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Brockton High School Brockton, Massachusetts “City of Champions”. Brockton High School. Who are we? What have we done and how have we done it? What have we accomplished so far? Questions. City of Brockton Location: Southeastern Massachusetts Population: approximately 95,000

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Brockton High SchoolBrockton, Massachusetts“City of Champions”


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Brockton High School

  • Who are we?

  • What have we done and how have we done it?

  • What have we accomplished so far?

  • Questions


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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?


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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


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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


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MCAS 1998

Failure

ELA – 44%

MATH – 75%

MCAS 2007

Failure

ELA – 9%

MATH – 19%

HOW FAR WE’VE COME:DATA: TEST SCORES


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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


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1998

TERM 1

859 STUDENTS

2007

TERM 1

1299 STUDENTS

HOW FAR WE’VE COME:HONOR ROLL


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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:


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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


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What have we done and how have we done it?

Essential Groups

  • Restructuring Committee, our “think tank”

  • Administrative Leadership Team

  • Data analysis team


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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


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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


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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






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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


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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?


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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).


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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).


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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


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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


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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


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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


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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)


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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)


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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


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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


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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


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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


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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


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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


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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)


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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


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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


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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)


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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


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Performance Level Data- BHSWhat have we accomplished so far?


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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%


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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


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Brockton High School

Brockton School DistrictPlymouth County

470 Forest AvenueBrockton, Massachusetts(508)580-7633



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Brockton High School

Dr. Susan E. Szachowicz, Principal

Brockton High School

470 Forest Avenue

Brockton, MA 02301

508-580-7633

[email protected]

www.leadered. com


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