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Brockton High Transformed by Literacy Model School- Session #14 Sue Szachowicz Principal Sharon Wolder Associate Principal for Curriculum and Instruction.

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Presentation on theme: "Brockton High Transformed by Literacy Model School- Session #14 Sue Szachowicz Principal Sharon Wolder Associate Principal for Curriculum and Instruction."— Presentation transcript:

1 Brockton High Transformed by Literacy Model School- Session #14 Sue Szachowicz Principal Sharon Wolder Associate Principal for Curriculum and Instruction

2 Our Agenda Who we are and where we used to be Rigor, Relevance, Relationships How we did this: 1. Empowering a Team 2. Focusing on Literacy 3. Implementing with fidelity 4. Monitoring like crazy! Results: Changing the Culture!

3 Comprehensive 9 – 12 Enrollment: 4,218 Poverty Level: 72% 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 Who are We??? Our Demographics

4 57% Black - includes African American, Cape Verdean, Haitian, Jamaican, and others 26% White 14% Hispanic 2.5% Asian.5% Native American Meet our Students

5 Massachusetts implemented a high stakes test (MCAS) Three-quarters of our students would not be earning a diploma Culture of low expectations – Students have a right to fail Who is responsible???? (My kids, your kids, not OUR kids) Success by chance – depended on who your teacher was – are you lucky??? \The Problem: (actually we had many…)

6 State Mandates…We faced: MCAS 1998 Failure ELA – 44 % (Sped – 78%) MATH – 75% (Sped – 98%) MCAS 1998 Advanced+Proficient ELA – 22% MATH – 7%

7 MCAS??? So you think its easy??? Remember, they MUST pass to graduate – NO exceptions!

8 Burial at Thebes from Sophocles Antigone Shakespearean Sonnet # 73 Heart of Darkness by Joseph Conrad Love in the Time of Cholera by Gabriel Garcia Marquez (3 page excerpt) Making Humus by Composting by Liz Ball Proof (four page play excerpt by David Auburn) ELA MCAS SELECTIONS: (and remember, they are sophomores!)

9 9 In the formula, h and t are defined as follows: t = the time, in seconds, that has elapsed since the rocket was launched h = the height, in feet, of the rocket above the ground at time t Use the formula to answer the following questions. a.What was the height, in feet, of the rocket 1 second after it was launched? Show your work. b. What was the height, in feet, of the rocket 6 seconds after it was launched? Show your work. c. The value of h was 0 when the rocket hit the ground. How many seconds after the rocket was launched did it hit the ground? Show your work. d. How many seconds after the rocket was launched was the height of the rocket 160 feet? Show your work. SAMPLE MCAS MATH QUESTION: Jason launched a model rocket from the ground. The formula below can be used to determine the height of the rocket above the ground at any time during the rockets flight. h = 16t(7 – t)

10 For the red gene, the allele for the presence of red pigment (R) is dominant and the allele for the absence of red pigment (r) is recessive. Likewise, for the black gene, the allele for the presence of black pigment (B) is dominant and the allele for the absence of black pigment (b) is recessive. a. Draw the Punnett square for the cross of a snake that is homozygous dominant for the red color with a snake that is heterozygous for the red color. What percentage of the offspring is expected to have red pigment in their skin? b. Draw the Punnett square for the cross of two snakes that are heterozygous for the black color. What percentage of the offspring are expected to have black pigment in their skin? c. The parent snakes in part (b) that are heterozygous for black color are both homozygous recessive for the red gene. Each parent has genotype rr for the red gene. Based on this information, what percentage of their offspring are expected to lack both the red and black pigments in their skin? Explain your reasoning. SAMPLE MCAS BIOLOGY QUESTION: Corn snakes show variety in their skin color pattern. While the complete genetics of corn snake color are complex, the most common colors on normal corn snakesred and blackare each coded by one gene.

11 11 …you all get the same test. You must all climb that tree… Insert cartoon

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13 Can you believe this??? But even worse… We faced a flawed belief system: Students have a right to fail. Former BHS Principal

14 Success at Brockton High then ???

15 Thats where we were… Heres a preview of WHERE WE ARE NOW…

16 MCAS 1998 Advanced+Proficient ELA – 22 % MATH – 7 % MCAS 2011 Advanced+Proficient ELA – 78% MATH – 64 % MCAS 2011 Advanced+Proficient ELA – 78% MATH – 64 % THEN NOW Its even BETTER this year!!!

17 THEN NOW MCAS 1998 Failure ELA – 44% MATH – 75% MCAS 2011 Failure ELA – 4% MATH – 12% MCAS 2011 Failure ELA – 4% MATH – 12% YES, even BETTER this year!!!

18 Its cool and fun to be smart Honor Roll Statistics STUDENTS (4400 students) 19% STUDENTS ( (4200 students) 34%

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20 Turnaround at Brockton High BROCKTON - Brockton High School has every excuse for failure, serving a city plagued by crime, poverty, housing foreclosures, and homelessness. Almost two-thirds of the students qualify for free or reduced-price lunches, and 14 percent are learning to speak English. More than two-thirds are African-American or Latino - groups that have lagged behind their peers across the state on standardized tests. But Brockton High, by far the states largest public high school with 4,200 students, has found a success in recent years that has eluded many of the states urban schools: MCAS scores are soaring, earning the school state recognition as a symbol of urban hope. Principal Susan Szachowicz, shown chatting at lunch with Yiriam Lopez, is in many ways the schools biggest cheerleader. (Essdras M Suarez/ Globe Staff) By James Vaznis Globe Staff / October 12, 2009James Vaznis Emphasis on literacy brings big MCAS improvement

21 Brockton and ICLE philosophy Rigor Relevance Relationships ALL students-and ALL means ALL!!! So, thats who we are… What did we do?

22 Literacy for ALL – NO exceptions!!! Schoolwide Literacy Skills (we all do it THIS way!) Schoolwide rubrics for assessment RIGOR and RELEVANCE Our Literacy Initiative reflects BOTH The content provides the CONTEXT for teaching the Literacy Skills The electives engage the students and provide the real life application

23 So, what did we do??? Our turnaround: 4 Steps 1. Empowered a Team 2. Focused on Literacy – Literacy for ALL, no exceptions 3. Implemented with fidelity and according to a plan 4. Monitored like crazy!

24 Restructuring Committee – our think tank Every department represented with a mix of teachers and administrators Balance of new teachers and veterans, new voices and voices of experience Challenge for Change funding Step ONE: Empowering a Leadership Team

25 We looked at the data And, our first plan: Lets figure out the test The result of that: The Great Shakespearean Fiasco The Great Shakespearean Fiasco

26 I We asked what should we be teaching??? A better approach: Our solution:LITERACY!!! And it helped us become one of the 100 Best!

27 INSERT VIDEO from Americas Promise 100 Best

28 1. Empowered a team 2. Focused on Literacy for ALL, NO exceptions 3. Implemented with fidelity and according to a plan 4. Monitored like crazy! Brockton Highs turnaround FOUR STEPS:

29 The WHAT: LITERACY for ALL: Reading, Writing, Speaking, Reasoning Step TWO: Focused on Literacy for ALL

30 30 How did we determine our focus? Literacy Skills Drafted:

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32 WHAT are we teaching??? ENGAGING THE FACULTY: Interdisciplinary discussion groups on the drafts using 3 guiding questions: 1.In each of the four areas of Reading, Writing, Speaking and Reasoning, have we included what is required for students to be successful in your class/your content area? 2.Is the skill stated clearly so that all teachers and students can understand it? 3.Is the skill applicable to ALL content areas?

33 Lessons Learned the Hard Way Tip: Put all your negative folks together in a group so they dont spread their toxic fumes. Lessons Learned the Hard Way Tip: Put all your negative folks together in a group so they dont spread their toxic fumes.

34

35 We had cool looking charts on the walls… SO WHAT… The KEY to our implementation is HOW we trained teachers to teach these Literacy skills to our students. So now what…

36 Faculty Meetings became Literacy Workshops KEY = Adult Learning Step THREE: Implemented with fidelity and a plan

37 We started with writing! Writing is thinking thinking FOCUS, FOCUS, FOCUS

38

39 Dont think for a moment that everyone was happy… BUT, if we waited for buy-in, wed still be waiting. SO, what did we do?? Meet Sharon and Penny BUT….

40 Insert PBS Need to Know video on Penny and Sharon

41 1. Empowered a team 2. Focused on Literacy – Literacy for ALL, NO exceptions 3. Implemented with fidelity and according to a plan 4. Monitored like crazy! Brockton Highs turnaround FOUR STEPS:

42 1. Targets the Literacy Skill 2. Smaller subgroup drafts training script, brings draft to the full committee, revisions made 3. Roll out to faculty – step one: Interdisciplinary group training 4. Follow up in depts – how to implement in content area Restructuring Committee process:

43 OPEN RESPONSE STEPS TO FOLLOW 1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.

44 How do we know the students are learning it? INSERT STUDENT WORK EXAMPLE

45 Follow up the Interdisciplinary Training. Next step – HOW to bring this into the classroom Lessons developed Implemented according to a calendar So then what…

46 We didnt leave it to chance. The implementation was according to a specific timeline… Step THREE: Implemented with fidelity and a plan

47 47 As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers classes. The student samples should include: Student Name Teacher Name Date Course Name and Level Period A copy of the reading selection and question Evidence of the students active reading All pre-writing work that the student has done, e.g. webs A copy of the written open response The new scoring rubric and completed assessment After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples. The Open Response calendar of implementation is as follows: Nov 2-6: Social Science, Social Sci Biling. Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science Bilingual Jan 11-15: Business, Tech, & Career Ed. Jan 25-29: Math, Math Bilingual Feb 22-26: Foreign Lang, Special Ed Mar. 7-11: English, ESL, Guidance Mar Family &Cons. Sci, ProjGrads Apr 5-9: Music, Art

48 How did we incorporate these Literacy Skills in every discipline? Emily Dickinson is a poet who often wrote about her own emotional struggles. In two poems Heart, We Will Forget Him and Knows How to Forget she writes about how difficult it is to forget. Please read the two poems and the brief biography and answer the following three questions: 1.What were some of experiences in her life that influenced her writing? 2.What do the two poems have in common? 3.How are the two poems different? Please use one quote from the poems or biography in each paragraph.

49 INSERT STUDENT WORK EXAMPLES

50 Even the Guidance Department implements the Active Reading Strategies. Topic: Post-Secondary Plans ALL means ALL!!!

51 1. Empowered a team 2. Focused on Literacy – Literacy for ALL, NO exceptions 3. Implemented with fidelity and according to a plan 4. Monitored like crazy! (what gets monitored is what gets done!) Brockton Highs turnaround FOUR STEPS:

52 INSERT RUBRIC

53 What Gets Monitored Is What Gets Done! Faculty: Assessment based on rubrics Department Heads: Collect, assess, dialogue, and assist teacher Associate Principal: Collect, assess, dialogue, make necessary adjustments Listen to Prof. Ron Ferguson, Director, Achievement Gap Institute, Harvard Step FOUR: Monitored like crazy!!!

54 INSERT PBS NEED TO KNOW VIDEO on Ferguson

55 55

56 Reading Workshop on TOVANIS I Read It But I Dont Get It and Do I Really Have to Teach Reading? The key: Teaching everyone HOW

57

58 Insert Student Work Examples

59 MATH

60 Oral Presentation Rubric

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62 How did we incorporate these Literacy Skills in every discipline? The Reasoning Skills Chart develops the higher level math skills. Two examples of a Reading Visuals lesson from a Wellness class Topic: Bullying

63 Insert Student Work Examples

64 How did we incorporate these Literacy Skills in every discipline? Here is an example of a Problem Solving lesson from a Music class – Topic: Planning the Concert

65 Key = Adult Learning – Teachers teaching teachers = SUCCESS! Literacy Training for the faculty

66 BHS Literacy Workshop April 28 th 2011 Reading Visuals 66

67 Agenda Opener – Think and Pair. Reading Visuals presentation Practice using Reading Visuals 5 step process Discussion and feedback Closer – Think, Plan, Share 67

68 Dont Miss… To see how we trained our faculty and experience a Literacy Training the Brockton High way, go to Sharons Literacy Leadership session: Tuesday 10:45 in OsceolaA; Wednesday 9:30 in Sun A-B

69 In Sharons Session – Our Professional Development Formats World Café – More informal, allows topics to be introduced without going into great detail – builds collegiality Small Interdisciplinary Groups – In depth discussions about a targeted issue Large Interdisciplinary Groups – Literacy training that is often our first step to introduce an instructional method to all faculty Departmental Meetings – follow up to literacy training with a content specific focus

70 Its ALL about the relationships… We cant forget The Third R

71 People will forget what you said, people will forget what you did, but people will never forget how you made them feel. Maya Angelou Relationships

72 Honor Roll Assemblies – Celebrate and Laugh!

73 73 Class of 2012 – 90% heading to college! College for ALL: Changing students beliefs:

74 Boxer – 2 – Boxer Access Center Peer Mediators Boxer of the Month Good Citizen IDs Boxer Roundup Relationships: Support and Get the Word Out!

75 A lasting friendship Boxer Buddies A lasting friendship

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

77 Amarr: Its not us against them. Terrence: No one here would let me fail. I know, because I tried to. The REAL results

78 RECAP: Our 4 Steps 1. Empowering a team 2. Focusing on literacy: Literacy for ALL – NO exceptions 3. Implementing with fidelity and according to a plan 4. Monitoring, monitoring, monitoring The Result = Changing the Culture When all 3 Rs come together

79 Pedro Noguera You dont have to change the student population to get results, you have to change the conditions under which they learn.

80 DOES IT WORK??? Listen to what the students think of our Literacy Initiative… meet Fabieny DePina on PBS Need to Know Its ALL about literacy

81 INSERT PBS NEED TOKNOW VIDEO with Fabieny

82 Success at Brockton High then???

83 MCAS 2011 Failure ELA – 4% (in %) MATH – 12% (in 98 – 75%) MCAS 2011 Adv/Prof. ELA – 78% (in %) MATH – 64% (in 98 – 7%) MCAS 2011 Adv/Prof. ELA – 78% (in %) MATH – 64% (in 98 – 7%) Success at Brockton High now

84 TEACHER LEADERSHIP Some Schools Stand Out Comparisons of Complacent HS and Brockton HS Ronald F. Ferguson, PhD Tripod Project for School Improvement (www.tripodproject.org) andwww.tripodproject.org Achievement Gap Initiative at Harvard University (www.agi.harvard.edu)www.agi.harvard.edu

85 Proportions of students scoring in each decile of the MCAS 8 th grade ELA distribution

86 MCAS ELA gains 8 th to 10 th grade, compared to others from the same 8 th grade decile (School rank percentile/100)

87 As student achievement increased, the culture started to change – we ALL insisted on the same standards Your kids look like our kids, but they sure dont act like our kids. Theres no one in the halls… Szach: They are in class… Follow up question: How do you get them to go? The kids are PROUD – BOXER PRIDE!

88 Its not just about the numbers!!!

89 JOHN & ABIGAIL ADAMS BHS SCHOLARS SCHOLARSHIP RECIPIENTS 33% of the class!

90 ICLE Model School 2012, 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004 NASSP/CSSR Secondary School Showcase 2011, 2010 AIM Gould Award 2012 (Mass. businesses) U.S. Department of Education National High School Summit Harvard Achievement Gap Initiative 2011, 2009 National School Change Award – 2006 Massachusetts Compass School AWARDS, AWARDS, AWARDS, AWARDS!!!

91 Brockton High School Brockton School District Plymouth County 470 Forest Avenue Brockton, Massachusetts (508) , 2010, 2012 AWARDS, AWARDS, AWARDS, AWARDS!!!

92 GO Boxers!!! September 28, 2010 Boxers in the NEW YORK TIMES High Expectations NO Excuses!!!

93 Heres what we know Making change takes tenacity, not brilliance! (If we can do it, ANYONE can!) And when the 3 Rs come together it looks like this… (The kids made this for the teachers)

94 INSERT STUDENT GOOD BYE VIDEO

95 Contact Information Sharon Wolder Associate Principal for Curriculum and Instruction Brockton High School 470 Forest Ave Brockton, MA bpsma.org


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