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BROCKTON HIGH SCHOOL
MAKING CHANGE HAPPEN!
New Mexico 2009
Sue Szachowicz, Principal
Senior Advisor, International Center for
Leadership in Education
1
Brockton High School
“School of Champions”
2
Increasing student academic achievement:
Implementing our Literacy Initiative for ALL
Engaging the faculty
Literacy Workshops using scripts
World Café
Faculty Discussion Groups
Targeting Struggling Learners: Special
Education, ELL, and 9th grade
Changing the Culture - Personalization
3
BROCKTON HIGH SCHOOL
Comprehensive 9 – 12
Enrollment: over 4,300
Poverty Level: 72 %
30 different languages
represented
38% do not speak English as
their primary language
Approximately 12% enrolled in
Transitional Bilingual Education
Approximately 11% receive
Special Education Services
4
Student Population
54.5% Black - includes
African-American, Cape
Verdean, Haitian, Jamaican,
and others
29.3% White
13% Hispanic
2.7% Asian
.5% American Indian
5
MCAS 1998 MCAS 2008
Failure Failure
ELA – 44% ELA – 5%
MATH – 75% MATH – 16%
6
MCAS 1998 MCAS 2008
Advanced+Proficient Advanced+Proficient
ELA – 22 % ELA – 74 %
(matches the state)
MATH – 7 % MATH – 54 %
7
MCAS??? So
you think it’s
easy???
8
SAMPLE MCAS QUESTION:
Life of Henry V: Act IV, Scene III (ll. 1-80)
Open Response question
Explain how the excerpt shows that the king is an
effective leader. Use relevant and specific
information from the excerpt to support your
answer.
(Question is looking for language and style
analysis, not simply content).
9
SAMPLE MCAS QUESTION:
Excerpt from Don Quixote (pp 58-60)
Open Response Question
Explain how the author creates a humorous tone
in the excerpt. Use relevant and specific
information from the excerpt to support your
answer.
(Question is looking for language analysis, not
simply content).
10
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 rocket’s flight.
h = 16t(7 – t)
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.
11
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 snakes—red and
black—are each coded by one gene.
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.
12
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 snakes—red and
c. The parent snakes in part (b) that are hetero-
black—are each coded by one gene.
For the red gene, the allele for the presence of red pigment (R) is dominant and the allele for
zygous for black color are both homozygous
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
recessive for the red gene. Each parent has
(b) is recessive.
genotype rr for the red gene. Based on this
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
information, what percentage of their 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
are expected to lack both the red and black
color. What percentage of the offspring are expected to have black pigment in their skin?
pigments in their skins. Explain your reasoning.
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.
13
What did we do,
What can you do?
Rigor
Relevance
Relationships
14
Who’s “we” ???
Restructuring Committee
15
Two pronged approach:
1. Literacy skills for ALL –
NO EXCEPTIONS!!!
2. Safety nets and
interventions for stuggling
learners
16
GOAL #1:
Increase student academic
achievement
17
Our Mission: LITERACY
LITERACY CHART: READING
LITERACY CHART: WRITING
SCIENCE
SCIENCE SOCIAL SOCIAL
MATH MATH SCIENCE
SCIENCE
ENGLISH ELECTIVE ENGLISH WRITING ELECTIVE
READING
for content ( both literal and inferential ) to take notes
to apply pre-reading, during reading and post-reading strategies to all to explain one’s thinking
reading assignments, including determining purpose and pre-learning to argue a thesis and support one’s thinking
vocabulary to compare and contrast
to research a topic to write an open response
to gather information to describe an experiment, report one’s findings, and report one’s conclusion
to comprehend an argument
to generate a response to what one has read, viewed, or heard
to determine the main idea of a passage
to convey one’s thinking in complete sentences
to understand a concept and construct meaning
to develop an expository essay with a formal structure
LITERACY CHART: REASONING
to expand one’s experiences CHART: SPEAKING
LITERACY
c Brockton High School, 2002
c Brockton High School, 2002
SCIENCE
SOCIAL
MATH SCIENCE MATH
SOCIAL SCIENCE
SCIENCE
ENGLISH REASONING ELECTIVE
ENGLISH SPEAKING ELECTIVE
to create, interpret and explain a table, chart or graph
to convey one’s thinking in complete sentences to compute, interpret and explain numbers
to interpret a passage orally to read, break down, and solve a word problem
to debate an issue
to interpret and present statistics that support an argument or hypothesis
to participate in class discussion or a public forum
to identify a pattern, explain a pattern, and/or make a prediction based on a
to make an oral presentation to one’s class, one’s peers, one’s community
pattern
to present one’s portfolio
to detect the fallacy in an argument or a proof
to respond to what one has read, viewed, or heard
to explain the logic of an argument or solution
to communicate in a manner that allows one to be both heard and
understood to use analogies and/or evidence to support one’s thinking 18
to explain and/or interpret relationships of space and time
LITERACY CHART: WRITING
SCIENCE
SOCIAL
MATH SCIENCE
ENGLISH WRITING ELECTIVE
to take notes
to explain one’s thinking
to argue a thesis and support one’s thinking
to compare and contrast
to write an open response
to describe an experiment, report one’s findings, and report one’s conclusion
to generate a response to what one has read, viewed, or heard
to convey one’s thinking in complete sentences
to develop an expository essay with a formal structure
c Brockton High School, 2002 19
So, how did we
engage our
faculty?
20
Faculty Meetings
became
Literacy Workshops
21
An example of a
Literacy Workshop…
22
Using Graphic
Organizers/Foldables
and Quick-Writes
Follow-up to presentation by
Lin Kuzmich
Faculty Meeting
April 2, 2009
23
Using Graphic Organizers/
Foldables and Quick-Writes
Content Objectives
1. To be able to use a foldable to demonstrate
understanding of a concept and organization of
information
2. To be able to demonstrate understanding and use of a
quick write in order to increase our students’
understanding of a concept.
Literacy Objectives
1. To take notes
2. To generate a response to what one has read, viewed,
or heard.
24
Using Graphic Organizers/
Foldables and Quick-Writes
Activities
1. Review the assessment graphic as it relates to
formative assessment and ways to change instruction.
2. Create a foldable.
3. Take notes on a foldable in response to questions to
demonstrate understanding of a quick-write.
4. Respond to a quick-write prompt.
5. Apply how a quick-write can be used to a new
situation.
25
ASSESSMENT
… is an educative tool:
to aide in the development of student understanding of a concept or skill
to measure the students’ attained proficiency in a concept or skill
to inform daily and long term instruction in order to ensure the attainment of concepts and
skills
Formative
INFERENCES
made from
Summative
Ongoing assessment that monitors assessments can be Assessment that measures student
student progress toward proficiency of formative proficiency of an objective taught within
and/or a unit of study/course/year
a concept, process, or skill summative.
teacher 3-2-1 ticket to leave tests demonstrations exhibits
observations
dipsticking quizzes self evaluation essays presentations artifacts
questioning class peer open performances reflections
discussions evaluation responses
homework writing logs portfolios graded research district
discussion unit tests
Preparation of Assessment
Implementation of Assessment
Reflection/Evaluation of
Assessment
of 26
Revision of Instruction
Graphic Organizers/
Foldables
“The best
worksheet
is a
blank piece of paper.”
27
Graphic Organizers/
Foldables
What is a
quick-write?
28
Graphic Organizers/
Foldables
How can I use a
quick-write?
29
Graphic Organizers/
Foldables
What are the benefits
of a quick-write?
30
Quick-Writes
“Writing is to
Thinking Fluency
As
Phonics is to
Reading Fluency”
31
Writing Matters:
Writing IS Thinking
Writing supports assembly and binding in the
brain because:
Writing uses multiple parts of the brain
simultaneously.
Writing increases performance in every content
area.
Writing is a multi-sensory rehearsal for the
brain.
Writing is highly correlated to increased
performance on assessments.
Kuzmich 2007
32
What Does the Evidence
Really Say?
Effectiveperformance assessment
REQUIRES writing
More writing reduces “coverage”
of standards and curriculum
Less coverage with MORE writing
does NOT hurt multiple choice
scores
Kuzmich 2007
33
Writing and Social Studies Scores
Virginia Department of Education, 1998
R = .87
Multiple Choice Scores
Data Source:
Center for
Performance
Assessment
Writing Performance Assessment
Kuzmich 2007
34
Writing and Math Scores
Virginia Department of Education, 1998
R = .88
Scores
Multiple Choice
Data Source:
Center for
Performance
Assessment
Writing Performance Assessment
Kuzmich 2007
35
Writing and Science Scores
U. S. Department of Education, 1998
R = .86
Multiple Choice Scores
Data Source:
Center for
Performance
Assessment
Writing Performance Assessment
Kuzmich 2007
36
Quick-Writes
1 to 3 minutes
Diagnostic
Not for grading
Allows teacher to check for
understanding, adjust pacing and
emphasis, offer assistance to those who
need additional help or extension of
learning
Kuzmich 2007
37
Quick-Writes
Prompt:
Define global warming
and explain three
factors that contribute
to it.
38
Quick-Writes
How can I use quick writes?
Assessment Tool
GOT IT
GOT SOME OF IT
HASN’T GOT A CLUE
39
Quick-Writes
How can I use quick writes?
Follow-up to Assessment
Address individual learning needs
of students through grouping
Tailor assignments to specific
group
Assist students who need help
40
Why is Writing so Powerful?
Cognitive Effect - Writing allows students to
show what they know.
Teaching Effect - Student writing provides
teachers with valuable diagnostic
information.
Conclusion - We must recognize the power of
writing across the curriculum and the vital
role it plays in student success!
Kuzmich 2007
41
Using Graphic
Organizers/Foldables
How might I use
quick-writes in my
classes?
42
Using Graphic
Organizers/Foldables
and Quick-Writes
THANK YOU THANK YOU
THANK YOU THANK YOU
43
Engaging the faculty:
The WORLD CAFÉ
44
World Café Format
Great way to introduce new
ideas
Promotes positive discussion
Casual, relaxed atmosphere
45
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!!!!
46
Session 1: Relationships
a. Introduce yourself and talk
about something that you’d
like others to know about you.
b. What are two strategies
you’ve used with your
students to get to know them
47
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…
48
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 you’ve 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.
49
TICKET TO LEAVE: 3 – 2 – 1
3: What are 3 qualities in your
favorite teacher ever that you’d
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.
50
Structured Discussion
Groups
Facilitated by Restructuring
Committee members
Guided questions provided
51
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 9th
and 10th 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?
52
How can I use Quick Writes?
Let’s try one:
What are Brockton’s literacy areas,
and what are two methods we
used to communicate those to
the faculty?
53
Improving Student Academic Achievement
Assess ALL: aggregate & subgroups
Develop a system of “safety nets”
Interventions
Special programs for struggling
learners
54
Targeting Struggling Learners:
Students with Special Needs
English Language Learners
Ninth Graders
55
Inclusion for Special Education
Provides specialized instruction
as part of an inclusive model
(co-teaching) within regular
education classes
SAME STANDARDS, SAME CURRICULUM,
DIFFERENT APPROACH TO INSTRUCTION
56
Brockton HS Special Ed
Case Study: The Situation
• ELA Failure Rate (1998) - 78%
• Math Failure Rate (1998) - 98%
• SpecialEd Students taught in
separate classrooms
• Teachers not certified in subject area
• Lower student expectations
FOR SPECIAL EDUCATION
Remember – 78% / 98%
Our question - So, do
you think what we’re
doing is working???
58
INSTRUCTION: Inclusion
Provides specialized instruction as part
of an inclusive model (co-teaching) within
regular education classes, accessing
curriculum
Accommodations to meet IEP delivered
in regular ed classroom
SAME STANDARDS, SAME CURRICULUM,
DIFFERENT APPROACH TO INSTRUCTION
59
Our original coteaching
model
The right idea, the
wrong approach
60
REVISING OURSELVES!!!
Know what you can do,
know when you need help
At MSC: Larry Gloeckler
Special Education Institute
61
INSTRUCTION: Co-taughts
YEAR English Math
99-00 0 0
02-03 4 0
05-06 12 2
08-09 30 9
09-10 Full Inclusion with supports
62
Accommodations made in co-teaching classrooms:
Pre-teaching
Modeling/show expected outcomes
Think Alouds
Assignment calendars
Pairing visual and auditory
Teaching directions
Skeleton Notes
“The least you need to know”
Review – Repeat – Practice- Teach new skill- Practice
Organizational Strategies
Using Assistive Technology
Word Banks to jog memories
63
Implementation:
Intervention Strategies
MCAS Preparation and Remediation
Classes
Portfolios for Special Education students:
designed to demonstrate the student’s
development of skills, strategies for
test-taking, and reflective thinking
After-school program for Special
Education Students/Mentoring Program
64
Implementation: More Intervention Strategies
Design of “Study Lab” for Academic
Support • Read 180
• Apangea
Use of technology supports: • Achieve 3000
Life Skills After School Program with
typically developing peers
Professional development for teachers
65
Monitor Progress/Improve Support
Systems
For us: What gets monitored is what
gets done!!!
Collection and review of student work
Portfolios for all students with IEPs
and for all English language learners
66
“LESSON LEARNED THE
HARD WAY” tip:
Be VERY specific about
what needs to be
included in the portfolio!
67
MCAS TEST PREP PORTFOLIO
Student SUMMARY: The goal of each MCAS portfolio is to demonstrate student improvement.
It is essential that the portfolio demonstrates the student’s development of the writing
process, use of MCAS strategies, and reflective thinking. A minimum number of
Portfolio products will be assigned; however, the sequence of activities will be determined by a
variety of factors. If the minimum number of products does not demonstrate the
student’s improvement, then more work must be done.
Requirements PURPOSE: The MCAS portfolio is a way to track and account for student improvement.
PRODUCTS:
Term 2:
3-4 Open Responses
Reading selection must reflect active reading strategies
Each written piece must be accompanied by the pre-writing steps.
Even though the open response does not grade conventions, it still must be
dealt with all along the way. It is crucial to the Long Composition.
Students should select 1 Open Response that received a low score.
Students should revise, rewrite, and evaluate the revision using the rubric.
Students should write a reflection of the process of revision and explain
how they improved.
8-10 Multiple Choice tests
Some tests may be a follow-up to an open response.
All tests must demonstrate the required strategies (i.e. process of
elimination, circling key words, etc.).
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.
ASSESSMENT: The role of assessment in improving student understanding and
achievement is CRUCIAL. To utilize this portfolio project, a personalized student profile
should be created.
1. Create a Student Profile:
a. Look at the breakdown of student’s ELA score for students who have
previously taken the test. Each question has been aligned with a strand from the
Massachusetts Frameworks.
b. Determine where the student is losing the most points. In other words, ask—
Where does the student’s misunderstanding lie? 68
MCAS TEST PREP PORTFOLIO
SUMMARY: The goal of each MCAS portfolio is to demonstrate student improvement.
It is essential that the portfolio demonstrates the student’s development of the writing
process, use of MCAS strategies, and reflective thinking . A minimum number of
products will be assigned; however, the sequence of activities will be determined by a
variety of factors. If the minimum number of products does not demonstrate the
student’s improvement, then more work must be done.
PRODUCTS:PURPOSE: The MCAS portfolio is a way to track and account for student improvement.
PRODUCTS:
Term 2:
Term 2: 3-4 Open Responses
Reading selection must reflect active reading strategies
3-4 Open Responses
Each written piece must be accompanied by the pre -writing steps.
Even though the open response does not grade conventions, it still must be
dealt with all along the way. It is crucial to the Long Composition .
Reading selection must reflect active reading strategies
Students should select 1 Open Response that received a low score.
Students should revise, rewrite, and evaluate the revision using the rubric.
Students should write a reflection of the process of revision and explain
Each written piece must be accompanied by the pre-writing steps.
how they improved.
8-10 Multiple Choice tests
Even though the open response does not grade conventions, it still must be
Some tests may be a follow-up to an open response.
All tests must demonstrate the required strategies (i.e. process of
elimination, circling key words, etc.).
dealt with all along the way. It is crucial to the Long Composition.
Term 3:
2 Long Compositions
Students should select 1 Open Response that received a low score.
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
Students should revise, rewrite, and evaluate the revision using the rubric.
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.
Students should write a reflection of the process of revision and explain
1 Open Response & Multiple Choice test
This should target the student’s weakest area as determined by the Term 2
how they improved.
portfolio.
ASSESSMENT: The role of assessment in improving student understanding and
achievement is CRUCIAL. To utilize this portfolio project, a personalized student profile
should be created.
1. Create a Student Profile:
a. Look at the breakdown of student’s ELA score for students who have
previously taken the test. Each question has been aligned with a strand from the
Massachusetts Frameworks.
b. Determine where the student is losing the mo st points. In other words, ask—
Where does the student’s misunderstanding lie? 69
MCAS TEST PREP PORTFOLIO
SUMMARY: The goal of each MCAS portfolio is to demonstrate student improvement.
It is essential that the portfolio demonstrates the student’s development of the writing
process, use of MCAS strategies, and reflective thinking . A minimum number of
products will be assigned; however, the sequence of activities will be determined by a
variety of factors. If the minimum number of products does not demonstrate the
student’s improvement, then more work must be done.
PURPOSE: The MCAS portfolio is a way to track and account for student improvement.
3:
TermPRODUCTS:
Term 2:
2 Long Compositions must reflect active reading strategies
3-4 Open Responses
Reading selection
Each piece must be accompanied by all pre-writing steps. must be
Each written piece must be accompanied by the pre -writing steps.
Even though the open response does not grade conventions, it still
1 dealt with all along evaluation of to thefinal Composition
is crucial Long
Minimum of revision after the1way. It Response thereceiveddraft. .
Students should select Open that a low score.
Students should revise, rewrite, and evaluate the revision using the rubric.
Students read 1 book and learn how revision it explain
Students should should write a reflection of the process of to useand with multiple
how they improved.
long composition questions. Students should follow mapping
8-10 Multiple Choice tests
for tests As a follow-up to an open response. know one book in-
strategies Somethis.may be aresult, the student will process of
All tests must demonstrate the required strategies (i.e.
will be prepared to write
depth and elimination, circling key words, etc.).about it regardless of the
question posed.
Term 3:
2 Long Compositions
1 Open Each pieceof& revision after Choice prethe final draft .
be accompanied by all
ResponsemustMultiple evaluation of -writing steps.
Minimum 1 test
Students should target the student’s weakest area as
This should read 1 book and learn how to use it with multiple long determined
composition questions. Students should follow mapping strategies for this. As a
result, Term 2 portfolio.
by thethe student willthe questionbook in -depth and will be prepared to write
about it regardless of
know one
posed.
1 Open Response & Multiple Choice test
This should target the student’s weakest area as determined by the Term 2
portfolio.
ASSESSMENT: The role of assessment in improving student understanding and
achievement is CRUCIAL. To utilize this portfolio project, a personalized student profile
should be created.
1. Create a Student Profile:
a. Look at the breakdown of student’s ELA score for students who have
previously taken the test. Each question has been aligned with a strand from the
Massachusetts Frameworks.
b. Determine where the student is losing the mo st points. In other words, ask—
Where does the student’s misunderstanding lie? 70
3 important criteria for collecting student work
1. Specify what you want and by when
2. Review the work using specific questions –
- What is good enough? (use rubrics)
- In what ways does this work meet or fail to meet
the standard?
- What do the student responses indicate about the
effectiveness of the assignment?
- How might the assignment be improved?
- Did you find evidence of growth over time?
- What did you notice about consistency across
classes, departments, from teacher to teacher?
3. Provide feedback to the teacher
71
Sheltered English Immersion
Provides specialized instruction
focused on language acquisition
while maintaining rigorous
standards
SAME STANDARDS, SAME CURRICULUM,
DIFFERENT APPROACH TO INSTRUCTION
72
THREE PRICIPLES THAT HELP
ENGLISH LANGUAGE LEARNERS
ACHIEVE ACADEMIC COMPETENCE
Increase Comprehensibility
Increase Interaction
Increase Thinking Skills
73
Increase Comprehensibility
Stephen Krashen, from the
University of Southern California,
states that many ELLs have a
hard time understanding new
material through words (lecture
and text) alone. To increase
comprehensibility, teachers must
provide multiple clues to
meaning.
74
Increase Interaction
ELLs often understand better in one-on-one
interactions or small groups where they can
follow the conversation better and indicate
when they don’t understand. Peer
interaction is especially helpful because
peer language is generally less complex
than the teacher’s. These Interactions also
give ELLs a chance to actively participate
and practice the language in a small, non-
threatening setting.
75
TECHNIQUES FOR INCREASING
COMPREHENSIBILITY
Effective teachers use techniques along with their
words and bring meaning to the message.
• Use visuals, realia, manipulatives, and other concrete
materials
• Use gestures, facial expressions, and body language
• Speak clearly and naturally, using intonation, volume,
and pauses to aid meaning
• Contextualize content in relevant, real-life ways
• Repeat, rephrase and/or paraphrase key concepts and
directions
76
Increase Thinking Skills
Proficiency in higher order thinking
skills and the language used to
express complex ideas are
required for academic success.
The language and processes
should be explicitly taught and
modeled, through such strategies
as think-aloud, graphic
organizers, and questioning.
77
TECHNIQUES FOR INCREASING
COMPREHENSIBILITY
Effective teachers use techniques along with their
words and bring meaning to the message.
•Model and demonstrate procedures and thought
processes
• Give clear and concise directions
• Build on what students already know
• Clarify meaning in context
• Be careful of idioms, slang, and pronouns
• Establish and environment in which students feel
free to take risks
78
SCRIPT FOR VOCABULARY ACTIVITY
Effective techniques often focus on
teacher actions or behaviors.
However, student-centered strategies,
such as activating prior knowledge,
also facilitate understanding.
Explicitly activating prior knowledge
and targeting key vocabulary provide
linkages from their experiences and
education to the new concepts or text.
79
SCRIPT FOR VOCABULARY ACTIVITY
The steps for doing this vocabulary activity
in class have been provided for you and we
are now going to model it.
Please imagine that you are all
sophomores and that; you have just
entered your biology class…..
Would you please take out your
Vocabulary Connections sheet.
I’m going to say each word and have you
repeat it (choral repetition)
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SCRIPT FOR VOCABULARY ACTIVITY
Now look at the words again and take a
few minutes to brainstorm and ask
yourselves these questions;
Have you seen or heard this word before?
Where have you seen or heard it?
Do you recognize any part of the word?
The prefix, suffix or root?
For those of you who speak another
language, is it similar to any word you
know in your language?
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SCRIPT FOR VOCABULARY ACTIVITY
Now write your responses in the middle column.
(show sheet). You don’t have to write full
sentences, just a word or phrase will do.
(allow participants a minute or two to do
this.
In pairs, please tell your partner what you wrote
down in the middle column. Remember,
there are no right or wrong answers (allow
participants a minute).
Let’s now share with the whole class some of the
associations you came up with (ask for a
few volunteers).
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For9thGrade:
MANY support
programs
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STUDY SKILLS LESSONS through the LITERACY OBJECTIVES
Reading: Active Reading Strategies- Previewing
a text – Using visuals to preview a chapter
Writing: Note-taking – Summarizing
Speaking: Street talk vs. school talk – speaking in
complete sentences - Listening
Reasoning – Time management, Organizational
strategies, Study strategies
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CREDIT RECOVERY
Classes conducted eight weeks after school
Two sessions for each subject per week
Classes are no larger than 12 students
Curriculum is developed by departments and
follows identified skills and standards
Lessons are prepared in advance; focus on
instruction
Grading – pass or fail
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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.
Flexible scheduling, teacher teams, seniors as
tutors/mentors, focus on academic remediation.
40 – 50 in each academy (we have 2)
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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
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88
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STRETCH LEARNING:
Improving Student
Academic Achievement:
Advanced Placement
A+ Certification
International
Baccalaureate
Programme
Medical Translation
Program
Career Pathways
90
What have we done and how have we done it?
Apply the Four Learning Criteria Dimensions:
LEARNER ENGAGEMENT
How do you help the
students feel connected,
safe, cared about, and
feel like they belong?
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LEARNER ENGAGEMENT: 9TH Grade
Academic Support Contracts
Peer Advisory
Multiple Orientation Programs
Club Boxer
Boxer-2-Boxer
Numerous clubs, activities,
athletics, ballroom dancing
92
LEARNER
ENGAGEMENT
93
Rewards for good
things
Senior Good
Citizenship ID’s
with privileges
Honor Roll
Assemblies
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LEARNER
ENGAGEMENT
Rewards for
good things
Recognition for
students and
faculty at School
Committee
meetings and
assemblies
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What have we done and how have we done it?
Apply the Four Learning Criteria Dimensions:
PERSONAL SKILL DEVELOPMENT
How do you help students
learn to lead, demonstrate
positive behaviors and
attitudes, get involved in
their community?
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PERSONAL SKILL DEVELOPMENT:
Handbook Course in place of first
suspension
Peer mediation and Peer Advisory
Access Center (tutorial center)
Boxer of the Month
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PERSONAL SKILL DEVELOPMENT:
Leadership Activities:
JROTC
Boxer Buddies
Student Council
Service Clubs
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RECAP:
Implementing literacy for all
Engaging the faculty
Targeting struggling learners
Special Education
English language learners
9th grade
Changing the culture - personalization
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RESULTS:
What can the results be for
the students when the
school takes action?
(HINT, HINT… GOOD THINGS!!!)
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Pass Rate for grade 10 ELA and Math
100
Percentage of Students
80
Passing
60 Pass Rate ELA
40 Pass Rate Math
20
0
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Years
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Proficiency Index – ELA - Mass. Urbans
Grade Sub ELA ELA ELA ELA ELA ELA
District Band Grp 2003 2004 2005 2006 2007 2008 Gain
Brockton Grd 10 Agg 76.4 78.1 79.2 84.0 83.2 88 11.6
Lynn Grd 10 Agg 70.5 70.7 73.0 77.2 78.1 82.7 12.2
Worcester Grd 10 Agg 67.9 68.6 71.8 75.3 79.3 82.6 14.7
Boston Grd 10 Agg 64.4 67.7 69.7 76.5 78.1 82.3 17.9
Lowell Grd 10 Agg 69.8 74.2 73.6 76.4 78.9 81.4 11.6
Fall River Grd 10 Agg 69.8 71.7 72.1 72.6 81.4 79.2 9.4
New Bedford Grd 10 Agg 66.1 69.1 70.5 74.3 74.5 78.2 12.1
Springfield Grd 10 Agg 62.1 65.6 66.7 67.3 69.7 76.7 14.6
Brockton Grd 10 SPED 51.3 50.2 54.0 61.8 63.3 70.4 19.2
Lawrence Grd 10 Agg 59.9 58.3 63.6 61.4 61.9 69.2 9.3
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CLOSING THE GAP!
ELA MCAS Scores
Ratio of State Average for Whites
Brockton Asian Black Hispanic White Other
Scores
8th grade .85 .80 .85 .97 .77
in 2006
10th grade 1.01 .94 .94 1.08 .89
in 2008
Source: Ron Ferguson, Achievement Gap Initiative,
Harvard University
But it’s much
more than
just the
numbers...
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Changing Attitudes:
Everyone is responsible
for every student
Believing that every
student CAN and MUST
Our responsibility:
to figure out how to help
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JOHN& ABIGAIL ADAMS
SCHOLARSHIP – 2009
246 Recipients – 25%
African American – 32%
Asian – 7%
Hispanic – 6%
MultiRace/NonHispanic-2%
Native American – <1%
White – 53 %
Low Income – 34%
W/ Disability – 3%
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External Recognition
Massachusetts Compass School
Designation
Northwest Regional Educational
Laboratory – Schools Making Progress
International Center for Leadership in
Education – Model School
2004, 2005, 2006, 2007, 2008, 2009
U.S. Department of Education National
High School Summit
National School Change Award - 2006
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Brockton High School
Brockton School District
Plymouth County
470 Forest Avenue
Brockton, Massachusetts
(508)580-7633
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QUESTIONS????????
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Dr. Susan E. Szachowicz, Principal
Brockton High School
470 Forest Avenue
Brockton, MA 02301
508-580-7633
susanszachowicz@bpsma.org
Senior Advisor International Center for
Leadership in Education
www.leadered.com
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