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Literacy Across the Curriculum
High Standards, High Expectations,
NO EXCUSES!
Sue SzachowiczSue SzachowiczPrincipal
Brockton High
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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!
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School Turn Around?
First, a few thoughts on recent reports about
whole school reform and what it takes…
(My frustrations I guess…)
3
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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!!!
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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…
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Our “School of Champions”
Brockton High SchoolBrockton, Massachusetts
Featured on the PBS series Need to Know
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•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
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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
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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…)
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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
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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%
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MCAS??? So you think
it’s easy???
MCAS??? So you think
it’s easy???
Remember, they MUST pass to graduate – NO exceptions!
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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!)
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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)
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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.
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…you all get the same test. You must all climb that tree…”
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Can you believe this???
But even worse… We faced a flawed belief system:
“Students have a
right to fail.”Former BHS Principal
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Success at Brockton High then ???
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That’s where we were…
Here’s a preview of WHERE WE
ARE NOW…
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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!!!
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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!!!
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It’s cool and fun to be smart
Honor Roll Statistics
1998859 STUDENTS
(4400 students)
19%
2011 1448
STUDENTS
( (4200 students)
34%
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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
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Brockton and ICLE philosophy Rigor Relevance RelationshipsALL students-and ALL means ALL!!!
So, that’s who we are… What did we do?
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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
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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!
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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
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Restructuring
Committee *Bring issues to the table*Analyze data*Present data to
faculty*Get ideas and feedback from faculty*Plan and deliver PDPlanning Session
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Our first plan:
Let’s figure out the test
The result of that:
The Great The Great Shakespearean FiascoShakespearean Fiasco
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I Lessons learned the hard way…
Instead we asked ourselves other
questions:
That was a bust…
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WHAT are we teaching? HOW are we teaching it? HOW do we know our
students are learning it?
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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?
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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!
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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:
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The “WHAT”:
LITERACY for ALL:
Reading, Writing,
Speaking, Reasoning
Step TWO: Focused on Literacy for ALL
Step TWO: Focused on Literacy for ALL
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How did we determine our focus?Literacy Skills Drafted:
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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?
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“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.
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Cooperating School Districts Foldable Your Turn 2:
Your Turn 3: ???
Your Turn 1:Literacy
Your Conference Activities
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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???
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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…
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“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
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It’s about teaching, stupid…
Mike Schmoker, Results Now
Teaching
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Faculty Meetings became
Literacy WorkshopsKEY = Adult Learning
Step THREE: Implemented with fidelity and a planStep THREE: Implemented with fidelity and a plan
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We started with writing! Writing isWriting is
thinkingthinking
FOCUS, FOCUS, FOCUS
FOCUS, FOCUS, FOCUS
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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
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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….
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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:
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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:
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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.
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How do we know the students are learning it?
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Follow up the Interdisciplinary Training.
Next step – HOW to bring this into the classroom
Lessons developed Implemented according to a
calendar
So then what…
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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
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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
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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.
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Even the Guidance Department implements the Active Reading Strategies. Topic: Post-Secondary Plans
ALL means ALL!!!
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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:
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How do we know the students are learning it?
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Changes in ELA Results Year One of School Wide Open Response
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Changes in Math Results Year One of School Wide Open Response
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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!!!
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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
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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
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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.
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MATH
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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
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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.
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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?
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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.
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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?
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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.
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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
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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
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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
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Key = Adult Learning – Teachers teaching teachers = SUCCESS!
Literacy Training for the faculty
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BHS Literacy Workshop
April 28th 2011
BHS Literacy Workshop
April 28th 2011
Reading VisualsReading Visuals
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AgendaAgenda• Opener – Think and Pair.• Reading Visuals presentation• Practice using Reading Visuals 5 step
process• Discussion and feedback• Closer – Think, Plan, Share
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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.
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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.
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Reading VisualsReading Visuals• Introductory Information
•Title
•Key or Legend
•Labels and parenthetical information
•Correlations 92
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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
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5 Steps for Reading Visuals5 Steps for Reading Visuals
Practice Steps 1-4 using the math data below.
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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
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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
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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.
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We have the power to improve student achievement!
We have the power to improve student achievement!
Thank you
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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
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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
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Coming in this afternoon’s session:
Structured Discussion Groups
World Café Faculty Expo
MORE, MORE, MORE
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Sometimes we work on Instructional Strategies:
Literacy Training on Activators and Summarizers…
Another example:
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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.
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Thursday, February 17, 2011OPENER
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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???
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Effective Openers and ClosersAGENDA
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RELEVANCE MAKES RIGOR POSSIBLE and MEMORY
STICKIER
We only remember what we care about, connect to or can relate to in some way!
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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)
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Effective Openers and Closers
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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%
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Openers/Closersa.k.a. Activators/Summarizers
We already do this – how can we do it better to get a bigger “bang for the buck?”
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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.
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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
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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
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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
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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
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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!
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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!
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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.
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Kuzmich, 2009
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More on Closers
Summarize, analyze and justify should be the three favorite closings!
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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!
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These next five slides provide some questions that prompt students’ thinking and increase the rigor in your Openers and Closers.
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Sample questions thanks to Lin
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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
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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
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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
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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
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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
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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
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Expectations and Student Success
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• 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.
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RECAP
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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
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Cooperating School Districts Foldable Your Turn 2:
Literacy Training
Your Turn 3: ???
Your Turn 1:Literacy
Your Conference Activities
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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:
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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
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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
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Intake Processing Output
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RCURRA
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That hit on Rigor and Relevance, but what about the third “R” –
Relationships?
Relationships
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More on that in this afternoon’s session…
The 3 R’s put into action gave us POWERFULPOWERFUL learning, and MAJORMAJOR culture change!
Relationships
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Honor Roll Assemblies – Celebrate and Laugh!
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144144
Class of 2012 – 90% heading to college!
College for ALL:Changing students’ beliefs:
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Amarr: “It’s not us
against them.”
Terrence: “No one here
would let me fail.
I know, because I tried to.”
The “REAL” results
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Cooperating School Districts Foldable Your Turn 2:
Literacy Training
Your Turn 3:Challenges/Strengths
???
Your Turn 1:Literacy
Your Conference Activities
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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?
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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
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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.”
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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
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Remember Success at Brockton High then???
“Students have the right to fail” Former BHS Principal
We took THAT right away!!!
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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
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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)
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“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
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Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution
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MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile
(School rank percentile/100)
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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!
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It’s not just about the numbers!!!
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JOHN & ABIGAIL ADAMS BHS SCHOLARS 2012
268 SCHOLARSHIP RECIPIENTS
33% of the class!
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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!!!
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Brockton High SchoolBrockton School District
Plymouth County 470 Forest Avenue
Brockton, Massachusetts(508)580-7633
2008, 2010,2012
AWARDS, AWARDS, AWARDS, AWARDS!!!
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GO
Boxers!!!
September 28, 2010
Boxers in the NEW YORK
TIMES
High Expectations NO Excuses!!!
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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
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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