1.  Working With Economically Disadvantaged & The Demands of Florida Standards Melissa Bradley, Title I Program Specialist

2. Please silence your devices now. Working with the Economically Disadvantaged and the Demands of the Common Core 2013 Teacher Assistant Professional Development Day Using Your Resource Folder

3. 1. How does this connect to my students? 2. How can I use this knowledge in my work?

4. Common Board Configuration Date: October 21, 2013 Bell Ringer: Two Minute “Quick Write” with poverty experience. Learning Goal: To understand how to help high poverty students in the classroom. Standard: FS English Language Arts Objective: Be able to answer - What are the risk factors of poverty? How do these factors affect the academic achievement of low SES students Essential Question : What should I know about high poverty students to help me support them in the classroom? Vocabulary: Poverty, 21 st Century skills, ladder text, neuroplasticity, discussion frames, chunking Agenda: Lecture bursts (Poverty, Florida Standards, Impact of low SES on the Brain, and School Actions) Cooperative Structures for Review Individual Reflection Summarizing Activity Essential Question Carousel Homework: Try to implement a strategy that you learned today as you work with students in the classroom.

5. 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.

7. 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

8. You will be given 30 seconds to quietly process the statement below and begin to develop your response. Then you are invited to turn to your shoulder partner and take 90 seconds to share your response. Your partner will respond next. Children represent 24% of the population, but they comprise 34% of all people in poverty. Why? National Center for Children in Poverty www.nccp.org

9. Dr. Tammy Pawloski Francis Marion University School of Education Center of Excellence to Prepare Teachers of Children in Poverty www.fmucenterofexcellence.org

10. SES = Socio Economic Status Students who come from homes with levels of high poverty. “Low SES students”

11. This also applies to all of the other subgroups and students who don’t fall into a subgroup but experience language-based deficit, stress and are under-resourced:  Poor oral language  Poor vocabulary  Poor listening and speaking skills  Weak comprehension skills

12. What does low SES look like in Lake County Schools? Elementary Schools at 50% or abovePercentage Lifestream Academy Eustis97.33% Beverly Shores Elementary87.70% Lifestream Academy Leesburg87.06% Mascotte Elementary Charter86.51% Eustis Heights Elementary85.26% Rimes Early Learning Center84.67% Spring Creek Elementary83.90% Leesburg Elementary83.43% Humanities Fine Arts Charter82.35% Clermont Elementary80.88% Triangle Elementary80.40% Fruitland Park Elementary77.22% Sawgrass Bay Elementary75.49% Groveland Elementary76.05% Alee Academy75.27% Villages of Lady Lake Elementary73.75% Altoona Inc72.92% Tavares Elementary69.74% Milestones Elementary Charter69.27% Eustis Elementary68.71% Lake Hills67.86% Umatilla Elementary65.05% Treadway Elementary63.19% Seminole Springs Elementary61.42% Astatula Elementary59.54% Minneola Elementary Charter52.29% Round Lake Elementary Charter51.69% Middle Schools at 50% or above in rank order Oak Park Middle80.14% Carver Middle73.79% Umatilla Middle68.15% Gray Middle62.12% Eustis Middle61.92% Mt. Dora Middle61.83% Tavares Middle57.16% Windy Hill Middle56.90% Clermont Middle54.46% East Ridge Middle50.56% High Schools at 50% or above in rank order Leesburg High62.18% Umatilla High56.11% Seminole Springs Elementary61.42% Astatula Elementary59.54% Minneola Elementary Charter52.29% Round Lake Elementary Charter51.69%

13. 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.

14. Turn your SESSION NOTES over and make your laundry list of: Characteristics of low SES students impacted by poverty Turn to Page 28 in your Resource Folder

15.  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

17. Impulsivity Planning Prefrontal Lobe HippocampusMemory

18. 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

19. 1. Stress 2. ADHD or ADD 3. Learning Delays 4. Attachment Disorders 5. Dyslexia

20.  It is fluid!  And it can be changed! (neuroplasticity)  However, a bad experience will change the brain differently than a good experience.

21. Time spent in situations CHANGES the brain… …for Better or Worse.

22. *

23. 1. How does this connect to my students? 2. How can I use this knowledge in my work?

24.  Rigor  Relevance  Relationships  Rules (consistency)

25.  Next Generation Sunshine State Standards (NGSSS) are the standards currently used in grades 2-12  Common Core State Standards (CCSS) are already in use in grades K-1  In 2014, 2 nd grade will be using CCSS  In 2015, grades 3-12 will be using CCSS  In spring of 2015, new assessments will begin using the CCSS

26.  10 Reading and Writing standards  Standard 10: The use of Complex Text  Only 9 instructional standards  Fewer standards BUT each expects a much deeper understanding from students (no more “waterbug effect”) 21 st Century #1, #5, #7

27. Text complexity is the HALLMARK of the Florida Standards

28.  Word difficulty (frequency, length)  Sentence length  Syntax  Vocabulary load  Knowledge demands  Text structure  Language conventions  Text dependent questions * Partnership for Assessment of Readiness for College and Careers (PARCC)

29.  slow linear reading  close reading  rereading  stamina  a willingness to probe  being receptive to deep thinking

30.  An increased use of multiple text sets on the same theme or topic  The use of ladder texts (same content; four different reading levels)

31.  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 *

34. 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

35. Language issues can prevent development of cognitive structure. Oral language skills must continue to be taught pre-K to 12. What I think, I can say. What I say, I can write. What I write, I can read. 21 st Century Skill 5

36. 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

37.  Phrases are posted in classrooms to help scaffold students use of language  Embed the academic language in the stems ) Pg. 9-16

38.  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…. www.jeffzwiers.com language and literacy resources, academic language posterswww.jeffzwiers.com 21 st Century Life Skill #6

39. 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

40. Academic vocabulary Robust (Tier 2) vocabulary Content Specific (Tier 3) vocabulary Morphology 21 st Century Skill 5

41. 1. How does this connect to my students? 2. How can I use this knowledge in my work?

43. Building Background Building Vocabulary Nancy Frey, PhD www.fisherandfrey.com Nancy Frey, PhD www.fisherandfrey.com

44. 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.

45. http://wonderopolis.org Resources not found at home

46. Resources for Building Background Knowledge

51.  Wealthy  Middle  Poverty Connections – political, social, financial Work and Achievement RELATIONSHIPS Ruby Payne: The Framework for Understanding Poverty

52. 1. A drive for a reliable relationship 2. A need to strengthen peer socialization (belonging) 3. A quest for importance and social status

53. Students from low SES backgrounds may need a caring and dependable adult in their lives

54. Teacher Assistants Tutors Mentors Counselors

55. Academic tasks need to be referenced in terms of relationships… “How will learning this affect my relationship…?” Relevance & Applicability

56. …to work in planned social conditions. 70% of the time the teacher should purposely select who is in each group. 21 st Century Skill 2 Social skills – oral language – listening skills – speaking skills- movement Ex. Kagan Cooperative Structures

59. 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 circumstance in which to use it 2. Allow students to practice applying the skills PBS Handout

60. to celebrate success!

61. 1. How does this connect to my students? 2. How can I use this knowledge in my work?

64. …differentiated instruction …review (every time students review they do change their memory)

65. … to build memory and attentional skills www.soakyourhead.com www.playattention.com/adhd www.happy-neuron.com/games/#memory www.happy-neuron.com/games/#attention www.neuroactiveprogram.com

66. 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

68. 21 st Century #7

69. 30-60 minutes of the arts 3-5 days a week This boosts attention, working memory and visual spatial skills 21 st Century #7

70.  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

72. Movement 30-60 minutes per day to reduce stress 21 st Century #2 and #7

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

76. And thank you for being a part of the solution. Have Questions? Contact Melissa Bradley, Title I Program Specialist bradleym2@lake.k12.fl.us