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NEW BEGINNINGS 2014 Working with the Economically Disadvantaged Presented by: Stacy Williams (Title I) August 6 & 7, 2014 Leesburg High School.

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Presentation on theme: "NEW BEGINNINGS 2014 Working with the Economically Disadvantaged Presented by: Stacy Williams (Title I) August 6 & 7, 2014 Leesburg High School."— Presentation transcript:

1 NEW BEGINNINGS 2014 Working with the Economically Disadvantaged Presented by: Stacy Williams (Title I) August 6 & 7, 2014 Leesburg High School

2 HOUSEKEEPING Please silence your devices now. Working with the Economically Disadvantaged and the Demands of the Florida Standards 2014 Professional Learning Opportunity for Florida Standards Teachers and Acceleration Teachers Using Your Resource Folder

3 BELLRINGER Do a two minute “quickwrite” about an experience you have had with poverty. Make eye contact with a partner and share.

4 Common Board Configuration Date: July 31, 2014 Benchmarks: Language Arts Florida Standards Bell Ringer : Two Minute “Quick Write” of a personal experience with poverty. Essential Question : What should I know and do to effectively instruct economically disadvantaged students in the classroom? Common Language: economically disadvantaged, poverty, low SES, Florida Standards, neuroplasticity Objective: Be able to answer- What are the risk factors of poverty? How do these factors affect the academic achievement of economically disadvantaged students ? Agenda: Gradual Release I DO Lecture Bursts (Poverty, Florida Standards, Impact of Low SES on the Brain, and School Actions) WE DO Cooperative Structures to Review Information YOU DO Individual Reflection Summarizing Activity: Essential Question Carousel Next Steps: Implement strategies learned today as you instruct economically disadvantaged students in the classroom. Learning Goals: Understand how to effectively instruct economically disadvantaged students in the classroom.

5 LAKE COUNTY SCHOOLS Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

6 Lake County Schools College and Career Readiness Instructional Framework Key Performance Indicators School Improvement Plan Florida Standards Professional Learning Community FCIMMTSSLESSON STUDY Personalized Learning Desired Student Outcomes Statement of Work ContentCultural Behavior ProcessInterventionsCapacity Building Autonomy of Learning 1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2 nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment 3.Increase proficiency rates on FCAT 2.0 Science 4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History 5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification) 6. Increase participation and performance on PERT, SAT and ACT 7. Increase AMO percentages for all subgroups (Achievement Gap) 8. Increase the graduation rate 9. Increase attendance rate 10. Decrease disciplinary infractions The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include: Organize: Stakeholders plan and assess needs based on data. Plan: Stakeholders set goals and objectives, identify strategies and measures of success. Implement: Implement activities and monitor progress. Sustain: Identify success of current plan, evaluate and adjust to sustain growth. Florida Standards are a set of high- quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction: 1. Knowledge and Use of Florida Standards 2. Common and Collaborative Planning Time 3. Interdisciplinary Content Integration 4. Frequency of Project-Based Learning 5. Student Collaboration 6. Integrated Technology The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are: Focus on Learning: All students can learn and we are responsible to ensure learning occurs. Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning. Focus on Results: Effectiveness is measured by results, not intent. The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re- evaluating results. It is the road map that directs our actions.  Plan  Do  Check  Act Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem- solving components include: 1. Problem Identification 2. Problem Analysis 3. Intervention Design 4. Response to Instruction/ Intervention Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are: 1. Collaborative Planning 2. Lesson Observation by Teachers 3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior 4. Reflection, Refinement and Re-teaching as Necessary Personalized Learning (PL) is a system that cultivates independence and self- governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment. PL Key Elements: 1. Student- directed Learning 2.Learner Profiles and Paths 3. Competency- based Learning 4. Flexible Learning Environments 5. Structures of Accountability, Continuous Improvement and Innovation

7 New Beginnings 2013

8 New Beginnings 2013 MARZANO/TEAM FRAMEWORKMARZANO/TEAM FRAMEWORK Communicating Learning Goals and Feedback Establishing Rules and Procedures Helping Students Interact with New Knowledge Helping Students Practice/Deepen Knowledge Helping Students Generate/Test Hypotheses Engaging Students Planning/Preparing for Lessons and Units Planning/Preparing for Resources & Technology Planning/Preparing for Special Student Needs Developing/Monitoring a Professional Growth Plan

9 21 ST CENTURY SKILLS TONY WAGNER, THE GLOBAL ACHIEVEMENT GAP New Beginnings 2013 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination


11 DEFINING AND PERSONIFYING ECONOMICALLY DISADVANTAGED SES = Socio Economic Status Students who live in poverty. “Low SES students”

12 2014 POVERTY GUIDELINES FOR THE 48 CONTIGUOUS STATES AND THE DISTRICT OF COLUMBIA Persons in family/household Poverty guideline 1$11,670 215,730 319,790 423,850 527,910 631,970 736,030 840,090 For families/households with more than 8 persons, add $4,060 for each additional person. Alaska and Hawaii have separate poverty guidelines which reflect the Office of Economic Opportunity administrative practice. U.S. Department of Health & Human Services

13 WIDENING YOUR SCOPE: MOVING BEYOND ECONOMICALLY DISADVANTAGED STUDENTS This also applies to all of the other subgroups and students who don’t fall into a subgroup but experience language-based deficits, stress, and are under-resourced: Poor oral language Poor vocabulary Poor listening and speaking skills Weak comprehension skills Speaking and Listening Standards Reading Standards for Literature/Foundational Skills/Informational Text Language Standards Writing Standards

14 ECONOMICALLY DISADVANTAGED OR LOW SES STUDENTS Dr. Tammy Pawloski Francis Marion University School of Education Center of Excellence to Prepare Teachers of Children in Poverty H/O

15 What does low SES look like in Lake County Schools? Middle Schools at 50% or above in rank order Oak Park Middle85.27% Carver Middle73.64% Umatilla Middle67.89% Gray Middle61.39% Eustis Middle60.48% Mt. Dora Middle57.87% Tavares Middle57.61% Clermont Middle56.48% Windy Hill Middle56.22% High Schools at 50% or above in rank order Leesburg High63.45% Umatilla High57.39% South Lake High50.52% Elementary Schools at 50% or abovePercentage Lake Academy Leesburg92.11% Lake Academy Eustis92.00% Humanities Fine Arts Charter90.08% Beverly Shores Elementary86.98% Eustis Heights Elementary85.87% Leesburg Elementary84.83% Mascotte Elementary Charter84.42% Spring Creek Elementary84.18% Rimes Early Learning Center81.58% Triangle Elementary80.72% Alee Academy77.21% Fruitland Park Elementary77.08% Clermont Elementary76.95% Sawgrass Bay Elementary76.11% Groveland Elementary74.75% Eustis Elementary72.23% Tavares Elementary72.11% Villages of Lady Lake Elementary72.07% Milestones Elementary Charter66.51% Umatilla Elementary65.64% Lake Hills65.36% Treadway Elementary64.64% Altoona Inc64.26% Astatula Elementary59.80% Seminole Springs Elementary59.16% Minneola Elementary Charter55.36% Round Lake Elementary Charter51.19% Sorrento Elementary53.34%

16 TWO TYPES OF POVERTY Situational Generational Generally caused by a sudden crisis or loss and is often temporary. Events causing situational poverty include environmental disasters, divorce, or severe health problems. Occurs in families where at least two generations have been born into poverty. Families living in this type of poverty are not equipped with the tools to move out of their situations.

17 THE LAUNDRY LIST OF POVERTY Turn your SESSION NOTES over and make your laundry list of: Characteristics of low SES students impacted by poverty

18 FROM THE LAUNDRY LIST… Impulsivity, blurting out Forgetting what to do next Nonverbal communication is more important than verbal Physical fighting is necessary for survival Irregular attendance 21 st Century Skills (1,3,4,7) Depression Lack of creativity Unable to concentrate or focus Poor short term memory Gaps in politeness and social skills Reduced cognition H/O


20 POVERTY AND THE BRAIN  Abstract Thinking  Regulating Behavior  Social Control  Helps to Focus Thoughts Prefrontal Cortex HippocampusMemory

21 Chronic exposure to poverty causes the brain to physically change at a detrimental level: Cortisol (stress hormone) Emotional and social Acute and chronic stressors Cognitive lags Health and safety issues

22 5 MOST LIKELY BRAIN DISORDERS FOR ECONOMICALLY DISADVANTAGED CHILDREN 1. Stress 2. ADHD or ADD 3. Learning Delays 4. Attachment Disorders 5. Dyslexia

23 GOOD NEWS ABOUT THE BRAIN It is fluid! And it can be changed! ( neuroplasticity ) However, a bad experience will change the brain differently than a good experience.

24 GREATEST INFLUENCE Time spent in situations CHANGES the brain… …for Better or Worse.


26 MAKING CONNECTIONS 1.Share with your elbow partner your thoughts about how poverty impacts the brain.

27 Rigor Relevance Relationships Rules (consistency) The Four R’s for Economically Disadvantaged Students


29 FLORIDA STANDARDS Strands Clusters Standard Code Standard

30 TEXT COMPLEXITY Text complexity is the HALLMARK in the Florida Standards Less is more…go deeper with text not wider for instruction…quality not quantity

31 COMPLEX TEXT REQUIRES… slow linear reading close reading rereading stamina a willingness to probe being receptive to deep thinking

32 FLORIDA STANDARDS ASSESSMENT PASSAGES Word difficulty (frequency, length) Sentence length Syntax Vocabulary load Knowledge demands Text structure Language conventions Text dependent questions H/O

33 USE OF COMPLEX TEXT An increased use of multiple text sets on the same theme or topic The use of ladder texts (same content; four different reading levels)

34 WRITING IN THE FLORID STANDARDS Writing will be about the ideas directly related to the text Increased amounts of writing about what is being read 21 st Century Skill #5 *

35 MAKING CONNECTIONS 1.Share with your partner the biggest challenge you will have implementing the standards with students from economically disadvantaged backgrounds ?




39 LANGUAGE INFLUENCES COGNITION Language development socioeconomic status The link is strong Higher SES toddlers actually use more words in talking to their parents than low SES mothers use in talking to their own children. Bracey, 2006

40 LANGUAGE ISSUE Language can be tied to behavior. Students rely on casual register from home instead of using the formal register of school which often hinders communication. Students need to learn how to “code switch” between registers. 21 st Century Skill 5

41 INTENTIONAL VOCABULARY INSTRUCTION Academic vocabulary Robust (Tier 2) vocabulary Content Specific (Tier 3) vocabulary Morphology 21 st Century Skill 5

42 SENTENCE STEMS AND FRAMES Phrases are posted in classrooms to help scaffold students use of language Embed the academic language in the stems ) Pg. 9-16 H/O

43 WHAT LANGUAGE DO WE USE WHEN WE “COMPARE AND CONTRAST?” They are similar because… The two differ because one…, while the other… On the other hand,… _____ is similar to _____ in that… ______ is distinct from ______ in that…. We can see that _____ is different from ____ in the area of…. language and literacy resources, academic language 21 st Century Life Skill #6

44 VOCABULARY OWNERSHIP If a word is not in a student’s oral vocabulary, no amount of decoding will help with comprehension. “Vocabulary is the gatekeeper to understanding:” -Dr. Joe Johnson, NCUST 21 st Century Skill 5 Pg. 16


46 TWO KEY AREAS FOR INSTRUCTIONAL FOCUS Building Vocabulary Building Background Nancy Frey, PhD

47 BACKGROUND KNOWLEDGE 1.Research shows that:  what students already know about the content…  is one of the strongest indicators…  of how well they will learn new related content. 2.Research shows that:  background is strongly linked…  to vocabulary.


49 Resources for Building Background Knowledge H/O

50 MAKING CONNECTIONS 1.Share with your elbow partner one thing you will do to build vocabulary intentionally.


52 RUBY PAYNE: THE CLASSES & WHAT IS IMPORTANT Wealthy Middle Poverty Connections – political, social, financial Work and Achievement RELATIONSHIPS Ruby Payne: The Framework for Understanding Poverty

53 STUDENTS BRING THREE RELATIONAL FORCES TO SCHOOL 1.A drive for a reliable relationship 2.A need to strengthen peer socialization (belonging) 3. A quest for importance and social status

54 RELATIONSHIPS Students from economically disadvantaged backgrounds may need a caring and dependable adult in their lives

55 SUPPORT FROM A SIGNIFICANT OTHER Teacher Assistants Tutors Mentors Counselors




59 TEACH THE SOFT SKILLS Every proper response not seen at school is one that needs to be taught (conflict resolution, anger management, coping skills, restitution, etc.) : 1. Demonstrate the appropriate emotional response and the situation in which to use it 2. Allow students to practice applying the skills PBS Handout




63 THE BRAIN NEEDS… …differentiated instruction …review

64 THE BRAIN NEEDS… Chunking of information into digestible bites 1. Used to think working memory could hold 7 +/- pieces of information now it appears to be 2-4 pieces 2. Teach a chunk (no more than 15 minutes) then let the brain rest to allow for processing



67 THE BRAIN NEEDS… 30-60 minutes of the arts 3-5 days a week This boosts attention, working memory and visual spatial skills 21 st Century #7

68 CULTURAL EXPERIENCES ARE NEEDED AT SCHOOL Virtual fieldtrips and tours of Museums and Art Galleries Display art prints and artists around the school Exposure to music and musicians 21 st Century #7 H/O


70 THE BRAIN NEEDS… Movement 30-60 minutes per day to reduce stress 21 st Century #2 and #7

71 ACTIVITY AND MOVEMENT Decreases depression Increases neurogenesis (the ultimate low budget anti-depressant) TRY: Kagan strategies carousel activities dramatizing role playing 21 st Century #2 and #7






77 THANK YOU FOR YOUR ATTENTION! As we prepare for the upcoming school year, let’s skillfully grow ourselves and our students to the best of our abilities!!!

78 Have Questions? Contact Stacy Williams Title I Program Specialist

79 PARTICIPANT SCALE AND REFLECTION (PLEASE COMPLETE AND TURN IN) 0-Not Using No understanding or implementatio n steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

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