with my guidance and/or adjustment counselor regularly. * To demonstrate consistent acceptable behavior throughout the school day. * To attend Anger Management classes. * To submit a completed weekly progress notice to the Housemaster. __________________________ * To attend meetings each term with my Student Support Team. * Other __________________________________________________________________________________________________ Additional Academic Supports Peer tutoring - available during the school day in the Access Center, G121. Homework assistance - available daily in R331, 2:30-4:00 PM. Club Boxer - academic support Monday and Wednesday in A324 2:30-3:15 PM. Student Signature ____________________________________________________________________ Parent/Guardian Statement of Support I understand that I must support and cooperate with the school staff to reinforce provisions outlined. I will also reinforce and encourage my child to uphold the contract and to strive to succeed academically. ____________________________ Parent's Signature Date School Official's Signature Date Brockton High School Academic Success Plan Instruction focuses on enabling students to demonstrate the literacy skills of reading, writing, speaking, and reasoning… In order to provide such a place for our students, we require you, in turn, to agree to the terms of the contract prescribed below. 55 55 55

To meet with my guidance and/or adjustment counselor regularly.
Brockton High School Academic Success Plan Brockton High School seeks to teach our students in a safe, supportive environment the knowledge, skills, values, and behaviors necessary to become responsible and productive members of a diverse society. Instruction focuses on enabling students to demonstrate the literacy skills of reading, writing, speaking, and reasoning and preparing them to participate actively as citizens in a technologically advanced society. In order to provide such a place for our students, we require you, in turn, to agree to the terms of the contract prescribed below. I will agree to the following academic goals: * To attend school daily and on time. I have read and understand the school attendance policy. * To attend all classes regularly and on time. I have read and understand the school disciplinary policy. * To give my best effort in all my classes. To achieve the following specific academic goals: (Check all that apply) * To meet with peer mediators and academic tutors available in the Access Center. * To meet with my guidance and/or adjustment counselor regularly. * To demonstrate consistent acceptable behavior throughout the school day. * To attend Anger Management classes. * To submit a completed weekly progress notice to the Housemaster. __________________________ * To attend meetings each term with my Student Support Team. * Other __________________________________________________________________________________________________ Additional Academic Supports Peer tutoring - available during the school day in the Access Center, G121. Homework assistance - available daily in R331, 2:30-4:00 PM. Club Boxer - academic support Monday and Wednesday in A324 2:30-3:15 PM. Student Signature ____________________________________________________________________ Parent/Guardian Statement of Support I understand that I must support and cooperate with the school staff to reinforce provisions outlined. I will also reinforce and encourage my child to uphold the contract and to strive to succeed academically. ____________________________ Parent's Signature Date School Official's Signature Date I _____________________________will agree to the following academic supports: (Check all that apply) To meet with peer mediators and academic tutors available in the Access Center. To meet with my guidance and/or adjustment counselor regularly. To demonstrate consistent acceptable behavior throughout the day. To submit a completed weekly progress notice to the Housemaster. To attend the Extended Day Support Program To work with Boxer-2-Boxer To attend meetings each term with my Student Support Team. Other ____________________________________________ 56 56 56

We realized FAIR DOES NOT MEAN THE SAME
For us: What gets monitored is what gets done!!! We realized FAIR DOES NOT MEAN THE SAME Collection and review of student work Portfolios for all students with IEPs and for all ELL students 57

“LESSON LEARNED THE HARD WAY” tip:
Be VERY specific about what needs to be included in the portfolio! 58

Student Portfolio Requirements 59 59 59

Each piece must be accompanied by all pre-writing steps.
Term 3: 2 Long Compositions Each piece must be accompanied by all pre-writing steps. Minimum of 1 revision after evaluation of the final draft. Students should read 1 book and learn how to use it with multiple long composition questions. Students should follow mapping strategies for this. As a result, the student will know one book in-depth and will be prepared to write about it regardless of the question posed. 1 Open Response & Multiple Choice test This should target the student’s weakest area as determined by the Term 2 portfolio. 61

Rate yourself: INTERVENTION SYSTEMS:
Is there an intervention system in place to help struggling learners meet academic/behavioral expectations? Is your intervention system owned by general ed? Do you have an intervention team trained in a problem solving approach? Are there policies and protocol for implementing interventions with fidelity? Does your intervention system monitor school wide data and individual student data to drive instructional decisions? Do you collect data to monitor the effectiveness of the interventions?

OWNERSHIP HIGH EXPECTATIONS INTERVENTION SYSTEMS INCLUSION/ CO-TEACHING 63

INCLUSION/CO-TEACHING:
Has a definition of co-teaching and teachers’ roles and shared responsibilities been established? Were opportunities provided to observe successful co-teaching situations? Was planning and training provided PRIOR to co-teaching? Does administration help to evaluate the effectiveness and help make adjustments when necessary? Is time provided for co-teaching partners to collaborate, assess, and plan instruction?

We looked in the mirror – we had problems:
Special education students taught in separate classes Often teachers were not certified in subject area 65 65

We needed training, training, training, and planning together!!!
So we tried co-teaching Right idea, wrong approach Signs of Trouble “I feel like a teacher-aide” “We don’t want to step on each others toes” “We’re trying to figure it out as we go” “I’m glad we were given common planning time, but I need to use it to do my I.E.P.’s” We needed training, training, training, and planning together!!! Our original model was the right idea with the wrong approach. This was trial and error learning for us. For example I am a history teacher. I was paired with a math teacher who admittedly did not feel comfortable teaching history. We did not have common planning time and he was not comfortable grading history content. So he ended up being a special education aid in the classroom rather than a full partner sharing the planning, instruction, grading, and class management responsibilities. In other cases teachers were teamed up without any preparation and in one case the teachers almost had a fight. They would not talk to each other and the team concept was totally lost. In many cases the students were divided in the room with the special education students seated on one side with the sped teacher and the general ed students on the other. They were in the same room but not in the same class. 66

4. Both teachers in the cotaught classroom agree on the goals…
13. Planning for classes is the shared responsibility of both teachers. 17. Communication is open and honest. 22. Students accept both teachers as equal partners in the learning process 23. Behavior management is the shared responsibility of both teachers. Gately & Gately

Improving Student Academic Achievement: coteaching in an Inclusion Setting
Beginning Stage – teachers are guarded, untrusting, unwilling to share, limit communication Compromising Stage – Communication improves, shared resources, willingness to give up some control and include partner in planning and implementation Collaboration – Open communication and interaction, mutual administration of duties and responsibilities. Remember, this is an arranged relationship between two people, who may have volunteered to work together or were required to do so. Either way the process they go through at the beginning is similar to any situation where you are getting to know someone for the first time. You have to build up a level of trust and comfort before you are able to move forward to compromise and eventually collaboration. 68

Co-teaching is working!
Students are targeted in classrooms with accommodations “We were in many co-taught classes, and we could not tell which teacher was the regular ed and which was the special ed teacher.” Visiting educators from Lubbock, TX 69

Supports for Students with IEPs
Bridge gaps with additional time Study Lab Academic Support Class Credit Recovery Homework Mentor Program Bridge gaps with technology Achieve 3000 Read 180 PLATO Apangea Odysseyware

Rate yourself: INCLUSION/CO-TEACHING:
Has a definition of co-teaching and teachers’ roles and shared responsibilities been established? Were opportunities provided to observe successful co-teaching situations? Was planning and training provided PRIOR to co-teaching? Does administration help to evaluate the effectiveness and help make adjustments when necessary? Is time provided for co-teaching partners to collaborate, assess, and plan instruction?

OWNERSHIP HIGH EXPECTATIONS INTERVENTION SYSTEMS INCLUSION/CO-TEACHING ORGANIZATION 72

ORGANIZATION: Is there a process for ensuring that these best practices are consistent, not isolated in certain classes? Are students with disabilities receiving their core academic instruction primarily in special classes? Is there a process for getting data about student performance to teachers? Is the inclusion of students with disabilities an important part of your professional development program? Is there alignment with your feeder schools?

We asked two key questions:
What organizational structures could we use differently? What policies and procedures were in place that were holding students back? 74 74

We (Restructuring Committee) took each issue on – one by one
Supports for ALL students, not just those with disabilities 75 75

Restructuring took on the issues one at a time
New schedule Aligned curriculum All levels College Prep Training faculty 76 76

AND – We asked the kids! We met with groups of students about what would help them, what could we put in place for support. The result: Boxer Buddies 77 77

Boxer Buddies A lasting friendship

We have built a lasting relationship which we will forever treasure in our hearts

And the MOST unbelievable moment for four of our Brockton Boxer Buddies

But not just ANY Pledge of Allegiance
These are our hands!

Rate yourself: ORGANIZATION:
Is there a process for ensuring that these best practices are consistent, not isolated in certain classes? Are students with disabilities receiving their core academic instruction primarily in special classes? Is there a process for getting data about student performance to teachers? Is the inclusion of students with disabilities an important part of your professional development program? Is there alignment with your feeder schools?

For our English Language Learners:
MANY support programs MOST important: LITERACY Two pronged approach: 1. Literacy skills for ALL – NO EXCEPTIONS!!! 2. Safety nets and interventions for struggling learners

2007 1.9% 49% 27% 14% 19% 3% 3% 9%

Key areas to think about for our ELL program
LITERACY OWNERSHIP RIGOR 85

LITERACY “The BEST safety net for ELLs is the Literacy Initiative!” Anna Carreiro, Bilingual Dept. Head Literacy strategies benefit ALL students, but particularly those learning English Examples: Quick Writes Before Discussion Vocabulary in Context No Opt Out 86

LITERACY “The BEST safety net for ELLs is the Literacy Initiative!” Anna Carreiro, Bilingual Dept. Head Listen to what the students think of our Literacy Initiative… meet Fabieny DePina on PBS Need to Know 87

OWNERSHIP My kids, your kids – OUR kids
Training for everyone – SIOP, Literacy Workshops Focus on instructional strategies 88

OWNERSHIP “At Brockton High, there are no easy routes for rallying resources and motivating students to excel and persist until graduation. However, the academic progress of ELLs attests to the determination and work ethic of the school’s leadership and staff. Passion, expertise and commitment to collaboration are visible throughout the leadership and staff.” 89

RIGOR Scaffolding – Expectations are the same, but what can we do to get them there? Revamped curriculum to align with mainstream 90

RIGOR: Keys to success Three strands for ELLs:
Transitional Bilingual Strand Immersion Strand Literacy Strand (SWIFS) MCAS preparation and review Language Assessment Teams to assess and reclassify Bilingual Parent/Community Liaisons 91

9th Grade: MANY support programs MOST important: LITERACY
Two pronged approach: 1. Literacy skills for ALL – NO EXCEPTIONS!!! 2. Safety nets and interventions for struggling learners

Reading: Active Reading Strategies; Previewing a text;
STUDY SKILLS LESSONS through the Literacy Objectives for ALL freshmen Reading: Active Reading Strategies; Previewing a text; Reading visuals Writing: Note-taking; Summarizing Speaking: Street talk versus school talk; speaking in complete sentences; Listening Reasoning: Thinking routines; Time management, Organizational strategies; Study strategies

Approx. 100 at-risk Freshmen identified for academic deficiencies.
Freshman Academy Approx. 100 at-risk Freshmen identified for academic deficiencies. Blocked together for 3 out of 5 periods to include English, Algebra, and return for the last period of the day for a tutorial with the same teachers/senior mentors. Morning begins with fitness and nutrition Flexible scheduling, teacher teams, seniors as tutors/mentors, focus on academic remediation.

CREDIT RECOVERY Eight weeks during and after school classes
Two sessions for each subject per week (minimum) Classes are no larger than 12 students Grading – pass or fail Lessons are prepared in advance; focus on instruction Courses include direct instruction and online component Curriculum is developed by departments and follows identified skills and standards CREDIT RECOVERY

Stacking and Re-grouping
9TH Grade Stacking and Re-grouping Scheduling Plan that places 3 of the same level English or Algebra classes during the same period End of Semester 1 students are regrouped: Those at appropriate skill level Those needing additional support Those who need to restart

Libraries Open After School Decisions Workshops Boxer-2-Boxer
Additional Supports Access Center Libraries Open After School Decisions Workshops Boxer-2-Boxer Guidance Lessons/Workshops: Orientation - Success at BHS Early College Planning Goal Setting/Decision Making 7 Habits of Highly Effective Teens Bullying

Wicked Awesome! Our improvement over the past five years is perhaps even more impressive than the big jumps we had early on. 98 98

2007 1.9% 49% 27% 14% 19% 3% 3% 9%

MCAS % Comparison 2007-2012 English Language Arts
83.3 78 5

MCAS % Comparison 2007-2012 Math
51

But it’s much more than just the numbers...
Wicked Awesome! But it’s much more than just the numbers... 102 102

Changing Attitudes: Fair does not mean the same
Everyone is responsible for every student Believing that every student CAN and MUST Our responsibility: to figure out how to help ALL means ALL 103 103 103

What others say… “You don’t have to change the student population to get results, you have to change the conditions under which they learn.” Pedro Noguera 104

Our students believe, they achieve, in EVERY way
Time to feel REAL Boxer Spirit… Meet Samara and Tamara

INSERT CHANNEL 5 A+ SEGMENT ON THE TWINS…

Fast forward to Friday, June 1, 2012
Feel the spirit…a special moment in time

There are NO test scores on earth that are better than that moment – NONE!

“Making change takes tenacity, not brilliance!”
What WE say… “Making change takes tenacity, not brilliance!” Susan Szachowicz, Principal Brockton High 109

For What It’s Worth… Final Words of Advice
Almost done!!! Finally… For What It’s Worth… Final Words of Advice

Agenda for the day Transformed by Literacy: the Brockton High Literacy Initiative Strategies to Prepare the Students AND the Teachers for the Common Core.

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Agenda for the day Transformed by Literacy: the Brockton High Literacy Initiative Strategies to Prepare the Students AND the Teachers for the Common Core.

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