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					Brockton High School
   Brockton, Massachusetts
    “City of Champions”




                             1
Brockton High School
I.     Who are we?
II.    What have we
       done and how
       have we done it?
III.   What have we
       accomplished so
       far?
IV.    Questions


                          2
Who are we?
    City of Brockton
   Location: Southeastern
    Massachusetts
   Population: approximately
    95,000
   Median Income: $31, 712.
   Unemployment Rate: 6.0%
   Major Industry: Health
    Services




                                3
Who are we?
BROCKTON HIGH SCHOOL
 Comprehensive 9 – 12
 Enrollment: over 4,300
 Poverty Level: 71.5%
 30 different languages
  represented
 1/3 do not speak English as
  their primary language
 Approximately 12%
  enrolled in Transitional
  Bilingual Education
  Program
 Approximately 11% receive
  Special Education Services


                                4
Who are we?   Brockton High School
               Student Population


                 54.5% Black - includes
                  African-American,
                  Cape Verdean,
                  Haitian, Dominican,
                  Jamaican, and others
                 29.3% White
                 13% Hispanic
                 2.7% Asian
                 .5% American Indian


                                           5
HOW FAR WE’VE COME:
DATA: TEST SCORES
  MCAS 1998      MCAS 2007
     Failure        Failure
ELA – 44%      ELA – 9%

MATH – 75%     MATH – 19%


                              6
HOW FAR WE’VE COME:
DATA: TEST SCORES
  MCAS 1998       MCAS 2007
   Advanced        Advanced
ELA – 2%        ELA – 20%
MATH – 1%       MATH – 27%
   Proficient      Proficient
ELA – 20%       ELA – 42%
MATH – 6%       MATH – 24%
                                7
HOW FAR WE’VE COME:
HONOR ROLL
    1998           2007

    TERM 1         TERM 1
859 STUDENTS   1299 STUDENTS



                               8
HOW FAR WE’VE COME:

      THEN                       NOW
                            “There is no such
                                   right!
“Students have a
                          High Standards,
  right to fail.”
          BHS Principal   High expectations.
                          No excuses!”
                                     BHS Principal


                                                 9
What have we done and how have
we done it?
                Our Restructuring Goals:
1.       To improve student academic achievement
          Core Academic Learning
          Stretch Learning
2.       To personalize the educational experience for
         every student
          Student Engagement
          Personal Skill Development



                                                         10
What have we done and how have
we done it?
           Essential Groups

   Restructuring Committee, our “think
    tank”

   Administrative Leadership Team

   Data analysis team


                                          11
What have we done and how have
we done it?
          Structural Changes

 Changing the schedule
 Changing the curriculum – emphasis on
  English and Math
 Changing the ability levels




                                          12
What have we done and how have we
done it?
Changing Attitudes:
 Everyone is responsible for every
  student
 Believing that every student
   CAN and MUST
 Our responsibility: to figure out how to
  help

                                             13
What have we done and how have
we done it?
               Improving Student
            Academic Achievement
Analyzing data to target needs
      Identified Core Learning
Development of Literacy Initiative
          Restructuring Committee identified essential literacy
           skills
          Literacy Charts posted in every classroom




                                                                   14
What have we done and how have
we done it? Core Learning
                                  LITERACY CHART: READING

                                        SCIENCE           SOCIAL
             MATH                                        SCIENCE




    ENGLISH                            READING                     ELECTIVE




    for content ( both literal and inferential )
    to apply pre-reading, during reading and post-reading strategies to all
     reading assignments, including determining purpose and pre-learning
     vocabulary
    to research a topic
    to gather information
    to comprehend an argument
    to determine the main idea of a passage
    to understand a concept and construct meaning
    to expand one’s experiences
   c Brockton High School, 2002


                                                                               15
What have we done and how have
we done it? Core Learning
                                   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



                                                                                      16
What have we done and how have
we done it? Core Learning
                                    LITERACY CHART: SPEAKING

                                         SCIENCE
                                                             SOCIAL
                MATH                                        SCIENCE




      ENGLISH                           SPEAKING                      ELECTIVE




        to convey one’s thinking in complete sentences
        to interpret a passage orally
        to debate an issue
        to participate in class discussion or a public forum
        to make an oral presentation to one’s class, one’s peers, one’s community
        to present one’s portfolio
        to respond to what one has read, viewed, or heard
        to communicate in a manner that allows one to be both heard and
         understood
                                                                                     17
     c Brockton High School, 2002
What have we done and how have
we done it? Core Learning
                                   LITERACY CHART: REASONING

                                          SCIENCE
                                                              SOCIAL
               MATH                                          SCIENCE




    ENGLISH                              REASONING                     ELECTIVE




       to create, interpret and explain a table, chart or graph
       to compute, interpret and explain numbers
       to read, break down, and solve a word problem
       to interpret and present statistics that support an argument or hypothesis
       to identify a pattern, explain a pattern, and/or make a prediction based on a
         pattern
       to detect the fallacy in an argument or a proof
       to explain the logic of an argument or solution
       to use analogies and/or evidence to support one’s thinking
       to explain and/or interpret relationships of space and time
    c Brockton High School, 2002




                                                                                  18
What have we done and how have
we done it?
    Our Professional Development
    Model:
   Development of Scripts
   Train the Trainer
   Interdisciplinary and Department
    Workshops
   Implementation
   Follow-up/ Monitoring


                                       19
What have we done and how have
we done it?
   Improving Student
 Academic Achievement
Professional Development               Previewing the Table
                                        of Contents
     Literacy Workshops:               Speaking Skills –
                                        Graded Discussions
                                       Oral Presentation
              Open Response -          Rubric
               Revised with new        Vocabulary in Context
               rubric to reflect       Thinking About Words
               stretch learning
                                       Non-Fiction Reading
              Graphing - Revised       Strategies
               to reflect stretch
               learning                ELL Training
              Teaching Multiple       School-wide active
               Choice Strategies        reading strategies
              Using Visuals to        Summarizing
               Preview a Chapter       Assessment




                                                           20
What have we done and how have we
done it? Stretch Learning
   SAMPLE QUESTIONS: 2006 MCAS
    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).


                                                        21
What have we done and how have we
done it? Stretch Learning
 SAMPLE QUESTIONS: 2006 MCAS
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).


                                                   22
What have we done and how have
we done it? Stretch Learning
                     Improving Student
                   Academic Achievement:
                  Addressing needs of
                  special populations
                     Advanced Placement
                     A+ Certification
                     International
                      Baccalaureate
                      Programme
                     Medical Translation
                      Program


                                            23
What have we done and how have we done
it? Personalization and Personal Skill Development
             Improving Student Academic Achievement:
               Addressing needs of special populations:
                “Struggling Learners” Special Education
                  Putting Programs in Place
   Inclusion
       Provides specialized instruction as part of an inclusive
        model within regular education classes
       Students access the general education curriculum
       Special Education teachers provide accommodations to
        meet IEP


                                                                   24
What have we done and how have we done
it? Personalization and Personal Skill Development
          Improving Student Academic Achievement:
            Addressing needs of special populations:
             “Struggling Learners” Special Education
               Putting Programs in Place
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



                                                                25
What have we done and how have we done
it? Personalization and Personal Skill Development
          Improving Student Academic Achievement:
            Addressing needs of special populations:
             “Struggling Learners” Special Education
              Putting Programs in Place
Monitoring
   Students: Portfolios
   Faculty: Assessment based on rubrics
   Department Heads: Collect, assess, and assist
    teacher
   Associate Principal: Collect, assess, make
    necessary adjustments


                                                       26
What have we done and how have we done
it? Personalization and Personal Skill Development
     Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
   House Plan
       School is divided into 4 color coded houses, each
        one includes 9-12
       Student remains in-house for nearly all classes,
        all four years (Scheduling is challenging, seniors
        more likely to travel throughout school due to
        electives)


                                                         27
What have we done and how have we done
it? Personalization and Personal Skill Development
    Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
       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)




                                                                                   28
What have we done and how have we done
it? Personalization and Personal Skill Development
     Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
   Academic Support Contracts
       Early intervention for 9th graders who are failing major
        subjects and/or having behavioral issues
       Student support teams include housemaster, assistant
        housemaster, guidance counselor, teacher, parent,
        student
       Team meets to develop Academic Support Contract



                                                                   29
What have we done and how have we done
it? Personalization and Personal Skill Development
      Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade

STUDY SKILLS LESSONS FOLLOWING 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


                                                                  30
What have we done and how have we done
it? Personalization and Personal Skill Development
     Improving Student Academic Achievement:
Addressing needs of special populations: 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




                                                                 31
What have we done and how have we done
it? Personalization and Personal Skill Development
     Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
   Five Key Orientation Programs
       Early March – “High School Expectations & Choices” – 8th grade
        parents
       Spring – “What to Expect at BHS” – 8th grade students at their
        Middle Schools
       Summer – “ Welcome to BHS” – incoming 9th grade (voluntary)
        run by teachers and high school students
       Fall – “The Road to Success”: - 9th grade in their English class,
        writing assignment follows
       Mid-Year – “It’s Not Too Late” – all 9th grade students, small
        groups, focus on getting back on course, writing assignment
        follows



                                                                            32
What have we done and how have we done
it? Personalization and Personal Skill Development
            Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
                       CREDIT RECOVERY
Goals:
 To help those students who have failed the first two terms gain
  the skills and meet the learning standards they did not master
  the first semester.
 To keep students engaged so that they have a chance to pass,
  or at least attend summer school.
 To address the academic failure and negative behaviors that
  often occur after the ninth grade student has failed the firt two
  terms



                                                                  33
What have we done and how have we done
it? Personalization and Personal Skill Development
      Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
                  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



                                                     34
What have we done and how have we done
it? Personalization and Personal Skill Development
Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
   Handbook Course
        assigned in place of the first detention that a freshman
         might get after-school
       course conducted by the Assistant Housemasters
       helps students become more familiar with handbook
       student identifies specific infraction(s)
       identifies ways to avoid repeating infraction(s)



                                                                    35
What have we done and how have we done
it? Personalization and Personal Skill Development
Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
   Peer Advisory
       Students who are trained Peer Mediators work
        with freshmen who are referred to the office for
        disciplinary reasons
       Coordinated at the time of infraction(s) by
        Assistant Housemaster


                                                           36
What have we done and how have we done
it? Personalization and Personal Skill Development
     Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
   Access Center
       Tutorial Center open during the day and after
        school
       Tutorial support provided by teachers and
        students




                                                        37
What have we done and how have we done
it? Personalization and Personal Skill Development
     Improving Student Academic Achievement:
Addressing needs of special populations: 9TH Grade
   Club Boxer
       After School extended day Program focusing on
        academic support (MCAS) and enrichment
        activities ( GOALS Program for Career Planning)
        for 9th and 10th grade students
       1- 5 teacher to student ratio (Grant Funded)


                                                      38
What have we done and how have we
done it? Personal skill development
    Personalization
    Rewards for good
     things
        Senior Good
         Citizenship ID’s
         with privileges
        Honor Roll
         Assemblies
        Boxer of the
         Month
        Recognition at
         School Committee
         Meetings
        Faculty
         Recognition



                                      39
40
41
              Performance Level Data- BHS
             What have we accomplished so far?
                                                    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
                                                               Years




                                                                                                                    42
What have we accomplished so
far?
    JOHN& ABIGAIL ADAMS
       SCHOLARSHIP – 2008
249 Recipients – 25%
 62 African American – 25%
 21 Asian – 8%
 20 Hispanic – 8%
  9 Multi- Race / Non-Hispanic -
  4%
  3 Native American – 1%
136 White – 54 %
101 Low Income – 40%
   9 LEP/FLEP – 4%
   4 Students w/ Disability – 2%

                                   43
What have we accomplished so
far?
                  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
          U.S. Department of Education National
           High School Summit
          National School Change Award - 2006

                                                    44
Brockton High School
    Brockton School District
       Plymouth County
       470 Forest Avenue
    Brockton, Massachusetts
         (508)580-7633


                               45
??????? Questions ??????




                           46
                 Brockton High School

Dr. Susan E. Szachowicz, Principal
Brockton High School
470 Forest Avenue
Brockton, MA 02301
508-580-7633
susanszachowicz@bpsma.org
www.leadered. com


                                        47

				
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