Presentation is loading. Please wait.

Presentation is loading. Please wait.

LE Model Schools Conference 2011 SUE SZACHOWICZ, PRINCIPAL BROCKTON HIGH SCHOOL BROCKTON, MASSACHUSETTS Creating a Culture of Achievement for ALL Students:

Similar presentations


Presentation on theme: "LE Model Schools Conference 2011 SUE SZACHOWICZ, PRINCIPAL BROCKTON HIGH SCHOOL BROCKTON, MASSACHUSETTS Creating a Culture of Achievement for ALL Students:"— Presentation transcript:

1 LE Model Schools Conference 2011 SUE SZACHOWICZ, PRINCIPAL BROCKTON HIGH SCHOOL BROCKTON, MASSACHUSETTS Creating a Culture of Achievement for ALL Students: Empowering the Faculty Empowering the Students Creating a Culture of Achievement for ALL Students: Empowering the Faculty Empowering the Students ICLE MODEL SCHOOLS CONFERENCE, Nashville, 2011

2 A.K.A. Its COOL to be smart at Brockton High!!!

3 Who are we? Turnaround??? What does that mean? What did we do? LITERACY How did we get buy-in? 1. Empowering the Faculty 2. Empowering the Students CHANGING THE CULTURE, ONE SUCCESS AT A TIME…

4 Comprehensive 9 – 12 Enrollment: 4,261 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 Education Services Our Demographics

5 Student Population 57% Black - includes African American, Cape Verdean, Haitian, Jamaican, and others 26% White 14% Hispanic 2.5% Asian.5% American Indian

6 Heres what we faced: (still do!) Federal mandates: NCLB, AYP State mandates: High Stakes Testing (MCAS) Local mandates: Graduation requirements

7 MCAS??? So you think its easy???

8 The Mooring Mast (nonfiction piece on the Empire State Building and dirigibles 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 (2010):

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 Turnaround??? What does that mean???

12 State Mandates…We faced: MCAS 1998 Failure ELA – 44 % (Sped – 78%) MATH – 75% (Sped – 98%) MCAS 1998 Advanced+Proficient ELA – 22% (Sped 0% Adv, 2% Prof.) MATH – 7% (Sped 0% Adv, 0% Prof.)

13

14 But even worse… We faced a flawed belief system: Students have a right to fail. Former BHS Principal

15 Success at Brockton High then…

16 Success at Brockton High???

17 Thats where we were… But where are we now???

18 MCAS 1998 Failure ELA – 44% MATH – 75% MCAS 2010 Failure ELA – 5% MATH – 14% MCAS 2010 Failure ELA – 5% MATH – 14%

19 MCAS 1998 Advanced+Proficient ELA – 22 % MATH – 7 % MCAS 2010 Advanced+Proficient ELA – 74 % MATH – 61 % MCAS 2010 Advanced+Proficient ELA – 74 % MATH – 61 %

20

21 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

22 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

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

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

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

26 SO…thats a little on where we were and where we are, but…What did we do and HOW did we get buy-in? SO…thats a little on where we were and where we are, but…What did we do and HOW did we get buy-in?

27 27 Bottom line??? We didnt have it… If we waited for buy-in, we would STILL be waiting.

28 28 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:

29 29 It all started with a TEAM Empowering the Faculty: Teacher Leadership! How did we get there??? Creating a Culture of Achievement: Empowering the Faculty

30 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 Professional strengths Personal qualities (humor, trust!) Step ONE: Empowering a Leadership Team

31 31 Funding? Meeting schedule? Their roles? Step ONE: Empowering a Leadership Team

32 32 Seen as Teacher Leaders by colleagues Analyzing the data – What do you notice? Planning/scripting Literacy Workshops Presenting the Literacy Workshops Planning and conducting all prof. dev. Chairing the Restructuring Subcommittees Facilitating faculty discussion groups Bringing faculty feedback to full committee Restructuring Committee Step ONE: Empowering a Leadership Team: Restructuring Committee

33 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

34 34 Other Groups Administrative Leadership Team Restructuring Subcommittees (Literacy, Instructional Technology, Senior Year, College for All, e.g.) Steering Committees in every Department Expanding the Empowerment

35 35 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:

36 Is this the BEST we can be?

37 RIGOR, RELEVANCE, RELATIONSHIPS For us, two goals: Increase student academic achievement Personalize the educational experience for every student RIGOR, RELEVANCE, RELATIONSHIPS For us, two goals: Increase student academic achievement Personalize the educational experience for every student

38 The WHAT: LITERACY for ALL: Reading, Writing, Speaking, Reasoning WHAT are we teaching???

39 39 How did we determine our focus? Literacy Skills Drafted:

40

41 41 Empowerment: Structured Interdisciplinary Discussion Groups Facilitated by Restructuring Committee members Guided questions provided

42 WHAT are we teaching??? ENGAGING THE FACULTY: Interdisciplinary discussion groups on the literacy 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/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?

43 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.

44

45 We started with writing. FOCUS, FOCUS, FOCUS!!!

46 Why writing??? We examined the test. Asked What did you notice? AND… We needed a WIN!!! Pick something measurable WHAT are we teaching?

47 An example of a Literacy Workshop – conducted BY Restructuring Committee for ALL faculty Key to our success: Adult Learning

48 QUICK WRITE: Think back to Lins presentation. Write about something she shared that really struck you, that has stayed with you, and has informed your teaching. 48 Thursday, February 17, 2011 OPENER

49 Like the Foldables and the Quick Writes that we implemented after Lins last visit, we wanted to follow up with two powerful, high payoff strategies that are easy to implement and build off what we already do. 1.The power of Openers / Activators 2.The power of Closers / Summarizers 3.Suggested questions for increasing the rigor of Openers and Closers 4.Next Steps??? 49 Effective Openers and Closers AGENDA

50 RELEVANCE MAKES RIGOR POSSIBLE and MEMORY STICKIER We only remember what we care about, connect to or can relate to in some way!

51 What the research says: Lin Kuzmich worked with Pasadena, Texas. By just implementing relevant openers (activators) and rigorous closers (summarizers) school scores on their state assessment improved dramatically (see next slide) 51 Effective Openers and Closers

52 Pasadena HS, TX Points Inc % Inc 9 Rdg % 10 ELA % 11 ELA % 9 Math % 10 Math % 11 Math % 10 Sci % 11 Sci % 10 SS % 11 SS %

53 Openers/Closers a.k.a. Activators/Summarizers We already do this – how can we do it better to get a bigger bang for the buck? 53

54 Openers/Activators The Opener activates students thinking and pulls them into the lesson. It must be RELEVANT to the lesson. Remember, students can do no better than the assignment they are given… Make your opener a QUADRANT D exercise- Get the students thinking AND working. 54

55 55 Evaluation 6 C Student Thinks D Student Thinks and Works Synthesis 5 Analysis 4 Application 3 A Teacher Works B Student Works Comprehension 2 Knowledge/ 1 Awareness Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situationsRelevance From: the International Center for Leadership in Education Rigor and Relevance Framework TM

56 Example of a Quadrant D Opener Here are the objectives we learned this past six weeks. Are you an expert mathematician with any of these objectives? With your Math Lab Partner please share the tips and strategies you developed to become an expert. How will you help others in our class during the next six weeks, please write a goal. –Mannys Teacher, Mr. R. Kuzmich,

57 The CLOSER: RIGOR MAKES THE FUTURE POSSIBLE End Every Lesson Everyday at Analysis, Synthesis or Evaluation to Increase Memory and Learning. The Brain Learns Best This Way! Kuzmich,

58 Focus on a rigorous Closing Add Rigor and Relevance to closings that last even a few minutes, to make learning more memorable. Kuzmich,

59 Closers/Summarizers The Closer should be focused on what you want the student to retain from the lesson. What is the final thought you want them to remember??? The Closer must be RIGOROUS!!! 5 minutes is all it takes! 59

60 Suggestions on Closers Use an exit ticket, an entry in a journal, a summary in your notes, a comment at the bottom of your homework or a tip at the top. Think-Pair-Share is a great closer. A RIGOROUS finishing question on your graphic organizer can be powerful! 60 Kuzmich, 2009

61 More on Closers Try prompts that encourage students to compare learning to something they know about, a connection to their lives, a comparison to previous learning or between two things learned today, more cause and effect thinking, more justification of answers, error analysis and fixing, making up own problem or question and trading with another student. 61 Kuzmich, 2009

62 More on Closers Summarize, analyze and justify should be the three favorite closings! 62 Kuzmich, 2009

63 PLAN for your Closers TIMING is everything! Be sure to PLAN for your Closer. If you have to cut from your lesson, cut from the middle, do NOT sacrifice the CLOSER. That is where you get the biggest bang for the buck! 63

64 These next five slides provide some questions that prompt students thinking and increase the rigor in your Openers and Closers. 64 Sample questions thanks to Lin

65 Do you know anything about…? How does it compare to…? Describe…using your sensory words and your new content words. Explain what is meant by…How does that compare to what you or others believe/see/explain? What is an example of…? Kuzmich 2009

66 What is the pattern? Why? Compare and Contrast… How is this the same or different? What is the cause or effect? Sort these into categories and label the categories. What attributes impact these functions? What is the most important idea and why? Summarize… From what point of view will you summarize… Kuzmich 2010 rev

67 Give me another example of…, but this time… Defend your answer Justify your conclusion What are the pros and cons? What if…? What is the relationship of…to…? Is this fair or right? Is this right or wrong and why? What is the importance, impact, or value of…? Kuzmich 2009

68 Can you design a...to...? Why not compose a song or write an original piece about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? 68Kuzmich, 2010 Check for Understanding: Evaluation and Creativity

69 Can you create new and unusual uses for...? Can you write a new…for…? Can you develop a proposal which would...? What if…? Add a real or imagined scenario Change a variable Design… Solve this issue or situation… 69 Kuzmich, 2010

70 REMEMBER: Students can do no better than – the assignment they are given… – the assessment they are given… – the tools and strategies they are taught to use… – the questions they are asked and the questions they themselves ask… – the feedback they are given… – what they spend time doing and the models they receive… From: Educational Trust, Expectations and Student Success

71 Openers and Closers are essential to students learning. Openers should be relevant, link to the lesson, and activate student thinking. Do NOT sacrifice the Closer – brain research says that the last thing you do is what they remember. Just by using rigorous and relevant Openers and Closers, student achievement increases. 71 RECAP

72 THINK – PAIR – SHARE: THINK: After reviewing the questions on the handout and the discussion during todays meeting, develop a Closer for your lesson tomorrow. PAIR: Pair up with a colleague SHARE: Share your Closers THEN DO IT! 72 CLOSER

73 Engaging the faculty: The WORLD CAFÉ 73

74 74 World Café Format Great way to introduce new ideas Promotes positive discussion Casual, relaxed atmosphere

75 75 How to begin: 4 or 5 per group, one Table Host Questions planned for two or three café sessions Placemats with questions on them to be used as the notes Recommended – GOODIES!!!!

76

77

78 78 Session 1: Relationships a. Introduce yourself and talk about something that youd like others to know about you. b. What are two strategies youve used with your students to get to know them

79 79 AFTER 15 – 20 MINUTES – switch groups, but Table Host stays Leave placemats on the table. Table Host collects the first session placemats and puts the second round out. MOVE TO SESSION TWO…

80 80 Session 2: Rigor and Relevance a. Introduce yourself and talk about the toughest class you ever had in school and what you did to get through it. b. Describe something youve done to help a struggling student master difficult material. c. Describe a lesson you taught that you believe the students found to be relevant to their lives.

81 81 TICKET TO LEAVE: 3 – 2 – 1 3: What are 3 qualities in your favorite teacher ever that youd like to emulate? 2:What are 2 things that you think the students want to know about you? 1:What is 1 thing that you will when you return to school to connect with your students.

82 For our first World Café in Sept: 1. Introduce yourself and talk about the best book you read or movie you saw this summer. 2. For our Oct. InService, we are going to schedule a Faculty Expo. What session(s) topics would you like to see scheduled. Any presenter suggestions? For Session ONE:

83 For our first World Café in Sept: 1. Introduce yourself and share an example of how you used technology (smartphones, laptops, PDAs, tablets) effectively in the classroom for instructional purposes. 2. Review the draft of the proposed new language of the electronic device policy. Strengths, weaknesses, problems, issues? 3. Restructuring had a fierce debate on whether to allow students to use electronic devices during lunch: a. outside, b. inside the caf, or c. both. Your thoughts? For Session TWO:

84 For more in-depth faculty engagement: Structured Interdisciplinary Discussion Groups 84

85 85 1. What would you cite as the primary reason(s) why students fail? 2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our 9 th and 10 th graders in terms of academics and behavior? 3. We have been successful at helping students over the MCAS passing bar; now we must move our target to proficiency. What do you see as the major obstacle our students face in achieving this goal? What suggestions would you make to help our students overcome those challenges to reach proficiency? Structured Interdisciplinary Discussion Group Questions:

86 86 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?

87 87 Brockton High Faculty Answers: How have we changed the culture? Admin team stated constantly Its all about the kids! (Its not us against them) Negative comments addressed directly FOCUS, FOCUS, FOCUS on literacy EVERYONE held to expectations (fierce conversations behind closed doors) Teachers present to colleagues, model strategies to each other

88 88 Brockton High Faculty Answers: How have we changed the culture? We used our own talent, didnt hire out Its safe to take risks Faculty Expo Every department contributes- empowerment through content I feel my teaching is valued Admin demands, and monitors, but supports and thanks

89 89 YOUR TURN:EMPOWERMENT Think about someone on your staff who you think has the disposition to lead but has not been involved. How can you bring that person in?

90 Creating a Culture of Achievement: Empowering the Students In the years to come, your students may forget what you taught them. But they will always remember how you made them feel. OR They dont care how much you know until they know how much you care!!!

91 Its ALL about the 3 Rs: Rigor Relevance Relationships

92 Creating a Culture of Achievement: Empowering the Students- RIGOR Academic Expectations are Clear Literacy for ALL – NO exceptions Academic levels: ALL College prep College for ALL: WHEN you go to college… College Jump Start Learning Together

93 Creating a Culture of Achievement: Empowering the Students- RIGOR You cant drop a level/class until you... Academic Success Contracts Boxer-2-Boxer Project Diploma Open enrollment AP and IB Early graduation (student planned)

94 94

95 Creating a Culture of Achievement: Empowering the Students - RELEVANCE Literacy through electives Student design teams/problem solving Medical Interpretation Boxer Fit Leaders Administrative Assts. Career pathways

96 Creating a Culture of Achievement: Empowering the Students RELATIONSHIPS Student leadership Its not us against them! Celebrate and publicize success: Honor Roll Assemblies, weekly radio Boxer Roundup, theme days, plan the fun

97 Quick-Writes: (3-5 minute writings) Describe a time you have been made fun of or harassed for being or looking different. How did you deal with it? Have you ever teased or made fun of someone for being or looking different, or witnessed someone else doing this and didnt speak up? Write about why you think you did that, and thinking back, what should you have done? Leadership example: Day of Pink

98 Creating a Culture of Achievement: Empowering the Students RELATIONSHIPS An example of the power of relationships: Meet our Boxer Buddies

99 A lasting friendship Boxer Buddies A lasting friendship

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

101 Together we have created memorable moments

102

103 Our time together has been tremendously special

104 Empowering the Students Boxer Buddies

105 Our Boxer Buddies have changed our school, AND others have noticed…

106 106 And recently, the MOST unbelievable moment for our Brockton Boxer Buddies

107 107 But not just ANY Pledge of Allegiance… These are our hands!!!

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

109 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! Our turnaround FOUR STEPS: RECAP

110 110 Empowered the faculty (Keys: Teacher leadership and adult learning) Empowered the students (Keys: Use them to solve issues, celebrate success) Recognize and appreciate!!! And to do that… RECAP

111 Changing Attitudes: Everyone is responsible for every student Believing that every student CAN and MUST Our responsibility: to figure out how to help

112 112 Rewards and recognitions for students: Honor Roll Assemblies Good citizen IDs ID of the Day Boxer of the Month LoveMad School Committee Boxer Roundup Boxer Shorts/Notes Creating a Culture of Achievement: Empowerment through Recognition

113 113 Rewards and recognitions for teachers: Appreciation Assemblies Boxer Faculty Champs Boxer Roundup Boxer Shorts/Notes Creating a Culture of Achievement: Empowerment through Recognition

114 Its about teaching, stupid… Mike Schmoker, Results Now Faculty Champions

115 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

116 116 The single most influential component of an effective school is the individual teachers within the school. Robert Marzano …the single greatest determinant of learning is not socioeconomic factors or funding levels. It is instruction. Results Now by Mike Schmoker Its All About Instruction

117 Boxer Pride You proved that to be true. Take a look at what YOUR INSTRUCTION is accomplishing:

118 TEACHER LEADERSHIP Some Schools Stand Out Comparisons of Complacent HS and Brockton HS Ronald F. Ferguson, PhD Tripod Project for School Improvement and Achievement Gap Initiative at Harvard University

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

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

121 Boxer Pride Professor Ferguson: Brockton can be a model for schools around the country.

122 GO Boxers!!! September 28, 2010 Boxers in the NEW YORK TIMES

123 Boxer Pride Then came the media…CBS, ABC, PBS, CNN

124 124 Who doesnt like to be appreciated??? Heres what the students did for our Teacher Appreciation Day… Creating a Culture of Achievement: Empowerment through Recognition

125 QUESTIONS????? THANK YOU!!!!

126 Contact Information Dr. Susan Szachowicz, Principal, Senior Consultant ICLE Brockton High school 470 Forest Avenue Brockton High School Brockton, MA Dr. Susan Szachowicz, Principal, Senior Consultant ICLE Brockton High school 470 Forest Avenue Brockton High School Brockton, MA Sharon R. Wolder Associate Principal for Curriculum and Instruction Brockton High school 470 Forest Avenue Brockton High School Brockton, MA


Download ppt "LE Model Schools Conference 2011 SUE SZACHOWICZ, PRINCIPAL BROCKTON HIGH SCHOOL BROCKTON, MASSACHUSETTS Creating a Culture of Achievement for ALL Students:"

Similar presentations


Ads by Google