Literacy Across the Curriculum

High Standards, High Expectations,

NO EXCUSES!

Sue SzachowiczSue SzachowiczPrincipal

Brockton High

Agenda• Who we are and where we were• How we did this:1. Empowering a Team2. Focusing on Literacy3. Implementing with fidelity4. Monitoring like crazy!• Results: Changing the Culture!

School Turn Around?

First, a few thoughts on recent reports about

whole school reform and what it takes…

(My frustrations I guess…)

3

School Reform???

• Turn Around Teams• Small schools are the

answer• Charter Schools are the

answer• Uniforms! They must

wear uniforms!!!• Fire the principal• Fire the teachers• Waiting for Superman!!!

Transforming a Culture

through Literacy

A.K.A. - It’s COOL

to be smart at Brockton High!!!

As we say in Boxer Country,we are WICKED AWESOME!!!

Our Turn Around Story…

Our “School of Champions”

Brockton High SchoolBrockton, Massachusetts

Featured on the PBS series Need to Know

•Comprehensive 9 – 12•Enrollment: 4,218•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 Educ. Services

Who are We???Who are We???Our DemographicsOur Demographics

57% Black - includes African American, Cape Verdean, Haitian, Jamaican, and others

26% White 14% Hispanic 2.5% Asian .5% Native

American

Meet our StudentsMeet our Students

Massachusetts implemented a high stakes test (MCAS)

Three-quarters of our students would not be earning a diploma

Culture of low expectations – “Students have a right to fail”

Who is responsible???? (My kids, your kids, not OUR kids)

Success by chance – depended on who your teacher was – are you lucky???

\The Problem: (actually we had many…)

Third Key TrendWhat does Success by Chance mean? Meet

Amarr…Every period was a

different set of requirements, standards, grading systems No consistency across the schoolSuccess depended upon whether or not he was lucky enough to get a particular teacher

State Mandates…We faced:State Mandates…We faced:

MCAS 1998

Failure

ELA – 44%(Sped – 78%)

MATH – 75%(Sped – 98%)

MCAS 1998

Advanced+Proficient

ELA – 22%

MATH – 7%

MCAS??? So you think

it’s easy???

MCAS??? So you think

it’s easy???

Remember, they MUST pass to graduate – NO exceptions!

Burial at Thebes from Sophocles’ Antigone 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:(and remember, they are sophomores!)

15

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 rocket’s flight.

h = 16t(7 – t)

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 snakes—red and black—are each coded by one gene.

17

…you all get the same test. You must all climb that tree…”

Can you believe this???

But even worse… We faced a flawed belief system:

“Students have a

right to fail.”Former BHS Principal

Success at Brockton High then ???

That’s where we were…

Here’s a preview of WHERE WE

ARE NOW…

MCAS 1998Advanced+Proficient

ELA – 22 %

MATH – 7 %

MCAS 2011Advanced+Proficient

ELA – 78%

MATH – 64 %

MCAS 2011Advanced+Proficient

ELA – 78%

MATH – 64 %

THEN NOW

It’s even BETTER this year!!!

THEN NOW

MCAS 1998

Failure

ELA – 44%

MATH – 75%

MCAS 2011

Failure

ELA – 4%

MATH – 12%

MCAS 2011

Failure

ELA – 4%

MATH – 12%YES, even BETTER this year!!!

It’s cool and fun to be smart

Honor Roll Statistics

1998859 STUDENTS

(4400 students)

19%

2011 1448

STUDENTS

( (4200 students)

34%

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 state’s largest public high school with 4,200 students, has found a success in recent years that has eluded many of the state’s 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 school’s biggest cheerleader. (Essdras M Suarez/ Globe Staff) By James Vaznis Globe Staff / October 12, 2009

Emphasis on literacy brings big MCAS improvement

Brockton and ICLE philosophy Rigor Relevance RelationshipsALL students-and ALL means ALL!!!

So, that’s who we are… What did we do?

RIGOR and RELEVANCEOur Literacy Initiative reflects BOTH

Literacy for ALL – NO exceptions!!!

Schoolwide Literacy Skills (we all do it THIS way!)

Schoolwide rubrics for assessment

The content provides the CONTEXT for teaching the Literacy Skills

The electives engage the students and provide the real life application

So, what did we do??? Our turnaround: 4 Steps

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!

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 Ground rules Challenge for Change funding

Step ONE: Empowering a Leadership Team

Step ONE: Empowering a Leadership Team

Restructuring

Committee *Bring issues to the table*Analyze data*Present data to

faculty*Get ideas and feedback from faculty*Plan and deliver PDPlanning Session

Our first plan:

Let’s figure out the test

The result of that:

The Great The Great Shakespearean FiascoShakespearean Fiasco

I Lessons learned the hard way…

Instead we asked ourselves other

questions:

That was a bust…

WHAT are we teaching? HOW are we teaching it? HOW do we know our

students are learning it?

WHAT can we control, what can’t we control?

WHAT resources do we have that we can use more effectively?

Is this the BEST we can be?Is this the BEST we can be?

I

When we asked what should we be teaching???

A better approach:

Our solution:LITERACY!!! LITERACY!!!

And it helped us become one of the 100 Best!

1. Empowered a team

2. Focused on Literacy for ALL, NO

exceptions3. Implemented with fidelity and according to a

plan4. Monitored like crazy!

Brockton High’s turnaround FOUR STEPS:

The “WHAT”:

LITERACY for ALL:

Reading, Writing,

Speaking, Reasoning

Step TWO: Focused on Literacy for ALL

Step TWO: Focused on Literacy for ALL

40

How did we determine our focus?Literacy Skills Drafted:

ENGAGING THE FACULTY:

Interdisciplinary discussion groups on the 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/your content area? (What did we miss???)

2. Is the skill stated clearly so that all teachers and students can understand it?

3. Is the skill applicable to ALL content areas?

“Lessons Learned the Hard Way” Tip:

Put all your negative folks together in a group so they

don’t spread their toxic fumes.

“Lessons Learned the Hard Way” Tip:

Put all your negative folks together in a group so they

don’t spread their toxic fumes.

Cooperating School Districts Foldable Your Turn 2:

Your Turn 3: ???

Your Turn 1:Literacy

Your Conference Activities

On your foldable, take one minute to note:

If you could select ONE Literacy goal for your school that EVERY teacher would implement, what would that be?

YOUR TURN 1:Literacy???Literacy???

We had cool looking charts on the walls… SO WHAT…

The KEY to our implementation is HOW we trained teachers to teach these Literacy skills to our students.

So now what…

“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

It’s All About Instruction

It’s about teaching, stupid…

Mike Schmoker, Results Now

Teaching

Faculty Meetings became

Literacy WorkshopsKEY = Adult Learning

Step THREE: Implemented with fidelity and a planStep THREE: Implemented with fidelity and a plan

We started with writing! Writing isWriting is

thinkingthinking

FOCUS, FOCUS, FOCUS

FOCUS, FOCUS, FOCUS

LITERACY CHART: WRITING

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

WRITING

SOCIAL

SCIENCE

MATH

ELECTIVE

ENGLISH

SCIENCE

Don’t think for a moment that everyone was happy…

BUT, if we waited for buy-in, we’d still be waiting.

SO, what did we do?? Meet Sharon and Penny

BUT….

1. Empowered a team2. Focused on Literacy – Literacy for ALL, NO

exceptions

3. Implemented with fidelity and according to a plan

4. Monitored like crazy!

Brockton High’s turnaround FOUR STEPS:

1. Targets the Literacy Skill2. Smaller subgroup drafts training

script, brings draft to the full committee, revisions made

3. Roll out to faculty – step one: Interdisciplinary group training

4. Follow up in depts – how to implement in content area

Restructuring Committee Restructuring Committee process:process:

Restructuring Committee Restructuring Committee process:process:

Our First Training: Open ResponseOPEN RESPONSE STEPS TO FOLLOW

1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVE BLANKS) 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.

How do we know the students are learning it?

Follow up the Interdisciplinary Training.

Next step – HOW to bring this into the classroom

Lessons developed Implemented according to a

calendar

So then what…

We didn’t leave it to chance.

The implementation was according to a specific

timeline…

Step THREE: Implemented with fidelity and a plan

Step THREE: Implemented with fidelity and a plan

61

As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:

Student NameTeacher NameDateCourse Name and LevelPeriodA copy of the reading selection and questionEvidence of the student’s active readingAll pre-writing work that the student has done, e.g. websA copy of the written open response The new scoring rubric and completed assessment

 After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

The Open Response calendar of implementation is as follows:

Nov 2-6: Social Science, Social Sci Biling.Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science BilingualJan 11-15: Business, Tech, & Career Ed.Jan 25-29: Math, Math BilingualFeb 22-26: Foreign Lang, Special EdMar. 7-11: English, ESL, GuidanceMar 20-24 Family &Cons. Sci, ProjGradsApr 5-9: Music, Art

How did we incorporate these Literacy Skills in every discipline?Emily Dickinson is a poet who often wrote about her own emotional struggles. In two poems “Heart, We Will Forget Him” and “Knows How to Forget” she writes about how difficult it is to forget. Please read the two poems and the brief biography and answer the following three questions:1.What were some of experiences in her life that influenced her writing?2.What do the two poems have in common?3.How are the two poems different?Please use one quote from the poems or biography in each paragraph.

Even the Guidance Department implements the Active Reading Strategies. Topic: Post-Secondary Plans

ALL means ALL!!!

1. Empowered a team2. Focused on Literacy – Literacy for ALL,

NO exceptions3. Implemented with fidelity and

according to a plan

4. Monitored like crazy!(what gets monitored is what gets done!)

Brockton High’s turnaround FOUR STEPS:

How do we know the students are learning it?

Changes in ELA Results Year One of School Wide Open Response

Changes in Math Results Year One of School Wide Open Response

What Gets Monitored Is What Gets Done! Faculty: Assessment based on rubrics Department Heads: Collect, assess,

dialogue, and assist teacher Associate Principal: Collect, assess,

dialogue, make necessary adjustmentsListen to Prof. Ron Ferguson, Director,

Achievement Gap Institute, Harvard

Step FOUR: Monitored like crazy!!!

Step FOUR: Monitored like crazy!!!

7272

LITERACY CHART: READING

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

READING

SOCIAL

SCIENCE

MATH

ELECTIVE

ENGLISH

SCIENCE

Reading Workshop on TOVANI’S

I Read It But I Don’t Get It and

Do I Really Have to Teach Reading?

The key: Teaching everyone HOW

Active Reading Strategies

1. Read the question.

2. a. Circle key direction verbs. For example – write, draw,

explain, compare, show, copy

b. Underline important information. Often there is information in a

question that is irrelevant to finding the answer.

3. In your own words, write what the

question is asking you to do.

4. Develop your plan/Answer the question.

MATH

Literacy Training: Speaking Skills Jan. 9, 2007

  Agenda: The teacher will•Individually complete the warm up sheet

on “obstacles”•Have small group/pair discussions in inner/outer circle on obstacles and ways to overcome these obstacles•Create a chart in small groups to reach

consensus•Discuss the rubric for oral presentations

in whole group discussion

Objectives for this Literacy Workshop:I. You will be able to set up and implement class discussions that lead to all students participating and learning. Three methods to be discussed today:

1. 4-corners 2. inner-outer circle 3. full class discussionII. You will be able to use a rubric for an oral presentation that includes expectations and points awarded for the student speaker including speaking skills and content.

Speaking SkillsWarm Up Questions: 1.What difficulties have you experienced or what do

you anticipate the difficulties are in arranging a successful oral presentation by an individual student or small groups of students?

2.What difficulties have you experienced or what do you anticipate the difficulties are in arranging a successful whole class discussion

3. What activities or techniques could you use in order to prevent these difficulties from arising and get the best learning experience/behavior possible out of class discussions or individual student presentations?

LITERACY: DEVELOPING SPEAKING SKILLS 

FOUR CORNERS ACTIVITY (10-15 min.) Questions: What do you see as obstacles to conducting class discussions? Directions: After students have individually written their response to the question, divide group into 4 groups of 5. Give each group a large sheet of paper and marker to record their findings. Choose a recorder and a spokesperson. Give groups 10 minutes to generate their answers. Have everyone return to their seats, post 4 sheets on the board and ask each spokesperson to present his/her group’s finding. Others have the responsibility of taking notes.

INNER CIRCLE/OUTER CIRCLE ACTIVITY (15-20min.)

Questions to discuss:• How do you deal with the issue of the shy/reluctant speaker in your class?• What are students in the audience being asked to do during individual or group presentations to the class?

Directions:After students have done their written responses, place half of them in the inner circle and the remaining half in a circle surrounding them. Have the inner circle people speak for 5 minutes on Question A. Have outer circle people jot notes, comments, questions, and open up discussion to include outer circle for 2 more minutes. (Note: The ideal number for the inner circle is 4-5 students; for our purposes today, we may increase that number.) Have outer circle exchange seats with inner circle people in order for them to speak for 5 minutes on Question B. Outer circle people jot notes, comments, questions, and, after 5 minutes, may be included in the discussion for 2 more minutes.

FULL CLASS DISCUSSION (10-15min.)Questions: What criteria do you use for grading class discussions?Now that participants have gone through the two activities, ask them to consider answering this question more specifically, in the following way: What criteria would you use for grading:

A. The Four Corners ActivityB. The Inner Circle/Outer Circle ActivityC.Full Class Discussion

Directions: After participants have done their written responses to the question, then they may participate in full class discussion. Configure the room so that participants are facing each other. Set guidelines:

•Raise hands, •Speak in complete sentences; try to respond to

the previous speaker in some way (:I agree,” “I disagree,” “I would like to add”).

Note: In all speaking activities, it is helpful for the teacher to have a class list available for grading purposes.NOTE TO PRESENTERS— watch the time – you want to be sure to have about fifteen minutes left to present the Oral Presentation rubric

Oral

Presentation

Rubric

ORAL PRESENTATION RUBRIC Presenter:______________________________ Evaluator:______________________________ Literacy in Speaking:

to make an oral presentation to one’s class to communicate in a manner that allows one to be both heard and understood to convey one’s thinking in complete sentences

SPEAKING SKILLS All elements

present Most elements present

Some elements present

No elements present

Delivery (Presenter doesn’t rush, shows enthusiasm, avoids likes, ums, kind ofs, you knows, etc. Uses complete sentences.)

4 3 2 1

Eye Contact (Presenter keeps head up, does not read, and speaks to whole audience.)

4 3 2 1

Posture (Presenter stands up straight, faces audience, and doesn’t fidget.)

4 3 2 1

Volume (Presenter can be easily heard by all. No gum, etc.

4 3 2 1

CONTENT All elements

present Most elements present

Some elements present

No elements present

Introduction Presentation begins with a clear focus/thesis.

4 3 2 1

Topic Development a. Presentation includes all elements previously determined by the teacher.

4

3

2

1

b. Presentation is clearly organized. (Material is logically sequenced, related to thesis, and not repetitive.)

4 3 2 1

c. Presentation shows full grasp and understanding of the material.

4 3 2 1

Conclusion a. Presentation highlights key ideas and concludes with a strong final statement.

4

3

2

1

b. Presenter fields questions easily.

4 3 2 1

TOTAL NUMBER OF POINTS: 35 – 40 = A 29 – 34 = B 23 – 28 = C 17 – 22 = D 10 – 16 = F * Evaluator: Place comments beside each descriptor

Key = Adult Learning – Teachers teaching teachers = SUCCESS!

Literacy Training for the faculty

BHS Literacy Workshop

April 28th 2011

BHS Literacy Workshop

April 28th 2011

Reading VisualsReading Visuals

88

AgendaAgenda• Opener – Think and Pair.• Reading Visuals presentation• Practice using Reading Visuals 5 step

process• Discussion and feedback• Closer – Think, Plan, Share

89

What We KnowWhat We KnowThere are several types

of visuals used in all classes and on both the science and math MCAS exams.

Students often attempt to answer the questions without fully understanding the content of the visual.

90

Reading Visuals Reading Visuals

The process of reading a visual begins with understanding and analyzing the given information BEFORE attempting to answer the questions or solve a problem.

91

Reading VisualsReading Visuals• Introductory Information

•Title

•Key or Legend

•Labels and parenthetical information

•Correlations 92

5 Steps for Reading Visuals5 Steps for Reading Visuals

1. Identify the type of visual2. Determine the topic of the visual3. Examine the given information from the

visual (including all introductory text)4. Develop predictions, deductions, inferences

or conclusions about the visual5. Analyze the questions and determine the

information needed from the visual

93

5 Steps for Reading Visuals5 Steps for Reading Visuals

Practice Steps 1-4 using the math data below.

94

Your Turn5 Steps for Reading Visuals

Your Turn5 Steps for Reading Visuals

1. Identify the type of visual2. Determine the topic of the visual3. Examine the given information from the

visual (including all introductory text)4. Develop predictions, deductions, inferences

or conclusions about the visual5. Analyze the questions and determine the

information needed from the visual

95

96

Looking AheadLooking Ahead• The May 5th faculty meeting will be in

department and will focus on using the Reading Visuals Steps with content specific graphs, tables and diagrams

• Over the next few weeks we will all use visuals in classes to help students develop stronger reading and reasoning skills

• Our goal is to improve student achievement across the board and see gains in the science and math MCAS exam scores

97

CloserThink – Plan – Share

Identify a visual or type of visual you will use to teach students the Reading Visuals Steps.

Describe how the steps for reading visuals will help your students improve their reading and reasoning skills.

Think – Plan – ShareIdentify a visual or type of visual you will

use to teach students the Reading Visuals Steps.

Describe how the steps for reading visuals will help your students improve their reading and reasoning skills.

98

We have the power to improve student achievement!

We have the power to improve student achievement!

Thank you

99

How did we incorporate these Literacy Skills in every discipline?

The Reasoning Skills Chart develops the higher level math skills.

Two examples of a Reading Visuals lesson from a Wellness class

Topic: Bullying

Our Professional Development Formats 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

Small Interdisciplinary Groups – In depth discussions about a targeted issue

World Café – More informal, allows topics to be introduced without going into great detail – builds collegiality

Faculty Expo – PD activity like a mini conference; teachers presenting to colleagues

Coming in this afternoon’s session:

Structured Discussion Groups

World Café Faculty Expo

MORE, MORE, MORE

Sometimes we work on Instructional Strategies:

Literacy Training on Activators and Summarizers…

Another example:

QUICK WRITE: Think back to Lin’s presentation. Write about something she shared that really struck you, that has stayed with you, and has informed your teaching.

106

Thursday, February 17, 2011OPENER

Like the Foldables and the Quick Writes that we implemented after Lin’s 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 / Activators2. The power of Closers / Summarizers3. Suggested questions for increasing the

rigor of Openers and Closers4. Next Steps???

107

Effective Openers and ClosersAGENDA

RELEVANCE MAKES RIGOR POSSIBLE and MEMORY

STICKIER

We only remember what we care about, connect to or can relate to in some way!

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)

109

Effective Openers and Closers

Pasadena HS, TX

07-08 08-09 09-10 Points Inc

% Inc

9 Rdg 76 82 89 +7 +9%

10 ELA 83 82 84 +2 +2%

11 ELA 84 84 88 +4 +5%

9 Math 50 55 63 +8 +15%

10 Math 47 53 62 +9 +17%

11 Math 66 68 85 +17 +25%

10 Sci 44 46 64 +18 +39%

11 Sci 67 73 86 +13 +18%

10 SS 76 78 87 +9 +12%

11 SS 90 92 97 +5 +5%

Openers/Closersa.k.a. Activators/Summarizers

We already do this – how can we do it better to get a bigger “bang for the buck?”

111

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.

112

113

Evaluation 6

CStudent Thinks

DStudent Thinks

and Works

Synthesis 5

Analysis 4

Application 3

ATeacher Works

BStudent Works

Comprehension 2

Knowledge/ 1 Awareness

Rig

or

Rig

or

1 Knowledge in

one discipline

2Apply

knowledge in one

discipline

3Apply

knowledge across

disciplines

4Apply

knowledge to real-world

predictable situations

5Apply

knowledge to real-world

unpredictable situationsRelevanceRelevance

From: the International Center for Leadership in Education

Rigor and Relevance FrameworkTM

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.”

–Manny’s Teacher, Mr. R.

Kuzmich, 2009 114

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, 2009 115

Focus on a rigorous Closing

Add Rigor and Relevance to closings that last even a few minutes, to make learning more memorable.

Kuzmich, 2009 116

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!

117

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!

118Kuzmich, 2009

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.

119

Kuzmich, 2009

More on Closers

Summarize, analyze and justify should be the three favorite closings!

120

Kuzmich, 2009

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!

121

These next five slides provide some questions that prompt students’ thinking and increase the rigor in your Openers and Closers.

122

Sample questions thanks to Lin

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

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

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

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...?

126Kuzmich, 2010

Check for Understanding: Evaluation and Creativity

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…

127Kuzmich, 2010

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, 2006

128

Expectations and Student Success

• 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.

129

RECAP

THINK – PAIR – SHARE:THINK: After reviewing the questions on

the handout and the discussion during today’s meeting, develop a Closer for your lesson tomorrow.

PAIR: Pair up with a colleagueSHARE: Share your Closers

THEN DO IT!130

CLOSER

Cooperating School Districts Foldable Your Turn 2:

Literacy Training

Your Turn 3: ???

Your Turn 1:Literacy

Your Conference Activities

On your foldable, take one minute to note:

If you could select ONE topic that you would like your entire faculty to be trained in teaching, what would that be?

YOUR TURN 2:Literacy Workshops:Literacy Workshops:

A frequently asked question: How can we replicate this in our school?

The answer: See what Ron Rix, Principal

of South Middle School, Westfield, Massachusetts

did in his school

Enrollment 600

Free/Reduced

Lunch50%

SPED 21%

LEP 8%

First Language

Other than English20%

Hispanic 17%

White 79%A Gap Closer School

What we look like

Intake Processing Output

RCURRA

That hit on Rigor and Relevance, but what about the third “R” –

Relationships?

Relationships

More on that in this afternoon’s session…

The 3 R’s put into action gave us POWERFULPOWERFUL learning, and MAJORMAJOR culture change!

Relationships

Honor Roll Assemblies – Celebrate and Laugh!

144144

Class of 2012 – 90% heading to college!

College for ALL:Changing students’ beliefs:

Amarr: “It’s not us

against them.”

Terrence: “No one here

would let me fail.

I know, because I tried to.”

The “REAL” results

Cooperating School Districts Foldable Your Turn 2:

Literacy Training

Your Turn 3:Challenges/Strengths

???

Your Turn 1:Literacy

Your Conference Activities

On your foldable, take one minute to note:

What do you see as the greatest obstacle to implementing change in your school?

What do you see as the greatest strength you have in your school to help move the agenda forward?

YOUR TURN 3:Challenges/Strengths?Challenges/Strengths?

RECAP: Our 4 Steps

1. Empowering a team 2. Focusing on literacy:

Literacy for ALL – NO exceptions3. Implementing with fidelity and

according to a plan4. Monitoring, monitoring, monitoring

The Result = Changing the Culture

When all 3 R’s come together

Pedro NogueraPedro Noguera

“You don’t have to change the student population to get results, you have to change the conditions under which they learn.”

DOES IT WORK???Listen to what the students think of our Literacy Initiative… meet Fabieny DePina on PBS Need to Know

It’s ALL about literacy

Remember Success at Brockton High then???

“Students have the right to fail” Former BHS Principal

We took THAT right away!!!

MCAS 2011

Failure

ELA – 4%

(in 98 - 44%)

MATH – 12%(in 98 – 75%)

MCAS 2011

Adv/Prof. ELA – 78%

(in 98 - 22%)

MATH – 64%

(in 98 – 7%)

MCAS 2011

Adv/Prof. ELA – 78%

(in 98 - 22%)

MATH – 64%

(in 98 – 7%)

Success at Brockton High now

TEACHER LEADERSHIP

Some Schools Stand Out

Comparisons of Complacent HS and Brockton HS

Ronald F. Ferguson, PhDTripod Project for School Improvement (www.tripodproject.org) and

Achievement Gap Initiative at Harvard University (www.agi.harvard.edu)

“The main lesson was that student achievement rose when leadership teams focused thoughtfully and relentlessly on improving the quality of instruction.”

- Prof. Ron Ferguson, AGI Conference Report

•The Achievement Gap Initiative At Harvard UniversityToward Excellence with Equity

Conference Report by Ronald F. Ferguson, Faculty Director

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

MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile

(School rank percentile/100)

As student achievement increased, the culture started to change – we ALL insisted on the same standards“Your kids look like our

kids, but they sure don’t act like our kids.”

“There’s no one in the halls…” Szach: “They are in class…” Follow up question: “How do you get them to go?”

The kids are PROUD – BOXER PRIDE!The kids are PROUD – BOXER PRIDE!

It’s not just about the numbers!!!

JOHN & ABIGAIL ADAMS BHS SCHOLARS 2012

268 SCHOLARSHIP RECIPIENTS

33% of the class!

ICLE Model School 2012, 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004

NASSP/CSSR Secondary School

Showcase 2011, 2010 AIM Gould Award 2012 (Mass. businesses) U.S. Department of Education National

High School Summit Harvard Achievement Gap Initiative 2011,

2009 National School Change Award – 2006 Massachusetts Compass School

AWARDS, AWARDS, AWARDS, AWARDS!!!

Brockton High SchoolBrockton School District

Plymouth County 470 Forest Avenue

Brockton, Massachusetts(508)580-7633

2008, 2010,2012

AWARDS, AWARDS, AWARDS, AWARDS!!!

GO

Boxers!!!

September 28, 2010

Boxers in the NEW YORK

TIMES

High Expectations NO Excuses!!!

Here’s what we know

Making change takes tenacity, not brilliance!

(If we can do it, ANYONE can!)

Just listen to Nephi and Tatiana on CBS Evening News

Contact Information

Dr. Susan Szachowicz

Principal

Brockton High School470 Forest Avenue

Brockton, MA 02301508.580.7633

SUSANSZACHOWICZ@ bpsma.org

Dr. Susan Szachowicz

Principal

Brockton High School470 Forest Avenue

Brockton, MA 02301508.580.7633

SUSANSZACHOWICZ@ bpsma.org

Sharon WolderAssociate Principal for

Curriculum and Instruction

Brockton High School470 Forest Ave

Brockton, MA 02301508.894.4536

SHARONRWOLDER@ bpsma.org