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5/7/2013
2013 ASCD
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Coming up at 2:00 p.m. Tuesday, May 7 Educating the Whole Child: The Core Work of High-Performing/High-Poverty Schools
William Parrett and Kathleen Budge
Educating the Whole Child: The Core Work of High-Performing/High-Poverty Schools
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Understand how high-performing/high-poverty schools address the needs of the whole child.
Be compelled to take informed action to better meet the needs of underachieving students living in poverty.
Learner Outcomes
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Now Available From ASCD
January 2012
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How
Are We
Doing?
Validate
Challenge to Improve
5/7/2013
2013 ASCD
Source: Education
Trust analysis of data
from National
School-Level State
Assessment Score
Database
www.schooldata.org
Data are from 2002.
Poverty vs. Achievement
in Illinois Elementary Schools
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Percent Low-Income Students
Pe
rce
nt
5th
Gra
de
rs M
ee
tin
g S
tan
da
rd i
n M
ath
JAPAN
UNITED KINGDOM
High-Poverty / High-Performing Schools
Dayton’s Bluff Elementary, St. Paul, MN
Lapwai Elementary, Lapwai, ID
Molalla High School, Molalla, OR
Osmond A. Church PS/MS. 124 K-8 School, Queens, NY
Port Chester Middle School, Port Chester, NY
Taft Elementary, Boise, ID
Tekoa High School, Tekoa, WA
Nationally Recognized High-Poverty / High Performing Schools
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Osmond A. Church
School
PS/MS 124
Queens, New York
2007 Dispelling the Myth Award Winner
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Osmond A. Church School
PS / MS 124
• 1,227 students in grades K-8
• 97% Low-Income
• 44% Asian
• 33% African American
• 21% Hispanic
Source: GreatSchools.org, 2013
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English Language Arts Scores, 2012
0
10
20
30
40
50
60
70
80
90
100
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Osmond Church
District
State
Osmond A. Church School
PS / MS 124
Source: New York State Education Department, 2013
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Tekoa High School Tekoa, WA
2010 Blue Ribbon School
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• 100 Students • 53% Low-income • 79% White • 13% American Indian • 6% Hispanic • 2% Other
Source: Education.com, 2013
Tekoa High School
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67
86
55
86
0
10
20
30
40
50
60
70
80
90
100
Reading Writing
Tekoa State
Source: Washinton State Department of Education, 2010
Reading and Writing Grade 10
Tekoa High School
“How many effective schools would you have to see...
...to be persuaded of the educability of poor children? If your answer is more than one, then I submit that you have reasons of your own for preferring to believe that basic pupil performance derives from family background instead of school response to family background...
We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us.”
Ron Edmonds... 1979
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Educating the Whole Child
• Healthy
• Safe
• Supported
• Engaged
• Challenged
Children who are…
A FRAMEWORK FOR ACTION:
Leading
High Poverty
Schools to High Performance
School Culture
Spheres of Influence
Actions
A FRAMEWORK FOR ACTION:
Leading
High Poverty
Schools to High Performance
School Culture
Actions
Spheres of Influence
5/7/2013
2013 ASCD
A FRAMEWORK FOR ACTION:
Leading
High Poverty
Schools to High Performance
School Culture
Actions
Spheres of Influence
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Fostering a Healthy, Safe, and Supportive Learning Environment
Strategy 1
Establish a Physically and Emotionally Safe
Environment
“We had to establish law and order…”
“These kids aren’t going to begin school in place where you can smell the bathrooms when you come in the front door.”
Dramatic Increase in Childhood Poverty
Change in percent from 2007 - 2011
Eligible for free or reduced-price lunch
Rates of Increase in 4th Grade Subsidized Lunches Since 2007, the proportion of fourth graders eligible for free or reduced-price lunches through the federal government’s school meals program has increased nationwide to 52%, from 46%.
0% (1)
1-6% (14)
7-10% (31)
≥11% (4)
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Fostering a Healthy, Safe, and Supportive Learning Environment
Strategy 2
Do EVERYTHING Possible to Level the Playing Field.
EVERYTHING
What children want at school more
than anything else…
…a caring relationship with an adult.
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Fostering a Healthy, Safe, and Supportive Learning Environment
Strategy 3
Develop Meaningful Student Advisories
• Faculty / Student Ratio—20: 1
• 30 Minutes / 4 days per week
• Four-year Commitment
• Reading, Math, Portfolios, Homework, Careers
• Performance-based Graduation Requirements
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A FRAMEWORK FOR ACTION:
Leading
High Poverty
Schools to High Performance
Actions
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Focus on Learning: Challenge and Engage
Strategy 4 Provide Targeted
Interventions • Summer Reading
• Pre K / Full Day Kindergarten
• Tutoring
• Homework Clubs
• Alternative Schools & Programs
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Focus on Learning: Challenge and Engage
Strategy 5
Teach Every
Student to Read
Proficiently—K-12
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Focus on Learning: Challenge and Engage
Strategy 6 Eliminate
Counterproductive Practices
• Tracking • Retention • Ineffective Instruction
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Common Core and Poverty
Instructional Shifts:
• Thinking skills/reasoning
• Deeper conceptual
understanding in math
• Writing
• Real-world applications
• Knowledge building through
increased non-
fiction/informational text
30+ Years of Research:
• HOTS
• AVID
• NSF Math Programs
• National Writing Project
• Place-based Education:
Expeditionary Learning
• SIOP
A FRAMEWORK FOR ACTION:
Leading
High Poverty
Schools to High Performance
Actions
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Leadership Capacity: The Building Block
Healthy, Safe, Supported, Challenged, Engaged
Strategy 7
Challenge Your Mind-sets and Eliminate Low Expectations
Confronting Common Myths
Fact or Fiction… • People in poverty are unmotivated and have weak work
ethics.
• Education, as a way out of poverty, is readily accessible to everyone.
• People living in poverty are uninvolved in their children’s education because they do not value education.
• People living in poverty tend to abuse drugs and alcohol more than people in other socioeconomic classes.
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Understanding Mental Maps/Mind-sets
• Images, assumptions, and stories carried in
our minds that shape behavior and attitude
• Usually tacit until we examine
• Limit our ability to change
• Leader’s task is to “identify/expose” through
reflection and inquiry
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Mental Maps
Action/Strategy
Consequences
Explicit Beliefs/Assumptions • School attendance is important. • Rules must be followed. • Tardiness is not allowed. • Parents are responsible for excusing their
child.
Tacit Beliefs/Assumptions • Parents don’t care about education. • Parent and student are lazy. • Parents aren’t home or are sleeping off a
hangover.
Action/Strategy • Set policy and require parents to sign in. • Try to call home. • Sent letter home via U.S. mail. • Give letter to student. • Warn about impending suspension. • Sent letter home with students.
Student still tardy and flunking class
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Challenging our Mental Maps/Mind-sets
They challenged their own mind sets...
But BEHAVIOR...
CAME BEFORE BELIEFS.
Strategy 8
Consider the Budget a Moral
Document
Leadership Capacity: The Building Block Healthy, Safe, Supported, Challenged, Engaged
5/7/2013
2013 ASCD
Strategy 9
Use data to find the bright spots and change your school or district’s
story
Do we have a data system that works for classroom and school leaders?
Leadership Capacity: The Building Block Healthy, Safe, Supported, Challenged, Engaged
“We know what works in education. The research
is prolific”
“Amazingly, then, the question today is not about what works, but about why we do not implement what we know works in all schools for all kids?”
Karin Chenoweth. It’s Being Done: Academic Success in Unexpected Schools. 2007. Pg. 227.
Today…in 2013…
Strategy 10
Close the “Knowing-Doing
Gap”– Take Action
Leadership Capacity: The Building Block Healthy, Safe, Supported, Challenged, Engaged
5/7/2013
2013 ASCD
Given what we know…
Here are five suggestions you can begin today—free of charge!
• Review your homework policies • Analyze who is and who is not accessing
higher-level curriculum and begin doing something about it.
• Keep stocks of supplies/basic necessities • Continue to reach out to parents even when
they are unresponsive • Educate yourself and challenge your biases!
Tools to Help
• Rubrics
• Surveys
• Study Guide
• Planning Template
What do we choose to do?
…our students are waiting
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2013 ASCD
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Questions?
To ask a question, type it into the chat feature on the right of your screen.
Questions will be read out by the moderator and answered by the presenter.
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This presentation is now over.
Please go to www.ascd.org/wcvirtualconference to review upcoming sessions and view archived recordings.
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