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Desired Outcomes By the end of the session, participants will be able to Detail the impact that poverty has on the brain and learning. Utilize the SHARE.

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Presentation on theme: "Desired Outcomes By the end of the session, participants will be able to Detail the impact that poverty has on the brain and learning. Utilize the SHARE."— Presentation transcript:

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2 Desired Outcomes By the end of the session, participants will be able to Detail the impact that poverty has on the brain and learning. Utilize the SHARE factors to promote successful school experiences for students of poverty.

3 “There is reason to believe that what poor and affluent kids need from school is not quite the same thing.” ~ Michael Petrilli, Educational Leadership, May 2013 “Educators today are actually the frontline civil rights workers in a long-term struggle to increase equity.” ~Moses, R., & Cobb, C. E. (2002). Radical equations: Math literacy and civil rights.

4 Why Focus on Income?

5 Schoolwide Success Factors Factors that high-achieving schools supporting students of poverty have in place: Support of the whole child Hard data Accountability Relationship building Enrichment mind-set

6 Students are In School for 1000 Hours and Out of School for 5000 How good is your 1000?

7 Support the Whole Child

8 Hard Data and Accountability

9 Relationship Building

10 Difference: Relationships Greet students by name Ask about their family, hobbies, and what’s important to them Stop telling students what to do and start teaching them how to do it Responding to inappropriate student behavior: Never embarrass in front of peers; meet after class; reaffirm your relationship; demonstrate the behavior you wanted; say why it’s important as the student moves through school; end by affirming common goals and interests

11 More about Relationships “No matter how difficult Elena’s class seems, I needed to love them. During the first months, they weren’t easy to love; by the end of the year, they were my best-behaved class and paid attention even to the lessons that weren’t so exciting. One-on-one conferences helped me get close to each student. I found unconditional love was the best tool in my teacher’s tool kit. First, I gave them love; in return, they conducted themselves like individuals worthy of that love” ~ Kathy King-Dickman

12 Challenging Assumptions (Beth Lindsay Templeton, Educational Leadership, May 2013 Why is that child so rude? –Student may live in an overcrowded household where speaking loudly even if someone else is talking is necessary to be heard Teach student to write comments on sticky note; speak in a soft voice; use small groups; commend appropriate behavior Why does that mother let her son dress like that? –Family may need to wash clothes at a Laundromat Keep a lost and found and provide clothes; give child clothes that another outgrew

13 Challenging Assumptions continued Why doesn’t he do his homework? –Chaotic and noisy home; parents working multiple jobs and/or swing shifts; taking care of younger siblings or ailing grandparents Provide help to students who arrive early or left late; build homework time into schedule; That child is so lazy. He sleeps in class every day! –Stays awake to see parent who works until midnight; home or neighborhood is noisy; has family responsibilities Allow student to stand; direct entire class to stand and stretch; provide earplugs; offer time for sleep (extreme case)

14 Enrichment, Not Pity

15 Difference: Health and Nutrition Focus on oxygen and glucose Have students engage in slow stretching while taking slow deep breath to increase oxygenation Ensure students engage in available physical activities (e.g. do not withhold recess from students for a disciplinary issue) Use games, movement, and drama

16 Classroom Success Factors Factors that high-achieving classrooms supporting students of poverty have in place: Standards-based curriculum and instruction Hope building Arts, athletics, and advanced placement Retooling of the operating system Engaging instruction (Yellow Handout – Note-taking Guide)

17 Standards-based curriculum and instruction Danielson:

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19 Hope building Danielson:

20 Difference: Hope and the Growth Mind-Set Teach students that their brains can change Avoid telling students they have a limited amount of focusing power Provide quality feedback

21 Difference: Effort Use buy-in strategies Make connections to the student’s world Affirm effort every day in the classroom Set high goals

22 Arts, athletics, and advanced placement Danielson:

23 Retooling of the operating system Danielson:

24 Difference: Cognition Focus on core academic skills that students need most –How to organize, study, take notes, prioritize, and remember –Teach problem-solving, processing, working memory skills, and self-created mnemonic devices Start small (e.g. recall of words, then phrases, then whole sentences) Use this foundation to build higher-level skills

25 Engaging instruction Danielson:

26 Difference: Vocabulary Be relentless about introducing and using new vocabulary words Use engaging activities such as trading cards, verbal gestures, and movements Incorporate vocabulary practice into daily rituals and provide incentives for use

27 Beyond Vocabulary – Leveraging Teacher and Student Talk (Kathy King-Dickman, Educational Leadership, May 2013) Realize the way you talk to students might affect their achievement Provide positive feedback Utilize strong vocabulary Increase time students spend in purposeful talk Increase opportunities for every student to participate and decrease instances of calling on one or two students

28 Difference: Distress Give students more control over their own daily lives at school; provide choice Teach students coping skills (e.g. If this, then that); share own examples and have students help you; model how you handle stressors and challenges Encourage and provide opportunities for responsibility and leadership Embed more fun into classroom activities

29 What, there is a quiz? Tally marks in Section A, B, or C. (Adapted from Ruby Payne, A Framework for Understanding Poverty, 2005) Section A - I know how to… 1.use a credit card, checking and/or savings account. 2.get children into Little League, piano lessons, and soccer 3.repair items in my house almost immediately after they break, or I know a repair service and call it. 4.talk to children about going to college. 5.get the best interest rate on my car loan. A B C II

30 Section B – I… 1.have favorite restaurants in different countries around the world. 2.have at least two homes with full time staff. 3.fly in my own plane, the company plane, or private jet rental. 4.know the hidden rules of the Junior League. 5.know how to read a corporate balance sheet and analyze your own financial statements.

31 Section C – I know how to… 1.live without a bank account. 2.physically fight and defend myself. 3.move in half a day. 4.bail someone out of jail. 5.keep my clothes from being stolen at the laundromat.

32 Where is your comfort?

33 How Good is Your 1000?

34 Beyond the Workshop School Wide – (Salmon) Characteristics of High- Poverty, High-Achieving Schools Classroom – (Lavender) Characteristics of High- Poverty, High-Achieving Schools

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36 Another voice o_talk_about_an_injustice.html

37 Big picture measures Un-level the playing field: provide additional resources and supports Strengthen parental involvement: offer sustained, intensive training programs Make home visits – step through the child’s door Create a safe, ordered environment with consistent routines Identify and use disciplinary practices that match the student population Incorporate school family rituals Volunteer and mentoring programs Developing key partnerships Move mindsets from my students to our students; take ownership for student learning; focus resources on helping struggling students Participate in Professional Learning Communities; use data and progress monitoring

38 So, in review, what can be done to counter each? Four primary risk factors for students of poverty: Emotional and social challenges Acute and chronic stressors Cognitive lags Health and safety issues


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