Working with the Economically Disadvantaged

Kelly Kertz, Title I Program Specialist Lake County Schools

Housekeeping

Please silence your devices now.

Using your resource folder

Learning Goal & Scale

Learning Goal:Participants will be able to

Score

4.0

In addition to level 3.0, in-depth inferences and applications that go beyond what was taught.• After implementation of a lesson, participant will be able to reflect on the plan based on strategies implemented.

• Incorporate at least three of the strategies discussed daily in lesson plans, intentionally.

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success

Score

3.0

The participant, without major errors or omissions, will understand and/or be able to:• Identify the difference between generational and situational poverty • Identify the major strategies to use when working with students from a high poverty home • Decide what strategies to emphasize in their classroom • Identify the risk factors of a student of poverty

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score

2.0

There are no major errors or omissions regarding the simpler details and processes. The participant will be able to: • Identify the risk factors of a student of poverty • Identify the major strategies to emphasize in their classroom

1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content

Score

1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can: • Locate the risk factors of a student of poverty

0.5 With help, a partial understanding of the score 2.0 content, but not the score of 3.0 content

Score 0 Even with help, no understanding or skill demonstrated.

Pre-

Asse

ssm

ent

• Do a two minute “quick write” about an experience you have had with poverty.

• Make eye contact with a partner and share.

Bellringer

Defining and personifying Economically Disadvantaged

SES = Socio Economic Status

“Low SES Students” = Students who live in poverty.

2015 Poverty Guidelines for the 48 Contiguous States and the District of the Columbia

U.S. Department of Health and Human Services

Persons in family/household Poverty guidelines

1 $11770

2 $15930

3 $20090

4 $24250

5 $28410

6 $32570

7 $36730

8 $40890

For families/households with more than 8 persons, add $4160 for each additional person.

Economically Disadvantaged of Low SES Students

Dr. Tammy Pawloski Francis Marion University School of Education

Center of Excellence to Prepare Teachers of Children in Poverty www.fmucenterofexcellence.org H/O

What does poverty look like in Lake County Schools? These are free and reduced lunch counts as of February 2015.

Elementary Schools at 50% or higher

Beverly Shores 90.27Leesburg Elementary 88.42Rimes Elementary 86.84Eustis Heights Elem. 85.94Mascotte Elementary 85.34Triangle Elementary 82.36Clermont Elementary 80.73Fruitland Park Elem. 79.63Groveland Elem. 78.25Villages Elementary 74.85Eustis Elementary 74.04Sawgrass Bay Elem. 73.68Umatilla Elementary 71.36Tavares Elementary 69.92Treadway Elementary 68.51Astatula Elem. 67.13Seminole Springs 62.55Minneola Elementary 58.83Sorrento Elementary 58.10Grassy Lake Elem. 50.30

Middle Schools Oak Park Middle 86.46Carver Middle 73.91Umatilla Middle 73.42Gray Middle 62.73Eustis Middle 61.70Tavares Middle 58.62Mt. Dora Middle 58.58Clermont Middle 57.18Windy Hills Middle 55.33East Ridge Middle 51.20

High Schools Leesburg High 67.12Umatilla High 61.27South Lake High 54.72East Ridge High 50.98Eustis High 50.08Mt. Dora High 49.76Tavares High 49.31Lake Minneola High 48.50

District 62.68

Yellow highlight indicates a Title I School for 15-16

Special/ Non-traditional Schools

Lifestream Leesburg 95.45Lifestream Eustis 95.00Humanities (Closed) 90.58Spring Creek Elementary 82.50Milestones (Closed) 74.77Alee 74.10Lake Hills 73.37Altoona 72.73

Two of the Six Types of Poverty

Situational GenerationalGenerally 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 our of

their situations.

TheLaundry ListOf Poverty

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

• Depression• Lack of creativity • Unable to concentrate or

focus • Poor short term memory • Gaps in politeness and

social skills • Reduced cognition

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

Poverty and the BrainChronic exposure to poverty causes the brain to physically change at a

detrimental level:

Cortisol (stress hormone)

Emotional and social Acute and chronic stressorsCognitive lagsHealth and safety issues

Poverty and the Brain

Abstract Thinking Regulating Behavior Social Control Helps to Focus Thoughts

Prefrontal Cortex

Hippocampus Memory

The 5 Most Likely Brain Disorders for Low SES Children

1. Stress 2. ADHD or ADD 3. Learning Delays4. Attachment Disorders 5. Dyslexia

Good News About the BrainIt is fluid (neuroplasticity) and can be changed!!!

A bad experience willChange the brain differentlyThan a good experience.

Greatest InfluenceTime spent in

situations CHANGES the

brain…

…for Better or Worse.

• Rigor• Relevance• Relationships• Rules (consistency)

The Four R’s for Low SES Students

Ruby Payne – The Classes and What is Important

Wealthy • Connections

• Political • Social • Financial

Middle Class• Work • Accomplishments

Poverty • Relationships

Students Bring Three Relational Forces to School

1. A drive for a reliable relationship2. A need to strengthen peer socialization

(belonging)3. A quest for importance and social status

RelationshipsStudents raised in poverty need a caring and

dependable adult in their lives.

Relationships• You may notice that Mondays and the first

day back from vacation are often hard for these students.

• Consider doing an icebreaker activity on these days to increase the feeling of attachment

Relationships

Students will hit a test score ceiling until their emotional and social lives are a part of school reform.

Two things that may help people move out of poverty to middle class are relationships and education.

Relationships

Academic tasks need to be referenced in terms of relationships…

“How will learning this affect my relationship…?”

The brain needs……to work in social conditions (70% of the time the teacher should purposely select

who is in each group)

DQ 2(7), DQ3(15), DQ4(21,22), DQ5(31)21st Century Skill 2

Kagan Cooperative Structures/ Cooperative Learning Structures

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 appropriate emotional response and circumstance in which to use it

2. Allow students to practice applying the skills

PBS

VocabularyIf a word is not in a student’s oral

vocabulary, no amount of decoding will help.

“Vocabulary is the gatekeeper to understanding.” – Dr. Joe

Johnson, NCUST

Intentional Vocabulary Instruction

Tier I Basic words which commonly appear in spoken language. They rarely require explicit instruction.

Examples: clock, baby, happy, and walk.

Tier 2 High frequency words used by mature language users across several content areas.

Examples: obvious, complex, establish, and verify.

Tier 3 Words are in specific content areas or domains. Examples: Medical, legal, biology, and mathematics

Morphology

VIBE

VocabularyIntentionally BuiltEveryday

A conscious effort should be made everyday everywhere …in the hallway, waiting in line, at the lunch table, at PE, etc.

Language Influences CognitionLanguage development Socioeconomic Status

The link is strong

Higher SES toddlers actually used more words in talking to their parents than low SES mothers used intalking to their own children. Bracey, 2006

Sentence Stems• Phrases are posted in classrooms to help scaffold

students use of language• Embed academic language in stems

What Language Do We Use WhenWe 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….

www.jeffzwiers.com language and literacy resources, academic language posters

Language issues…

prevent development of cognitive structure.

If they can’t think it, they can’t say it.If they can’t say it, they can’t read it.If they can’t read it, they can’t write it.

Oral language skills must be taught pre-K to 12

Language issues…

are 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.

Building Background

Building Vocabulary

Nancy Frey, PhDwww.fisherandfrey.com

Nancy Frey, PhD www.fisherandfrey.com

Background Knowledge

• 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.

• Research shows that background is strongly linked to vocabulary.

Print Rich Environments with an Emphasis on Informational Text Are Essential

http://wonderopolis.org

Purposeful Effective Teachers

Low achieving students gain an average of 14 percentile points with the least effective teachers. By contrast, the most effective teachers produce average gains of 53 percentile points with low-achieving students.

Source: William L. Sanders, Senior Research Fellow, University of North Carolina (Sanders & Rivers, 1996).

14 Points

53 Points

The brain needs…

…differentiated instruction

…review (every time students review they do change their memory)

DQ2(7)

The brain needs…

…to build memory and attentional skills

www.soakyourhead.comwww.playattention.com/adhdwww.happy-neuron.com/games/#memory (this is fun)www.happy-neuron.com/games/#attention (this is fun)

The brain needs… • Chunking of information into digestible bits

1. Researchers used to think working memory could hold 7 plus or minus 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

Domain 2: Element 9

The brain needs…

30-60 minutes of the arts 3-5 days a week

This boosts attention, working memory and visual spatial skills

Cultural Experiences Needed at Schools

• Virtual tours of Museums and Art Galleries

• Display of art prints

• Exposure to music

The brain needs…

Movement 30-60 minutes per day to reduce stress

Activity and Movement• Decreases depression• Increases neurogenesis (the ultimate low budget

anti-depressant)

TRY:• Kagan strategies (Cooperative Learning) • Carousel activities• Dramatizing• Roleplaying

Learning Goal & Scale

Learning Goal:Participants will be able to

Score

4.0

In addition to level 3.0, in-depth inferences and applications that go beyond what was taught.• After implementation of a lesson, participant will be able to reflect on the plan based on strategies implemented.

• Intentionally incorporate at least three of the strategies discussed daily in lesson plans.

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success

Score

3.0

The participant, without major errors or omissions, will understand and/or be able to:• Identify the difference between generational and situational poverty • Identify the major strategies to use when working with students from a high poverty home • Decide what strategies to emphasize in their classroom • Identify the risk factors of a student of poverty

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score

2.0

There are no major errors or omissions regarding the simpler details and processes. The participant will be able to: • Identify the risk factors of a student of poverty • Identify the major strategies to emphasize in their classroom

1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content

Score

1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can: • Locate the risk factors of a student of poverty

0.5 With help, a partial understanding of the score 2.0 content, but not the score of 3.0 content

Score 0 Even with help, no understanding or skill demonstrated.

Post

-Ass

essm

ent