Archived Information

Assessment/Accountability
School and District Accountability and Assistance

Panel Report
Compass School Candidate Review
Brockton High School, Brockton Public Schools

Introduction

The Program

The Exemplary Schools Program is one part of the Massachusetts School and District Accountability System. The purpose of the Exemplary Schools Program is to recognize and celebrate improvement in Massachusetts' schools, and to disseminate information and encourage networking and sharing of ideas, effective practices, and models for success. The program is intended to provide a means for these schools to share their expertise with other schools in the state.

Based on the School Performance and Improvement Ratings issued in January 2001, and continued and/or significant improvement on the 2001 MCAS test results, the Department identified 175 schools that exceeded their expectations for improvement and invited them to participate in the program by applying for consideration as candidates to serve as 2002 Commonwealth Compass Schools. Of the 84 schools who chose to apply by submitting information on the initiatives they have undertaken to improve student performance that they think have had the most positive impact on their results, seven high schools, eight elementary schools, and three middle schools were selected as finalists and scheduled for an on-site review to determine their willingness and capacity to serve. Data and information gathered from the applications and the review process of these schools will be published in a report this fall.

Schools selected to serve as 2002 Commonwealth Compass Schools will receive special recognition and a $10,000 grant to support the participation of their administrators and staff in information sharing and dissemination activities over the next year.

The Report

This report summarizes the findings and analyses of the visiting team based on their April 30, 2002 site visit review of the Brockton High School. The report will assist the Commissioner in determining which schools from among those visited will be designated to serve as Compass Schools in the state's new Exemplary Schools Program.

The review panel evaluated data and written information on the school's performance and improvement efforts, including the school's application to serve as a Compass School; and then visited the school to meet with school leaders, staff, parents and students and visit classrooms in order to answer the following two key questions:

1. Is this school using effective improvement initiatives that could be replicated in other similarly profiled schools?
2. Are the conditions in place for this school to serve as a model of effective practices and successful improvement initiatives?

The panel's responses to these two questions frame the report. In the process of answering these questions, the report focuses primarily on the initiatives that the school identified in its application as having had the most positive impact on student performance.

The findings and conclusions presented here are the product of analysis, discussion, and observation, and are based on the evidence made available to the panel before and during their visit. A list of panel members who participated in the Brockton High School review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

Brockton High School Profile

Brockton is a very large urban comprehensive high school serving 3,945 students. Enrollment has been gradually increasing over the past four years from 3605 to 3945 students, while distribution across reported subgroups remained stable.

In 2001, 46% of its students were Black, 41% White, 9% Hispanic, and 4% Asian. Forty-eight percent of Brockton High's students are eligible for free or reduced-price lunch. Nine percent of the students are Limited English Proficient, and English is not the first language (FLNE) for 30% of Brockton High students. Eleven percent of its students are receiving Special Education services.

Staffing

Brockton High School is staffed by 222 full time teachers. The organizational structure reflects the schools size: including the Principal and Associate Principal of Instruction and Curriculum, and four non-teaching Assistant Principals, 17 Department Chairs, 23 Guidance Counselors, and four Housemasters. The school reports an average class size of 25.

The staff has a range of levels of teaching experience, with many teachers with over 20 years in the school and 29 new hires reported on the October 1, 2000 report.

MCAS Results

Between 1998 and 2001, Brockton High School cut its MCAS Failure rates in half in both ELA and Math; and tripled the percentages of students scoring in Proficient and Advanced on MCAS tests in both subjects.

In the three years since Brockton High initiated its school-wide literacy initiative, including a new focus on practicing open-ended response writing in all classrooms, the school made significant gains in its average percent of possible points attained on Open Responses: from 38 points in 1998 to 61 points in 2001 in ELA (compared with the state average of 54); and from 17 points to 40 points in Math (compared to the state average of 48 points).

In 2001, the school surpassed the state average on three out of the four Open Response questions on the ELA test.

Panel Reponses to the Key Questions

KEY QUESTION 1: Is this School Using Effective Improvement Initiatives that Could be Replicated in Other Similarly Profiled Schools?

Yes. Brockton High School implements a school wide literacy program with a focus on an Open Response writing initiative that not only increased MCAS scores but authenticated the power of working together toward a goal.

A. Which improvement initiatives does the school describe as having had the greatest impact on student performance results?

Brockton High School (BHS) utilizes the following strategies to maintain a coherent instructional focus on literacy: exhaustive examination of the school's data, faculty meetings transformed into "Literacy Workshops", MCAS prep courses and programs, training for teachers in the Collins Writing Program, testing freshmen in the Iowa Test to identify their deficiencies as early as possible, and a looping program for ninth grade students identified as "at risk" in English and Math. The BHS Restructuring Committee spearheaded the school wide literacy program. The thirty-member committee consists of faculty representatives from all disciplines, school administrators, and central office personnel, including active participation from the superintendent.

The greatest impact on student performance is attributed by BHS staff to the focus on Open Response writing as pas onf the sc ool wide literacy program. There are two major reasons why this Open Response initiative can be credited with such an impact. First, students' scores improved dramatically on the latest edition of the MCAS. For the two previous years, BHS students scored significantly lower than the state average on open response questions on the ELA MCAS. The results from the May 2001 MCAS showed BHS students scored above the state average on three of the four open response questions on the English MCAS. This student improvement was significant and leads to the second reason why this initiative is credited for the improvement: approximately 370 teachers, administrators, and counselors (almost the entire staff) took on a common purpose to undertake the school wide literacy program with an Open Response writing initiative. The commitment of a very large faculty indicates that even large urban schools can achieve positive results if they target a strategy, focus on the same goal, and commit to working toward that goal.

The success of the Open Response writing initiative was complemented by several factors that deserve mention.

• At the district level, a support person was hired to be in charge of analyzing data to assist schools in understanding what could be learned from test results.
• A Restructuring Committee earned staff respect and buy in for their efforts from the staff in part due to their commitment and hard work, contributing to the impact of the Open Response writing initiative on improved MCAS scores.
• All subject areas can participate in the Open Response initiative, since the reasoning skills are applicable to all content areas. This distributes responsibility for the initiative's success among all faculty.
• A strong curriculum and standards are already in place at BHS.

Ample evidence of the success of these strategies is available through classroom observations where students use of literacy skills is promoted by a classroom structure that is student centered. Students lead discussions, ask questions, present their work products, and collaborate in groups. The team visited a wide range of classrooms (History, English, Integrated Math, Foreign Language, Physical Ed., Tech Ed., Business Ed., Special Ed., Family and Consumer Science and Biology). Each classroom visited by the team incorporated the use of all or most of the literacy skills: reading, writing, speaking, and reasoning skills within the context of their particular subject area.

Teacher interviews revealed that the Open Response writing initiative changed the way teachers plan. Instead of planning a week at a time, one teacher found it necessary to plan a month at a time to ensure she was incorporating all the targeted literacy skills. A first year Department Head mentioned that the teaching style had changed. She elaborated by saying that the classrooms in her department transformed from teacher centered to student centered in order to provide students opportunities to practice literacy skills.

Students interviewed also echoed the focus on writing. They noticed how writing was consistently enforced across all subject areas, including physical education. Students felt that such a focus helped them become better writers. Even if they passed the MCAS the focus on writing helped them prepare for college writing.

Evidence of the success of the Open Response writing initiative along with the school wide literacy program was evident in the array of student work displayed in classrooms. Students create posters using their writing, and reasoning skills.

B. How did the school plan their improvement initiatives and put them into practice?

Seven years ago a Time and Learning Committee was formed. This committee turned into a Steering Committee with grants available to look at Small Learning Communities (SLC). Brockton High School received a USDE SLC grant and is in its second year of implementation. The Steering Committee began looking at restructuring BHS into SLCs and soon took on the more appropriate name of a 'Restructuring Committee.' The Restructuring Committee has a budget of $66,000 to compensate its members for their work. Members meet 16-20 Saturdays during the school year. Positions are posted and staff applies to be a member.

In the early years of the Restructuring Committee (1998), members spent a lot of time reading articles about time on learning, scheduling, and analyzing data to identify student academic needs. Three things happened around the same time; first the English Department started focusing on literacy to improve MCAS scores. Second, the Restructuring Committee was looking at ways to break the school down into Theme Academies. The idea was presented to the staff but the staff resisted the change. Third, the Superintendent talked about "everyone being a teacher of reading and writing". The Restructuring Committee decided to reevaluate and chose an initiative that cut across all content areas--literacy. The Committee met for a weekend to define what a school wide focus on literacy would look like. Out of this meeting grew the Literacy Charts (see Appendix C). BHS identified its students' needs based on its MCAS analysis and, armed with Literacy Charts, the Restructuring Committee presented a persuasive plan that paved the way for the Open Response writing initiative. Taking on this school wide Open Response initiative has been the most meaningful undertaking at BHS since 1973, asserts one the members of the Restructuring Committee.

This year the SLC were introduced at the ninth grade. In the coming school year (2002-2003), SLC will be introduced into the tenth grade. Every year a new grade will implement SLCs. BHS has long range goals; however, they are willing to readjust along they way. BHS is happy with the pace they have taken in implementing initiatives. There is something to be said for taking it slow and focusing on one area to target and do the implementation of that targeted area well.

A calendar of implementation was created for every department at the high school. Once teachers administer the Open Response question for their subject they compile writing samples ranked into three categories: advanced, proficient and needs improvement. These samples are given to Department Heads who review the samples and forward them to Dr. Susan Szachowicz, the Associate Principal for Curriculum and Instruction. She reviews the samples and confirms the scoring, then collects lists of common areas needing improvement. This list serves as a guide for further attention for teachers and students.

The message that this is an important initiative is reinforced through various modes: the Restructuring Committee, Department Heads, Instructional Resource Specialist visiting classrooms, weekly check of lesson plans by Department Heads and teachers' reflections and reevaluation of the process. The attention of so many aspects of the school on a central strategy highlights its importance.

The next step for BHS is training this summer in speaking skills, another aspect of literacy that bridges all disciplines. The school also has plans to change the focus of bi-monthly interdisciplinary meetings to attend to discussing curriculum rather than house keeping. Ongoing implementation of the Small Learning Communities (SLCs) will be evaluated, with a particular emphasis on efforts to improve attendance at the Theme Academies and reduce suspensions. One teacher summed it up by saying, "It is important to look back while always moving forward". BHS is looking at where they have been while staying focused on where they are going.

C. Does the school think these initiatives can be successfully used in similar schools? Why?

Four reasons resounded as to why the literacy program and the Open Response writing initiatives can be successfully used in similar schools. First, the initiative is merely a philosophy, second it is of low cost, third it requires a person in charge of curriculum and instruction, and fourth it needs a "think tank" or committee to oversee the work. Each of the necessary elements to make the program successful is within the reach of most schools and districts.

BHS teachers and administrators believe that the initiatives they have taken on can be used in similar schools because what schools can replicate is the "philosophy" that all teachers are teachers of literacy. The idea behind the initiative is that all teachers have an equal stake, that they can change their attitude and philosophy if supported by professional development. They also feel it is important to send students and parents the message that literacy is important and that the school cares.

By creating their own "workshop" materials, the Brockton High School professional development model is very low cost to a school. The literacy initiative is simple, clear and pragmatic, making it easier to implement. BHS has a 'train-the-trainer' program in which teachers develop workshops, train Department Heads, who in turn train the members of their departments. This has cut down on the cost of outside consultants to provide professional development.

Two critical components of the adaptability of this initiative are first creating a position that allows one person to oversee curriculum and instruction. BHS created the position of Associate Principal of Curriculum and Instruction. The position has existed for two years at BHS and the results are evident in improved MCAS scores. Second, having a professional body who is paid and in charge of being the "think tank" for a school. The Restructuring Committee has functioned as the think tank of restructuring at BHS and must also be credited for spearheading the school wide literacy program.

KEY QUESTION 2: Are the Conditions in Place for this School to Serve as a Model of Effective Practices and Successful Improvement Initiatives?

The conditions are definitely in place at Brockton High School for the school to serve as a model of effective practices and successful improvement initiatives. It is important to note that BHS is pleased with their improvement, but feel they have a long way to go, and would not presume to suggest they have the answers. What would seem most practical for a visiting school would be to shape any "sharing session" to the needs and wishes of that particular school.

A. Do leadership and staff have a shared understanding and use a common language to describe the changes/initiatives that have led to improvements in teaching and learning?

All members of Brockton High School staff agree that focusing on literacy skills significantly improves student achievement, because literacy cuts across all subject areas. Brockton's leadership report states "the literacy charts present a concise, clear and comprehensive definition of literacy". One of the members of the Restructuring Community Advisory Committee is a successful businessman in the city who felt that the literacy charts BHS created captured the precise skills he would like to see any of his employees have. School leaders scaffold and support the teachers by creating calendars of implementation, providing professional development, collecting samples of student work and finally giving feedback to students. Teachers describe how the focus on literacy skills has changed the structure of their classroom and how they plan. They focus on activities that link the literacy skills, instead of teaching them in isolation.

B. How effectively do leadership and staff articulate the connections between specific changes and improvement initiatives they have implemented, and the improvements made in teaching and learning?

The literacy program drives the staff at Brockton to continuously make connections between specific changes and improvement initiatives. Teachers believe that "every teacher is a teacher of reading and writing". The English Department de-mystified literacy and eliminated some of the barriers between departments through its literacy program. Literacy charts clearly detail what students are expected to demonstrate in science, math, social studies, and physical education.

In focus group interviews, senior students clearly articulate the different academic rigor before the literacy program and after. Now, they explain, they get a lot of help with writing from all their teachers, not just their English instructor, and are able to understand how to assess their own writing. They describe "active reading strategies" that help them move past writer's block, they self-evaluate their writing against rubrics, they use visualization to think about words, they understand literacy elements (tone, mood, plot, style, etc.), and much more. Even though at times they feel there is too much emphasis on writing, they all appreciate that they are better writers because of teacher's tenacity on literacy skills. Parents feel that teachers' hard work will provide their children the literacy skills they will need for life, for college and for the business world.

C. Is there a school wide focus on, and sufficient investment in, continued improvement of student performance?

The school wide literacy program and the Open Response writing initiative cited in the school's leadership report were clearly visible in the classrooms, on the walls, and in conversations with staff. Financially, the school has augmented its funding through writing a number of grants to support their initiatives.

Investment in the literacy program is most evident through improved student results. Teachers saw the products of their hard work and they continue to strive for improvement and continue their invest of time and energy. The Restructuring Committee accepts feedback-negative or positive-analyzes it and comes up with alternative strategies to resolve problems. They have shown their ability to receive feedback and make changes to the pace and course they set early on. Teachers see how students are improving day in and day out, which keeps interest in the program high. Students also express commitment to the literacy program after passing the MCAS. They seem to value good writing skills that are preparing them for SAT's, college entrance essays, and college writing. Parents appreciate the increased academic rigor they've noted since the literacy program was initiated.

D. Does the school appear to have the capacity to host site visits and to participate in various activities to share effective strategies and practices with other schools in the state? Does the school leader and involved staff communicate effectively both orally and in writing how and why it carried out its strategies for improvement?

Brockton High School staff communicates well orally and in writing about their literacy program and Open Response initiative. They are proud of their accomplishments and are willing to share everything they have learned. They also feel that customized visits would be the best way for them to share what they are doing. Teachers are excited to share their work as they continue to evaluate and reflect on their work. What teachers are doing in the classroom is far-reaching.

It was suggested that visiting schools consider visiting a Restructuring Committee meeting since it is the 'think tank' behind the restructuring.

Communication about the literacy program is cohesive -- what you read is also what you hear and see. This has been made possible by having a person solely in charge of curriculum and instruction. Without this position, it would be difficult to oversee such comprehensive literacy program in a school the size of Brockton High School.

E. Are there any reasons why the school should not be used as a Commonwealth Compass School?

The visiting team found no indication that Brockton High School would not make a meaningful site where visitors can see a staff motivated by success, and willing to share what they have learned. Guests could sit in with the Restructuring Committee, Department and House meetings and observe colleagues reflect and discuss their progress. More importantly, teachers welcome visitors in their classrooms where the implementation of literacy skills are evident and unique to every teacher and subject. Visitors interested in adopting a literacy program can learn from the experience of Brockton High School's teachers and staff and design their own adaptation of Brockton's system.

Appendix A
Team Members

Denise Delorey, Coordinator, MA Department of Elementary and Secondary Education, Malden, MA
Emilys Pena, Consultant, SchoolWorks, Beverly, MA
Walter McClennan, Assistant Superintendent, Framingham School District, Framingham, MA
Kathy O'Connor Abrams, Assistant Principal, Chelsea High School, Chelsea, MA
Carolyn Richards, Title I Testing, Lowell School District, Lowell, MA
Pat Poska, Lead Instructional Facilitator, Lynn School District, Lynn, MA
William Gibbons, Assistant Principal, Bourne High School, Bourne, MA

Appendix B
Compass School Panel Review Visit Schedule

All activities take place at the school.