Brockton High School Brockton, Massachusetts “City of Champions”

1. Brockton High SchoolBrockton, Massachusetts“City of Champions”

2. Brockton High School • Who are we? • What have we done and how have we done it? • What have we accomplished so far? • Questions

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

4. 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

5. 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

6. MCAS 1998 Failure ELA – 44% MATH – 75% MCAS 2007 Failure ELA – 9% MATH – 19% HOW FAR WE’VE COME:DATA: TEST SCORES

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

8. 1998 TERM 1 859 STUDENTS 2007 TERM 1 1299 STUDENTS HOW FAR WE’VE COME:HONOR ROLL

9. THEN “Students have a right to fail.” BHS Principal NOW “There is no such right! High Standards, High expectations. No excuses!” BHS Principal HOW FAR WE’VE COME:

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

11. What have we done and how have we done it? Essential Groups • Restructuring Committee, our “think tank” • Administrative Leadership Team • Data analysis team

12. 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

13. 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

14. 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

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

16. What have we done and how have we done it? Core Learning

17. What have we done and how have we done it? Core Learning MATH

18. What have we done and how have we done it? Core Learning

19. 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

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

21. 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).

22. 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).

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

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 • 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

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 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

26. 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 What have we done and how have we done it?Personalization and Personal Skill Development

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 • 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)

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 • 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)

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 • 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

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 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

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 • 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

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 • 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

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 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

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 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

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 • 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)

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 • 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

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 • Access Center • Tutorial Center open during the day and after school • Tutorial support provided by teachers and students

38. 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)

39. 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

42. Performance Level Data- BHSWhat have we accomplished so far?

43. 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%

44. 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

45. Brockton High School Brockton School DistrictPlymouth County 470 Forest AvenueBrockton, Massachusetts(508)580-7633

46. ??????? Questions ??????

47. 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